ANGLAIS4 Syllabus MV V6

SAN.AN4.
B2 – Anglais – 2023-2024
Haute Ecole Bruxelles - Brabant

Département Pédagogique - Langues germaniques - Bloc 2
Cours : SAN.AN4.B2
Année académique 2023-2024

Enseignants : Isabelle Piron et Marc Volont
SAN.AN4.B2 1/56
SAN.AN4.B2 – Anglais – 2023-2024
Course description
This English course consists in a twofold. The first part (part 1 – 32 hours) is based on this
syllabus taught by M. Volont and the second part of the course (part 2 – 24 hours) will be
handed over in class by I. Piron.
Course objectives
The objective of this course is to develop speaking, reading, writing and listening skills
through articles from the press, listening exercises, debates and grammar exercises.
Appropriation of the different cultural, historical aspects of the countries and regions of the
target language.
By the end of the year students should reach the B2 level (Common European Framework
of Reference for Languages).
Course evaluation
Please refer to the official document (course description) and to the exam guidelines.
SAN.AN4.B2 2/56
CONTENT
PART 1: INTRODUCTION TO USEFUL THEORETICAL MODELS
Chapter 1 : Verbal communication

1. The concept of communication
2. The concept of teaching
3. Variety of communication skills in teaching
4. Verbal communication in teaching
5. Non-verbal communication during teaching
6. Class activity
Chapter 2 : Non-verbal communication
1. Importance of non-verbal communication
2. Non-verbal communication in the teaching process
3. Proxemics and other concepts
4. Kinesics
5. Haptics
6. Vocalics
7. Class activity
PART 2: CLASS DEBATES and ESSAYS

1. Verbal interaction
1) Vocabulary
2) Discussion topics
2. Essays
1) Vocabulary
2) Practice on related topics
SAN.AN4.B2 3/56
PART 3: COMMUNICATING – MANAGE YOUR OWN PRESENTATION AND

DEBATE
50% of the ongoing evaluation!
1. Objective
2. Manage your own debate & presentation - Process
3. List of proposed topics
4. Tips for a successful presentation
5. Schedule
6. Evaluation grid
PART 4: GRAMMAR (topics tbd)
IMPORTANT!
1. Students’ active participation in the course activities is essential!
2. During classes, we try to express ourselves in the target language!
SAN.AN4.B2 4/56
PART 1: INTRODUCTION TO THEORETICAL MODELS
Chapter 1 : Introduction to Communication 1
1. The concept of communication
• What does communication consist in?
Definition?
• What is the aim of communication?

o Aristotle defined communication as the use of available resources to find a
way to encourage others express their ideas and opinions.
o The aim of communication is to develop motivation in the addressee.
• Why is communication important for teachers?

o In case a teacher is scientifically competent /ˈkɒm.pɪ.tənt/ but is not able to
communicate effectively with the learners, he/she is not able to teach
satisfactorily, the teaching-learning process has not been fully implemented.
o Some examples from your own experience?
2. The concept of teaching
• Teaching can be defined as teacher’s planned activities to create an ever-lasting

change in the learners’ behavior which is done in the form of a mutual
relationship.
• The stronger this relationship and the communication skills are, the deeper the
outcome of this interaction will be, i.e. the stable and effective learning. Only in
this way the teacher can develop the students' potentials.
3. Communication process in teaching

• As said, suitable communication between the teacher and students is one of the
most important skills in teaching and in the process of communicating, three
main factors play a role, including:
1
The impact of the teachers’ non-verbal communication on success in teaching. NCBI
SAN.AN4.B2 5/56
o 1st step/ signaling = teacher: the teacher himself/herself or by teaching aids

sends a message to the students;
o 2nd step/ messages = instructional: content of the message sent by the
teacher;
o 3rd step/ receiver = student: the students respond to teacher’s messages and
send a new message to the teacher who is the receiver of the message this
time.
• An important point in the communication process is that the teacher-students
relationship in the classroom is one of the most complex human relationships,
and certainly different ways are involved in how to establish this communication,
e.g. two types of verbal and non-verbal communication.
4. Verbal communication in teaching

• Such communication can be defined as total relationships that can be achieved
through speaking and conversation. Teachers should use the words carefully to
be successful in teaching. Each word provokes a feeling in people, specific
emotions, and distinct function. Therefore, it is appropriate that the teacher
avoids using negative words in dealing with the students, i.e. such words as
“I can’t, it’s impossible, it is not possible, you never, etc...”.
• A successful educator in the field of teaching should be aware of the power of

words and its impact on the audience and avoid using words without thinking.
The teacher should express his opinion with proper words and within the defined
framework for his comments to be effective.
• Therefore, the teacher, as the sender of the message, should first determine the
framework of his message and then express his expectations with appropriate
tone and words. Expression of words clearly by the educator causes the students
to listen with willingness, sum up the facts, and think to solve the problem and
supply the teacher’s comment without any tension.
• Skills are generally divided into four parts:

o listening;
o speaking;
o reading;
o and writing.
Among these skills, speaking has the higher degree of importance and usefulness
and has more decisive impact on oral communication with the audience.
SAN.AN4.B2 6/56
5. Class activity: read the text below and discuss in pairs
https://www.teachhub.com/top-12-classroom-management-dos-and-donts
1) Have you ever faced students who didn’t engage in a class activity during an
internship? Did you find out the reasons of their lack engagement?
2) Which of these "Dos and don'ts" in the classroom are, in your opinion, related to
communication?
3) Which 3 "dos" would you consider as the most important ones?
4) Would you add any tip(s) you consider to be missing to this "dos and don'ts" list?
Top 12 Classroom Management "Dos and Don’ts"
Does this sound familiar?
You labored all night creating a thoughtful, engaging lesson. You were confident that
your students would enjoy it, only to have your excitement and theirs.
You spent all your time writing names on the board, calling out troublemakers’ names,
and “ssshh-ing” them. You’re exhausted, irritated - both with them and yourself - and
hopeless because you didn’t get through everything you needed to. Crushed, you don’t
even want to think about planning for the next day, let alone doing it all again in your
next class.
Learning simply cannot occur alongside misbehavior, so instruction hinges

upon classroom management. Effective teachers are effective classroom managers. It’s
essential that you handle disruptions (an interruption in the usual way that
a system, process, or event works) in a non-confrontational manner, reinforcing rather
than undermining your authority.
Instead of pulling your hair out in frustration, give these Classroom Management “Dos”
and “Don’ts” a try:
Classroom Management Dos
1. Establish Rapport (a good understanding of someone and an ability to communicate

well with them)
Rapport with students reduces misbehavior because students want to please you.
By greeting students at the door with a simple “hello” and a “goodbye” after class,
you demonstrate care. Nurture (care for) relationships by taking an interest in
students’ lives.
Talk with them about their likes, dislikes, hobbies and interests, and then find
SAN.AN4.B2 7/56
appropriate ways to share in them. Providing positive recognition and calling on a

range of students can also help build rapport and minimize disruptions.
2. Achieve Consensus on Rules

Developing rules with students also creates rapport. It expresses that you value them
as partners in the classroom while also establishing expectations. By facilitating a
discussion about what constitutes acceptable behavior and why it is needed, you give
students a sense of ownership. Limit rules to 3-5 and be sure they are specific and
visible.
3. Utilize Proximity
When students engage in off-task behavior, simply moving in their direction or standing
near them sends a message that you are aware of what they are doing and don’t
condone (to ignore or accept behavior that some people consider wrong) it. Proximity
preserves instruction and students’ dignity while helping you monitor what students
are doing.
4. Use Mobility
Many teachers are attached to the blackboard. While students in the front might be
engaged, a larger majority are free to tune out. Instructing from different places in the
room throughout class keeps students on-task and discourages off-task behavior. Some
teachers configure their room in a way that makes mobility impossible, so be sure to
have a room arrangement that encourages movement to all areas.
5. Try Non-verbals
If you can’t move toward a misbehaving student, try some nonverbal cues (signal).
Sometimes a well-practiced “look” can redirect him. Holding eye contact with them is
another simple way without calling attention to them. In other instances, a well-placed
pause in your instruction or directions can refocus students because there is a
noticeable break in what was occurring. Hand signals and gestures work too.
6. Create Structure
A classroom lacking organization encourages off-task behavior. The more structure you
introduce, the more likely your students will exhibit positive behavior. Additionally, the
more familiar your students are with routines, the less likely they are to find “down
time” to engage in misbehavior.
7. Offer Rewards
Many teachers experience success by implementing reward systems in their class. You
could reward individuals or the entire class with small tokens (reward), prizes, or
privileges for exhibiting positive behavior or staying on task.
8. Call Early, Call Often

Don’t delay calling home. The behavior will not eventually correct itself. You only invite
more trouble by postponing calls. Communicating early and often increases the chance
of eliminating misbehavior and fostering (taking care of) parent relationships. When
you call, invite parents’ help by saying something like, “Susan has been talking a lot in
class; can you help me by discussing with her why this is inappropriate?"
SAN.AN4.B2 8/56
Classroom Management Don’ts
9. Refer Every Infraction

Disciplinary referrals should be the exception, not the rule. Reserve them for major
infractions, not minor ones like side-talking, off-task behavior, or being unprepared for
class. When you refer students for these kinds of infractions, you convey the
message: “I don’t know how to deal with you, so I need someone to do it for me.” In
essence, you hand over control of your classroom.
10. Redirect Students with Questions

Avoid calling on a student to answer a question when he is off-task. Instructional
questioning is to assess learning, but redirection through questioning embarrasses the
student and calls attention to him in a negative way. If you need to redirect a student,
consider “reminding” the student by saying: “We’re on question 5 right now,” “I need
you to respect everyone’s right to learn,” or another statement that reinforces your
expectations.
11. Publicly Discipline

Many believe that giving consequences in front of the class “sets an example.” The
example you are setting, though, is that you are willing to embarrass a child. While you
might feel a sense of control by publicly disciplining a student, he loses dignity in the
process. Although you might win a small battle, you unconsciously create a larger
struggle: he’ll want to save face, leading to more off-task behavior or direct
provocations. Instead, talk with him quietly at his desk once everyone is working or
motion him outside for a conference.
12. Lose Control

The moment you lose control of your emotions, you lose control of the class. You’ve
unwittingly shown students what buttons to push. Losing control takes a variety of
forms, including insisting on having the last word, saying something regrettable, or
crying. Instead, learn to take a deep breath and emotionally detach yourself from the
behavior or words, making sure your emotions don’t register on your face.
Classroom management challenges all educators. Observing colleagues for additional

tips and techniques will certainly help you hone (to make perfect) your craft.
Remember: consistency and firmness - always balanced by fairness - will ultimately
cause your students to respect you and their learning environment.
SAN.AN4.B2 9/56
Chapter 2 : Non-verbal communication2
1. Importance of non-verbal communication
• According to most experts, more than half of our face to face conversations are
non-verbal and sign language, and gestures express our feelings and attitudes
without saying a word.
• Facial expression, eye contact, physical appearance, posture, limb movement,

etc. … express a message. Facial expression is more effective than other modes of
non-verbal cues and gives us a lot of information about the emotional status of
others to the extent that some theorists believe that facial expression is the most
important source of information after language.
• Initial non-verbal test: describe the gestures of these visuals. Which type of
feeling do these gestures express?
Source: English File Upper-Intermediate, Third Edition, Track 4.23
2
A Primer on Communication Studies
SAN.AN4.B2 10/56
• The people who have the ability to use these skills have the potential to guide
others in a particular direction to achieve their goals, and precisely for this
reason most of the human interactions involve non-verbal communication. Body
language can be in many cases even more effective than verbal messages.
2. Non-verbal communication in the teaching process

• In the field of teaching, certainly one of the main characteristics of good teachers
is good communication skills in classroom, and most of the observed stress in the
classroom arises from the lack of proper communication. The classroom
administration and constructive conflict resolution in the classroom require good
communication skills, the most important of which is non-verbal skills.
• In the classroom, teachers’ non-verbal language can be effective if students can

see the teacher rather than the teacher was being hidden behind a desk or board
or teaching while turning his back to students. The best place for the teacher in
class is standing near his/her table and all students see him. The teacher should
not put his hands in his pockets, as this limits his activeness. It is best for the
teacher to keep his/her hands free; this indicates the readiness of teachers to
communicate with the students.
• Another important point is that the teacher must look at individual students.
Otherwise, the students will have the impression that the teacher is ignoring
them, so the effect of looking at the audience is undeniable. Therefore the way
the desks are placed in the classroom (rather in U if possible) is important.
3. Proxemics and other concepts
Communication
Non verbal Verbal

communication communication
Proxemics Kinesics Haptics Vocalics
• Proxemics is the study of how humans use space when we're communicating.
How close we stand to someone, whether we touch them, and how comfortable
we feel are all part of the study of proxemics. Proxemics is one among several
SAN.AN4.B2 11/56
subcategories in the study of nonverbal communication, including also

haptics (touch); kinesics (body movement); vocalics (paralanguage);
chronemics (structure of time).
• Edward T. Hall, the cultural anthropologist who invented the term in 1963,
defined proxemics as "the interrelated observations and theories of humans use
of space as a specialized elaboration of culture".
• According to Hall, the study of proxemics is valuable in evaluating not only the
way people interact with others in daily life, but also "the organization of space
in their houses and buildings, and ultimately the layout of their towns".
• Hall described the interpersonal distances of man (the relative distances
between people) in four distinct zones: intimate space, personal space, social
space, and public space:
1) Intimate distance for embracing, touching, whispering. From 1 cm to 50 cm.
2) Personal distance for interactions among good friends or family. From 1 cm
to 100 cm.
3) Social distance for interactions among acquaintances. From 1 m to 4 m.
4) Public distance used for public speaking. From 4 or more.
• In-class activity: Experience how non-verbal communication can impact the

way you communicate or interact with others.
o Process: work in pairs.
o Theme: choose a subject you both want to talk about and are willing to talk
about for a while. You can select one of the topics of 5.4 on page 55. A good
idea is to keep some "easy" topics as back-up (movies, food, holidays, etc...).
SAN.AN4.B2 12/56
o While talking to each other take the following positions for 2 or 3 minutes
each:
1) standing very far apart;
2) standing very close together, almost touching each other;
3) both of you sitting down;
4) one of you standing, the other sitting down and change places so each of
you can experience both positions;
5) one person talking while the other communicates nonverbally that he is

not concentrated nor listening and swap roles so each of you can
experience both positions;
6) one person talking while the other communicates nonverbally that he is

actively concentrated and listening and swap roles so each of you can
experience both positions.
o Discussion / questions:
1) Was there any position or role that you felt very uncomfortable
communicating in? Explain why.
2) How did you feel when seated and talking to your partner standing?
Explain.
3) When you tried to communicate that you were actually not listening to
your partner, which nonverbal cues did you use? Do you think your
feigned disinterest effectively worked? How did your partner react to this
lack of interest coming from your side?
4) When you tried to communicate that you were actively listening to your
partner, which nonverbal cues did you use? Do you think they effectively
communicated your so-called interest? How did your partner react to this
interest coming from your side? What did your partner do during this
time that made you believe that your nonverbal communication was
effective.
5) Did you learn anything (good or bad) about your own way to
communicate during these role-plays? Explain.
SAN.AN4.B2 13/56
4. Kinesics (body movement)
• The word "kinesics" comes from the root word kinesis, which means
“movement” in Greek and refers to the study of hand, arm, body, and face
movements. Specifically, this section will outline the use of:
o gestures;
o head movements and posture;
o eye contact;
o and facial expressions as nonverbal communication.
• We distinguish three main types of gestures:
o Adaptors occur in regular social situations and result from uneasiness,

anxiety, or a general sense that we are not in control of our surroundings.
Like: click pens, shake our legs, or engage in other adaptors during classes,
meetings, or while waiting as a way to do something with our excess energy.
In public speaking situations, people most commonly use self- or object-
focused adaptors. Common self-touching behaviors like scratching, twirling
hair, or fidgeting with fingers or hands are considered self-adaptors.
o Emblems are gestures that have a specific agreed-on meaning. These are still
different from the signs used by hearing-impaired people or others who
communicate using Sign Language (SL). Even though they have a generally
agreed-on meaning, they are not part of a formal sign system like SL that is
explicitly taught to a group of people.
1. A hitchhiker’s raised thumb;

2. the “OK” sign with thumb;
3. the raised middle finger
4. circling the index finger around at the side of your head says “He or she is
crazy,”.
They are all examples of emblems that have an agreed-on meaning or

meanings with a culture.
o Illustrators are the most common type of gesture and are used to illustrate
the verbal message they accompany. For example, you might use hand
gestures to indicate the size or shape of an object. Unlike emblems,
illustrators do not typically have meaning on their own and are used more
subconsciously than emblems. Although we are never explicitly taught how
to use illustrative gestures, we do it automatically. Think about how you still
gesture when having an animated conversation on the phone even though
the other person can’t see you.
SAN.AN4.B2 14/56
o Video: Italian hand gestures everyone should know.
https://edition.cnn.com/travel/article/experts-guide-to-italian-hand-
gestures/index.html
• Head Movements and Posture
o Head movements and posture will be discussed together because they are
often both used to acknowledge others and communicate interest or
attentiveness.
For head movements, a head nod is a universal sign of acknowledgement in

cultures where the formal bow is no longer used as a greeting. In these cases,
the head nod essentially serves as an abbreviated bow. An innate and
universal head movement is the headshake back and forth to signal “no.” This
nonverbal signal begins at birth, even before a baby has the ability to know
that it has a corresponding meaning. Babies shake their head from side to
side to reject their mother’s breast and later shake their head to reject
attempts to spoon-feed. This biologically based movement then sticks with us
to be a recognizable signal for “no.”
o There are four general human postures:

▪ standing;
▪ sitting;
▪ squatting (to position yourself close to the ground balancing on
the front part of your feet with your legs bent under your body);
▪ and lying down.
Within each of these postures there are many variations, and when combined
with particular gestures or other nonverbal cues they can express many
different meanings. Most of our communication occurs while we are standing
or sitting:
▪ one interesting standing posture involves putting our hands on our hips
and is a nonverbal cue that we use subconsciously to make us look bigger
and show assertiveness;
▪ when the elbows are pointed out, this prevents others from getting past
us as easily and is a sign of attempted dominance or a gesture that says
we’re ready for action;
▪ in terms of sitting, leaning back shows informality and indifference;
SAN.AN4.B2 15/56
▪ straddling a chair (to sit or stand with your legs on either side of
something) is a sign of dominance (but also some insecurity because the
person is protecting the vulnerable front part of his or her body);
▪ and leaning forward shows interest and attentiveness.
• Eye contact
o We also communicate through eye behaviors, primarily eye contact. While
eye behaviors are often studied under the category of kinesics, they have
their own branch of nonverbal studies called "oculesics", which comes from
the Latin word oculus, meaning “eye.” The face and eyes are the main point
of focus during communication, and along with our ears, our eyes take in
most of the communicative information around us. The saying “The eyes are
the window to the soul” is actually accurate in terms of where people
typically think others are “located” which is right behind the eyes.
o To better understand oculesics, we will discuss the characteristics and

functions of eye contact and pupil dilation /daɪˈleɪ.ʃən/. Eye contact serves
several communicative functions ranging from regulating interaction to
monitoring interaction, to conveying information, to establishing
interpersonal connections. We’ve all been in that awkward situation where a
teacher asks a question, no one else offers a response, and he or she looks
directly at us as if to say “What do you think?” In that case, the teacher’s eye
contact is used to cue us to respond.
o Making eye contact with others also communicates that we are paying
attention and are interested in what another person is saying. Eye contact is a
key part of active listening.
o Eye contact can also be used to intimidate others. We have social norms
about how much eye contact we make with people, and those norms vary
depending on the setting and the person. Staring at another person in some
contexts could communicate intimidation, while in other contexts it could
communicate flirtation.
o We can also use our eye contact to signal that we do not want to make a
connection with others. For example, in a public setting like an airport or a
gym where people often make small talk, we can avoid making eye contact
with others to indicate that we do not want to engage in small talk with
strangers.
o As you can see, eye contact sends and receives important communicative
messages that help us interpret others’ behaviors, convey information about
our thoughts and feelings, and facilitate or impede (to make it more difficult
to happen) rapport (a good understanding of someone and
SAN.AN4.B2 16/56
an ability to communicate well with them) or connection. This list reviews

the specific functions of eye contact:
▪ regulate interaction and provide turn-taking signals;

▪ monitor communication by receiving nonverbal communication from
others;
▪ signal cognitive activity (we look away when processing information);
▪ express engagement (we show people we are listening with our eyes);
▪ convey intimidation;
▪ express flirtation;
▪ establish rapport or connection.
• Head Movements and Posture - Facial Expressions
o Our faces are the most expressive part of our bodies. Think of how photos are
often intended to capture a particular expression “in a flash” to preserve for
later viewing. Even though a photo is a snapshot in time, we can still interpret
much meaning from a human face caught in a moment of expression, and
basic facial expressions are recognizable by humans all over the world.
o Much research has supported the universality of a core group of facial

expressions:
▪ happiness;
▪ sadness;
▪ fear;
▪ anger;
▪ disgust.
The first four are especially identifiable across cultures. However, the triggers
for these expressions and the cultural and social norms that influence their
displays are still culturally diverse.
o Smiles are powerful communicative signals and, as you’ll recall, are a key
immediacy behavior. Although facial expressions are typically viewed as
innate and several are universally recognizable, they are not always
connected to an emotional stimulus; they can actually serve a more social
purpose.
For example, most of the smiles we produce are primarily made for others
and are not just an involuntary reflection of an internal emotional state.
These social smiles, however, are slightly but perceptibly different from more
SAN.AN4.B2 17/56
genuine smiles. People generally perceive smiles as more genuine when the
other person smiles “with their eyes” and people are able to distinguish the
difference between these smiles.
o Facial expressions help set the emotional tone for a speech. In order to set a
positive tone before you start speaking, briefly look at the audience and
smile to communicate friendliness, openness, and confidence.
Facial expressions can communicate that a speaker is tired, excited, angry,

confused, frustrated, sad, confident, smug (very pleased and satisfied with
yourself, and having no doubt about the value of what you know or have
done), shy, or bored.
Also make sure your facial expressions match the content of your speech.
When delivering something light-hearted or humorous, a smile, bright eyes,
and slightly raised eyebrows will nonverbally enhance your verbal message.
When delivering something serious or somber, a furrowed brow, a tighter
mouth, and even a slight head nod can enhance that message.
If your facial expressions and speech content are not consistent, your
audience could become confused by the mixed messages, which could lead
them to question your honesty and credibility.
5. Haptics
• Think of how touch has the power to comfort someone in a moment of sorrow
when words alone cannot. To learn about the power of touch, we turn to haptics,
which refers to the study of communication by touch.
A lack of nonverbal communication competence related to touch could have

negative interpersonal consequences; for example, if we don’t follow the advice
we’ve been given about the importance of a firm handshake, a person might
make negative judgments about our confidence or credibility. Touch is necessary
for human social development, and it can be welcoming, threatening, or
persuasive.
• Research projects have found that students evaluated a library and its staff more
favorably if the librarian briefly touched the patron (someone who uses
a particular shop, restaurant, hotel, etc., especially regularly) while returning his
or her library card, that female restaurant servers received larger tips when they
touched patrons, and that people were more likely to sign a petition when the
petitioner touched them during their interaction.
• There are several types of touch, including functional-professional, social-polite,

friendship-warmth, love-intimacy, and sexual-arousal touch. At the functional-
professional level, touch is related to a goal or part of a routine professional
interaction, which makes it less threatening and more expected. For example, we
SAN.AN4.B2 18/56
let barbers, hairstylists, doctors, nurses, tattoo artists, and security screeners
touch us in ways that would otherwise be seen as intimate or inappropriate if not
in a professional context.
At the social-polite level, socially sanctioned touching behaviors help initiate

interactions and show that others are included and respected. A handshake, a pat
on the arm, and a pat on the shoulder are examples of social-polite touching.
A handshake is actually an abbreviated hand-holding gesture, but we know that
prolonged hand-holding would be considered too intimate and therefore
inappropriate at the functional-professional or social-polite level.
• Of course, touch is also important at more intimate levels. At the friendship-

warmth level, touch is more important and more ambiguous than at the social-
polite level. At this level, touch interactions are important because they serve a
relational maintenance purpose and communicate closeness, liking, care, and
concern. The types of touching at this level also vary greatly from more formal
and ritualized to more intimate, which means friends must sometimes negotiate
their own comfort level with various types of touch and may encounter some
ambiguity if their preferences don’t match up with their relational partner’s.
In a friendship, for example, too much touch can signal sexual or romantic
interest, and too little touch can signal distance or unfriendliness.
• I find hugging behavior particularly interesting, perhaps because of my
experiences growing up in a very hug-friendly environment in the Southern
United States and then living elsewhere where there are different norms. A hug
can be obligatory, meaning that you do it because you feel like you have to, not
because you want to. Even though you may think that this type of hug doesn’t
communicate emotions, it definitely does.
• Class activity: in pairs

Video Macron/Trump long handshake:
https://www.youtube.com/watch?v=1DwijJfVbBg
What would be your interpretation of the gestures in this video?
SAN.AN4.B2 19/56
6. Vocalics
• Introduction video: https://www.youtube.com/watch?v=P5j0DFkbnE0
● Paralanguage refers to the vocalized but nonverbal parts of a message.

Vocalics is the study of paralanguage, which includes the vocal qualities that go
along with verbal messages, such as:
o pitch (the quality of a sound governed by the rate of vibrations producing

it; the degree of highness or lowness of a tone)
o volume
o rate (speech rate is the term given to the speed at which you speak. It's
calculated in the number of words spoken in a minute)
o vocal quality
o and verbal fillers.
• Pitch helps convey meaning, regulate conversational flow, and communicate the
intensity of a message. We also learn that greetings have a rising emphasis and
farewells have falling emphasis. Of course, no one ever tells us these things
explicitly; we learn them through observation and practice. We do not pick up on
some more subtle and/or complex patterns of paralanguage involving pitch until
we are older.
● Paralanguage provides important context for the verbal content of speech. For
example, volume helps communicate intensity. A louder voice is usually thought
of as more intense, although a soft voice combined with a certain tone and facial
expression can be just as intense. We typically adjust our volume based on our
setting, the distance between people, and the relationship.
● Speaking rate refers to how fast or slow a person speaks and can lead others to
form impressions about our emotional state, credibility, and intelligence. As with
volume, variations in speaking rate can interfere with the ability of others to
receive and understand verbal messages. A slow speaker could bore others and
lead their attention to wander. A fast speaker may be difficult to follow, and the
fast delivery can actually distract from the message. Speaking a little faster than
the normal 120 -150 words a minute, however, can be beneficial, as people tend
to find speakers whose rate is above average more credible and intelligent.
When speaking at a faster-than-normal rate, it is important that a speaker also
clearly articulate and pronounce his or her words.
SAN.AN4.B2 20/56
● Our tone of voice can be controlled somewhat with pitch, volume, and emphasis,
but each voice has a distinct quality known as a vocal signature. Voices vary in
terms of resonance, pitch, and tone, and some voices are more pleasing than
others. People typically find pleasing voices that employ vocal variety and are not
monotone, are lower pitched (particularly for males), and do not exhibit
particular regional accents. Many people perceive nasal voices negatively and
assign negative personality characteristics to them.
● Verbal fillers are sounds that fill gaps in our speech as we think about what to
say next. They are considered a part of nonverbal communication because they
are not like typical words that stand in for a specific meaning. Verbal fillers such
as “um,” “uh,” “like,” and “ah” are common in regular conversation and are not
typically disruptive. As we learned earlier, the use of verbal fillers can help a
person “keep the floor” during a conversation if they need to pause for a moment
to think before continuing on with verbal communication. Verbal fillers in more
formal settings, like a public speech, can hurt a speaker’s credibility.
● The following is a review of the various communicative functions of vocalics:
o Repetition: vocalic cues reinforce other verbal and nonverbal cues (e.g.,
saying “I’m not sure” with an uncertain tone).
o Complementing: vocalic cues elaborate on or modify verbal and nonverbal
meaning (e.g., the pitch and volume used to say “I love sweet potatoes”
would add context to the meaning of the sentence, such as the degree to
which the person loves sweet potatoes or the use of sarcasm).
o Accenting: vocalic cues allow us to emphasize particular parts of a message,
which helps determine meaning (e.g., “She is my friend,” or “She is my
friend,” or “She is my friend”).
o Substituting: vocalic cues can take the place of other verbal or nonverbal cues
(e.g., saying “uh huh” instead of “I am listening and understand what you’re
saying”).
o Regulating: vocalic cues help regulate the flow of conversations (e.g., falling
pitch and slowing rate of speaking usually indicate the end of a speaking
turn).
o Contradicting: vocalic cues may contradict other verbal or nonverbal signals
(e.g., a person could say “I’m fine” in a quick, short tone that indicates
otherwise).
SAN.AN4.B2 21/56
7. Class activities in pairs
1) Video: What Donald Trump's hand gestures say about him - BBC News
https://www.youtube.com/watch?v=1p7sOsDHLiw
What are the highlights from this communication expert about D. Trump's
communication?
2) 10 Lessons From Donald Trump's sharp Body Language
https://www.psychologytoday.com/us/blog/cutting-edge-leadership/201509/top-10-
lessons-donald-trumps-body-language
What an expert in nonverbal communication sees when she watches the

candidate. President Donald Trump is certainly a unique individual, with his own
personal style, love it or hate it. Here is an analysis of 10 non-verbal cues Trump
commonly presents, and the possible signals they may communicate to his
audiences.
a) The Shrug.
Trump is becoming famous for this. When he can’t answer a question, or is
trying to deflect criticism, rather than giving a verbal response, he simply
shrugs. The odd thing is that this has seemed to be effective in stopping the
questioner or the line of questioning.
2) The Eye Roll.

During the presidential debates, news-network cameras often focussed on
Trump even when another candidate is speaking. When he hears something
that he dislikes or disagrees with, the camera then often captures the
candidate's distinctive eye roll.
c) The Snarl (a deep, rough sound, usually made in anger).

Snarling is used by humans, primates, and canids (dogs, wolves, etc.) as a sign
of aggression or disgust. Trump seems to deploy a snarl frequently, when he
is upset by someone or disgusted by what someone else has said. With his
large, expressive face, the snarl is quite visible, and memorable.
d) The Smirk (a smile that expresses satisfaction or pleasure about having done
something or knowing something that is not known by someone else).
Similar to a snarl, the smirk shows disagreement or displeasure, but in a
dominating way. Trump's smirk is used to try to discount what others are
saying and to make them look and sound foolish.
e) Emotional Expressiveness: Positive Emotions.

As noted, Trump has an expressive face, which is one element typically
associated with charismatic individuals. His smile (when not smirking) can be
SAN.AN4.B2 22/56
engaging, and his upbeat tone, when employed, can help to convey positive
emotions to supporters. The emotional contagion process, a key to charisma,
allows Trump and other charismatic individuals to express positive feelings to
audiences, "infecting" them with his positivity.
f) Emotional Expressiveness: Negative Emotions.

In the same way that Trump can convey positive feelings, his ability to display
negative emotions, particularly anger, is quite strong. Again, through the
contagion process, Trump's audiences can feel the candidate’s anger and
outrage /ˈaʊt.reɪdʒ/ and many may then become more outraged themselves.
g) Parallel Gestures.
Parallel gestures, such as those used by Trump on the stage, are when both
hands move in unison. As opposed to asynchronous gesturing or one-handed
motions, the use of parallel gestures creates an impression of confidence and
authority. As a result, supporters may be more likely to believe that Trump
knows what he’s talking about.
h) Baton /ˈbæt.ɒn/ /Pointing Gestures.

The baton gesture is used to punctuate and enhance speech. Former
President Bill Clinton makes frequent use of the baton “fist” gesture, with
thumb pointed outward, to emphasize certain talking points. Trump uses
many baton-type gestures as well, but is more likely to use the more
dominating finger-pointing, both to make a point and to accuse others. On
the whole, though, this has been found typically to be less effective, and
makes a speaker like Trump appear overly domineering.
i) Head Nods/Bobbing.
Our research notes a cluster of nonverbal cues associated with charisma -
outward/ parallel gestures, rapid speech, emotional expressiveness, smiling,
and head movements. Trump is well-known for his constant nodding and head
bobbing. (See Jimmy Fallon’s impression of Trump, from the Tonight Show).
These head movements may work to Trump’s advantage, but given their
constant nature, they may not.
j) The Hair.
(OK, I couldn't help myself.) Trump’s hairstyle is quite unique, and while it
may not help him as a presidential candidate, it is certainly noticeable,
distinctive, and so far, nonverbal ...
What do you think are the 3 most effective non-verbal cues D. Trump uses?
Explain why they are affective.
3) Make your personal analysis of one celebrity or political figure and present it as
a class.
SAN.AN4.B2 23/56
PART 2: CLASS DEBATES and ESSAYS

https://eslconversationtopics.com/
1. Expressing your opinion

I think…. In my eyes…. Generally it is thought
I believe…. It seems to me that…. that….
I feel…. From my perspective…. Some people say that….
I suppose…. From my point of view…. Well, it is considered that….
I guess…. From my view point…. It is generally accepted that….
According to me…. As far as I’m concerned…. My impression is that….
In my view…. Personally, I think…. It goes without saying that….
In my opinion… I’d like to point out that….
I hold the view that…. What I mean is….
2. Expressing your agreement

I agree…. Sure, that’s one way of Actually, I think you’re right….
I totally agree…. looking at it…. That’s true…
Definitely…. I have to side with you on this Well, I agree with you ere….
I couldn’t agree more…. one…. You have my full agreement….
Absolutely…. I suppose so…. I second that….
Precisely…. I think so too…. Ok, that’s convincing….
I see your point…. I’d go along with that…. I take your word on it….
I see what you are getting That’s a good point…. You took the words right out of
at…. I see exactly what you mean…. my mouth…
I’d go along with that view You’re right, that’s a good
to a point… point….
3. Expressing your disagreement

I see your point, but… You could say that, however... We don’t seem to agree
I see what you are getting I wouldn’t quite put it that here….
at, but…. way myself…. Not necessarily….
That’s one way of looking at I still have my doubts…. That’s not always true….
it, however… I can’t/ couldn’t go along with There is no way I could agree
I completely disagree…. that…. with that….
Well, I see things rather That’s out of question…. I don’t think so….
differently…. Well, I don’t quite agree with No, I’m not sure about that
I’m not sure I go along with you…. because….
that view…. I find that very difficult to I’m afraid, I disagree….
I don’t really agree with that accept…. We don’t seem to be in
idea…. complete agreement….
I agree up to a point, but….
SAN.AN4.B2 24/56
4. Writing an essay
1. Introduction
1) Choose the central idea, or thesis (main idea, opinion, or theory of

a speaker or writer, who then attempts to prove it), of your essay. For example:
Information technology has revolutionized the way we work.
2) Outline your essay into introductory, body and summary paragraphs (express the
main parts, the scope).
3) The introductory paragraph begins with an interesting sentence. For example: Home
workers have grown from 150,000 to over 12 million in the past 5 years thanks to the
wonders of the computer.
4) After this first sentence, add your thesis statement from above.
5) Use one sentence to introduce every body paragraph to follow. For example: The
Internet has made this possible by extending the office into the home.
6) Finish the introductory paragraph with a short summary or goal statement. For
example: Technological innovation has thus made the traditional workplace obsolete.
SAN.AN4.B2 25/56
2. Body text
1) In each of the body paragraphs (usually two or three) the ideas first presented in the
introductory Paragraph are developed.
2) Develop your body paragraphs by giving detailed information and examples. For
example: When the Internet was first introduced it was used primarily by scientists,
now it is common in every classroom.
3) Body paragraphs should develop the central idea and finish with a summary of that
idea. There should be at least two examples or facts in each body paragraph to
support the central idea.
3. Conclusion
1) Begin the summary paragraph by quickly restating the principal ideas of your body
paragraphs. For example: The Internet in the home, benefits and ease of use of
modern computer systems...
2) The penultimate sentence should restate your basic thesis of the essay. For example:
We have now passed from the industrial revolution to the information revolution.
3) Your final statement can be a future prediction based on what you have shown in the
essay. For example: The next step: The complete disappearance of the workplace.
4. Some tips
1) Use strong verbs and avoid modals to state your opinion. It ls better to write: The
workplace has evolved than The workplace seems to have evolved
2) You should not apologize for what you are saying. The objective of an essay is to
write about opinion.
3) Try not to translate from your mother tongue. It will make your writing even more
complicated.
5. Some useful vocabulary and linking words for formal writing
1) Introduction
An introduction for an essay or research paper is the first paragraph, which explains
the topic and prepares the reader for the rest of the work. Some possible phrases:
• To introduce the topic ….

• The theme of the ARTICLE / ESSAY / …
• The essence of ….
The ESSAY / ARTICLE revolves around …
• In this ESSAY / ARTICLE / …
• We/I personally believe that…
• Our/My own point of view is that…
• It is my contention that…
• I am convinced that…
SAN.AN4.B2 26/56
• My own opinion is…

• Etc…
2) Comparing and contrasting

When you want to talk about how two things are different, or look at alternatives,
you might use these words and phrases:
• Whereas
• On the contrary
• Nevertheless
• Even though
• Instead of
3) Similarities
To talk about two things that are almost the same, and highlight similarities,
transition words such as these will help:
• Similarly
• Likewise
• In a/the similar fashion/way
• Just as
• Equally
4) Addition
These expressions are used when you need to add to what you have already said:
• As well (as)
• Additionally
• Furthermore
• What’s more
• On top of this
• Besides
5) Giving examples
If you need to illustrate a point or give an example of what you mean, these phrases
can help:
• For example
• For instance
• Such as
• As we can see from
• As shown by
• In particular
• Especially
SAN.AN4.B2 27/56
6) Cause and effect / reason

When talking about one thing that caused or impacted another thing, you’ll need
some of these:
• Because
• As a result of
• Thanks to
• This has the effect of
• Consequently
• Since
• In that case
• Otherwise
7) Indicating time order

These words and phrases are helpful for giving time order or structure to a sequence
of events or points:
• To begin with
• First of all
• Secondly
• Then
• After this
• Finally
• In the end
• Last of all
8) Clarification
If you need to explain something in a different way or clarify a point, you can use
phrases like this:
• What I mean is
• Look at it this way
• In other words
• If I’m not mistaken
• To be clear
• This is to say that
• For the avoidance of doubt
9) Emphasis
Sometimes you need to emphasize a particular point when speaking or writing. In
these cases, the following emphasis discourse markers are useful:
• As a matter of fact
• Indeed
• Actually
• I must admit
• To be honest
SAN.AN4.B2 28/56
• To tell you the truth

• To say the least
10) Conclusion
And finally, it can be helpful to use these words and phrases to indicate the
conclusion of what we are saying:
• In conclusion
• This brings us to the conclusion that
• What this all means is
• To wrap up
• In summary
• I’ll end by saying that
What are discourse markers? Examples and types in English (improving-your-english.com)
DISCOURSE MARKERS - LINKING WORDS - The English Bureau
SAN.AN4.B2 29/56
Topic 1: Digital Nomad Lifestyle
The digital nomad lifestyle is becoming increasingly popular as more and more people
are choosing to work remotely. This type of lifestyle allows people to travel and work
from anywhere in the world, while still earning an income. It is a great way to explore
different cultures and experience new places.
The digital nomad lifestyle requires a lot of discipline and self-motivation, as you are
responsible for managing your own time and workload. You also need to be
comfortable with working in different environments and cultures, and you need to be
able to stay connected to the internet.
Overall, the digital nomad lifestyle is an attractive option for many people who want
to explore the world while still earning an income. It offers freedom, flexibility, and
the opportunity to save money. However, it is important to remember that it is not
for everyone, and it requires a lot of discipline and self-motivation.
Conversation questions (discuss at least five questions)
1. Have you ever been a digital nomad or would you like to become a digital nomad if
you could?
2. What challenges come with the digital nomad lifestyle?
3. What tips would you give to someone considering becoming a digital nomad?
4. Do you think the digital nomad lifestyle will increase in popularity in the future?
5. Why do you think people decide to become digital nomads?
6. Do you think being a digital nomad is a good way to save money?
7. What are the advantages of living a digital nomad lifestyle?
8. If you were a digital nomad what places would you most like to visit and how long
for?
9. Do you think people can work as effectively when living the digital nomad lifestyle?
10. Are there any problems that digital nomads can bring to the local communities they
visit?
SAN.AN4.B2 30/56
Topic 2: Owning guns
Guns are weapons that are used for a variety of purposes. They can be used for
hunting, self-defense, and even for sport. Guns come in many different shapes and
sizes, and can be powered by either a manual or automatic mechanism. They can be
lethal /ˈliː.θəl/ weapons, and it is important to use them responsibly and safely. Gun
ownership is a controversial topic, with many people arguing for and against it. Gun
control laws vary from country to country. Gun safety is also an important factor to
consider when owning a gun. It is important to store guns in a secure place, and to
always use them with caution. Guns can be a powerful tool, and it is important to use
them responsibly.
1. What are your thoughts on gun control laws?
2. Do you think gun ownership should be regulated?
3. What is the legislation in Belgium?
4. What are the pros and cons of owning a gun?
5. Would you support stricter gun control laws if it meant fewer gun-related deaths?
6. What are the different laws regarding gun ownership in your country?
7. What are the pros and cons of having stricter gun control laws?
8. What are the different safety measures that should be taken when handling a gun?
9. Should gun owners be required to take safety courses before being allowed to
purchase a firearm?
10. If it was legal in Belgium would you want to own a gun?
SAN.AN4.B2 31/56
Topic 3: TikTok
TikTok is a global social media platform where users share short, creative videos. It
covers a range of topics, from music, dance and comedy, to educational content.
TikTok’s unique, quick-paced format keeps users entertained and engaged.
1. What is TikTok and why do you think it's popular?
2. Have you ever shared a video on TikTok?
3. What do you think makes a TikTok video go viral?
4. How has TikTok changed the way we consume entertainment?
5. How can TikTok be used for educational purposes?
6. How do you feel about the privacy issues related to TikTok?
7. How does TikTok engage its users compared to other social media platforms?
8. How do you think the short format of TikTok videos affects their content?
9. What age group do you think uses TikTok the most and why?
10. What precautions should one take while using TikTok?
11. If you wanted to create a viral TikTok video what would you do?
SAN.AN4.B2 32/56
Topic 4: Why Do We Do Exams?
Exams play a vital role in education for several reasons. Firstly, they serve as a means
to assess students’ understanding of the material taught, ensuring that learning goals
are met. Exams also encourage students to review and consolidate their knowledge,
aiding in better retention, as well as helping identify areas where students may need
additional support.
Exams can also foster a sense of responsibility and healthy competition, motivating
students to strive for their best performance. Ultimately, exams prepare students for
future challenges by evaluating their readiness and ability to handle pressure.
1. Did you struggle with some exams at school?
2. Do you think exams accurately measure a student's knowledge and abilities? Why or
why not?
3. How do you usually prepare for exams? Do you have any study techniques or
strategies that work well for you?
4. Have you ever experienced exam-related stress? How do you cope with it?
5. Should exams be the primary method of evaluating students' academic performance,

or are there better alternatives?
6. How do you think exams could be improved to better evaluate students?
7. If exams were replaced with continuous assessment methods, do you think it would
be better for evaluating students' abilities?
8. Should exams focus more on practical skills rather than theoretical knowledge?
9. Do you enjoy the competitive aspect of exams? Why or why not?
10. What one piece of advice would you give someone preparing for an exam?
11. What's the most difficult exam you've ever taken?
SAN.AN4.B2 33/56
Topic 5: What is a “Bucket List”?
A bucket list is a list of things someone wants to do before they die. The name comes
from an old saying for dying, “kick the bucket” (idiom considered as euphemistic,
informal, or a slang term meaning "to die"). This list can include many different
things, for example, someone might want to visit special places, learn new things, do
exciting activities or reach important goals.
A bucket list helps people remember what they want to do in life. It can also push
them to try new experiences and live fully, and it’s a way to make sure they do all the
things they dream about.
1. Do you have a bucket list?
2. Do you think it's important to have a bucket list? Why or why not?
3. Should bucket lists be private or shared with others?
4. Should bucket lists focus more on realistic goals or dream-like aspirations?
5. What are the top three things on your bucket list?
6. If you could add anything to your bucket list, with no limitations, what would it be?
7. If time and money weren't factors, what would be the first thing on your bucket list?
8. Does having a bucket list help us appreciate life more, or does it make us focus too
much on the future?
9. Is creating a bucket list more beneficial for younger or older people?
10. Do you think you will achieve everything on your bucket list?
11. What professional achievement would you like to add to your bucket list?
12. Is there a subject or skill you'd like to master and put on your bucket list?
13. What destination is at the top of your travel bucket list?
14. Is there a specific cultural experience or festival in the world that you would add to
your bucket list?
15. If you could overcome a fear as a bucket list item, what would it be?
SAN.AN4.B2 34/56
Topic 6: What is AI?
AI, or Artificial Intelligence, refers to the simulation of human intelligence in

machines designed to perform tasks that typically require human intellect. It involves
creating computer programs that can think, learn and make decisions on their own.
AI systems are built to analyse vast amounts of data, recognise patterns and solve
complex problems. They can be found in various applications, such as virtual
assistants, recommendation algorithms and autonomous vehicles /ˈvɪə.kəl/.
AI technology utilises techniques like machine learning, where computers learn from
experience which involves training neural networks. In essence, AI aims to replicate
human cognitive /ˈkɒɡ.nə.tɪv/ abilities, enabling machines to perform tasks
intelligently and autonomously.
1. How do you think AI is currently being used in our daily lives?
2. Can you think of any potential benefits of AI technology?
3. Do you believe AI will replace human jobs in the future?
4. How do you feel about AI-powered virtual assistants like Siri or Alexa?
5. Can you think of any potential risks or dangers of relying heavily on AI?
6. What role do you think AI should play in education?
7. How can AI help with climate change?
8. Should there be regulations and guidelines in place for the development and use of
AI technology?
9. In what ways do you think AI can improve customer service experiences?
10. Can AI systems ever replace human teachers in the classroom?
11. Can AI ever truly understand and empathise with human emotions?
12. Do you think AI will make humans less intelligent?
SAN.AN4.B2 35/56
Topic 7: What is Cyberbullying?
Cyberbullying is a form of bullying that occurs online, using electronic devices such as
phones, computers or tablets. It can involve sending hurtful messages, sharing
embarrassing photos or videos, spreading rumours or lies, or even impersonating
someone else.
Cyberbullying can happen on social media platforms, in chat rooms, through

messaging apps or email. The impact of cyberbullying can be severe and long-lasting,
causing emotional distress, anxiety, depression and can even lead to suicide. It is
essential to be aware of cyberbullying and take steps to prevent it by being respectful
and kind online and reporting any incidents of cyberbullying.
1. What is cyberbullying, and how does it differ from traditional bullying?
2. Have you or someone you know experienced cyberbullying? How did it impact
you/them?
3. How can cyberbullying affect a person's mental health and well-being?
4. What are some examples of cyberbullying that you can think of?
5. Should cyberbullying be considered a criminal offense?
6. Does anonymity on the internet contribute to an increase in cyberbullying incidents?
7. What are some ways to prevent cyberbullying from happening?
8. Should cyberbullying be punishable by imprisonment or fines?
9. How can we create a safer and more respectful online environment?
10. Should social media companies be held accountable for cyberbullying that takes
place on their platforms?
11. Should parents and teachers be held responsible for their child's/pupils'
cyberbullying behaviour?
12. Should schools be responsible for addressing cyberbullying incidents that happen
outside of school?
SAN.AN4.B2 36/56
Topic 8: Empathy vs Sympathy
Empathy is the ability to understand and share the feelings of others. It’s about
putting ourselves in someone else’s shoes and seeing things from their perspective.
On the other hand, sympathy is acknowledging another person’s emotions without
necessarily sharing those emotions ourselves. In simpler terms, empathy is feeling
with someone, while sympathy is feeling for someone.
It’s important to distinguish between the two because empathy involves a deeper
level of understanding and connection with others. By practicing empathy, we can
build stronger relationships and improve our communication skills.
1. How would you describe empathy to someone who didn't know the meaning?
2. Can empathy be taught or is it a natural ability?
3. How do you show empathy to others?
4. Do you think the subject of empathy should be taught in schools? Why (not)?
5. Does the lack of empathy contribute to social and political conflicts?
6. Do you think empathy is more important than sympathy? Why or why not?
7. How can empathy help to resolve conflicts between individuals or groups?
8. What are some ways that you can develop your own empathy skills?
9. How does social media affect our ability to be empathetic towards others?
10. Can empathy help to build better relationships? Why or why not?
11. How can we encourage more empathy in our communities and society as a whole?
12. Does a lack of empathy contribute to bullying and aggression?
13. In what professions is empathy important?
14. What professions could empathy be a bad thing?
15. Do you think it's important to feel empathy towards animals as well as humans?
SAN.AN4.B2 37/56
Topic 9: « Catch up » Definition and Examples
“Catch up” has three common meanings that you should be aware of in order to
discuss the questions below.
Firstly, “catch up” can mean to make progress or improve in order to reach a desired
level. For example, if you’ve fallen behind in your studies, you might need to catch up
on your work in order to pass your exams.
Secondly, “catch up” can also mean to update each other on recent events, especially
after a period of time. This is often used in the context of catching up with friends or
family members. For example, if you haven’t seen a friend for a few months, you
might meet up with them to catch up on what’s been happening in their life.
Finally, “catch up” can also mean to do something that was missed or not completed
earlier. For example, if you missed a few days of work, you might need to catch up on
your tasks when you return.
1. Have you ever had to catch up on work after taking time off?
2. What is the best way to catch up with someone you haven't seen in a long time?
3. How do you catch up on news and current events that you missed?
4. Do you think the internet is a good way to catch up on a TV show or movie series you
missed?
5. What are some good ways to catch up on missed learning opportunities or missed
education?
6. What are some good ways to catch up on hobbies or interests you had to put on
hold?
7. Do individuals have a responsibility to catch up with current events and world news?
8. Is it important for individuals to catch up with the latest innovations and

advancements in their fields?
9. Should schools be required to provide extra resources to help students catch up if

they fall behind?
10. What's something you need to catch up on right now (work, studying, etc.)? How will
you go about doing it?
SAN.AN4.B2 38/56
Topic 10: About Arrogance
Arrogance is a trait that is often seen as negative. It is the belief that one is superior
to others and that one’s own opinions and beliefs are more important than those of
others. Arrogance can manifest itself in many ways, such as talking down to others,
belittling their opinions, or refusing to listen to their ideas. It can also be seen in the
way someone carries themselves, with an air of superiority and entitlement.
Arrogance can be damaging to relationships, as it can lead to feelings of resentment
and hurt. It can also lead to a lack of trust and respect, as well as a lack of
collaboration and cooperation. Ultimately, arrogance can be a barrier to success, as it
can lead to a lack of understanding and communication.
1. Do you think arrogance is a trait that can be beneficial in certain situations?
2. Would you say that arrogance can be a sign of confidence?
3. Can arrogance be a positive quality in a leader?
4. What are some of the potential consequences of arrogance?
5. What strategies can be used to manage arrogance in the workplace?
6. Would you say that arrogance can be a sign of insecurity?
7. Should arrogance be seen as a sign of strength or a sign of weakness?
8. Do you know anyone who you would describe as arrogant?
9. If someone is displaying arrogant behaviour, how can it be addressed in a

constructive way?
SAN.AN4.B2 39/56
Topic 11: What is “Ethics”?
Ethics is the study of what is right and wrong, guiding our choices and behaviour in
various aspects of life. It helps us determine the moral principles that govern how we
interact with others and make decisions. In essence, ethics is the foundation of our
values and the principles that shape our understanding of good and bad actions.
There are different ethical theories, such as utilitarianism, which focuses on the
greatest good for the most significant number of people and deontology, which
emphasises following rules and duties. Additionally, virtue ethics emphasises the
development of good character traits.
By understanding and discussing ethics, we can better navigate complex situations
and make informed choices. Engaging in ethical conversations allows people to
improve their critical thinking skills and appreciate diverse perspectives.
Conversation questions (discuss at least three questions)
1. Is it ever okay to lie? If so, when and why?
2. Should we always help someone in need, even if it puts ourselves at risk?
3. Is it ethical to use animals for testing products or scientific research?
4. Do you believe that individuals have a moral obligation to vote in political elections?
Why or why not?
5. If you had the opportunity to take a high-paying job that went against your ethical
beliefs, would you accept it? What factors would influence your decision?
6. If a close friend or family member asked you to lie for them to avoid getting into
trouble, would you do it? Under what circumstances would you refuse?
7. Is it ethical to eat meat, considering the impact on animal welfare and the
environment?
8. Is capital punishment (the death penalty) morally justifiable in some cases? Why or
why not?
9. Is it ethical for parents to use technology to track their children's location and online
activity?
10. Should individuals have a right to physician-assisted suicide in cases of terminal

illness?
SAN.AN4.B2 40/56
Topic 12: What is “Generation Z”?
Generation Z, often abbreviated as Gen Z, refers to the demographic cohort following

Generation Y, also known as the Millennials. The birth years that define Generation Z
vary slightly depending on the source, but generally, it includes individuals born
between the mid-to-late 1990s and the mid-2010s. This means that the oldest
members of Gen Z are currently in their mid-to-late 20s, and the youngest are still in
their early childhood.
Generation Z is considered the first truly “digital native” generation, having grown up
with technology and the internet as a constant presence in their lives. They are also
known for their multiculturalism, diversity, and social awareness, having come of age
during a time of rapid social and cultural change.
1. Do you think the current economic climate is more challenging for younger workers
compared to previous generations? Why or why not?
2. Have you or anyone you know experienced stress or burnout in the workplace or at
school? How did you/they cope?
3. What are some of the factors that contribute to workplace stress and anxiety,
particularly among younger workers?
4. How do you think the pandemic has impacted the mental health and well-being of
workers, particularly those who are just entering the workforce?
5. What are some ways that employers and managers can support the mental health
and well-being of their employees?
6. Have you ever experienced or witnessed age-related discrimination in the

workplace? How can this be addressed?
7. What advice would you give to a younger worker who is struggling to cope with the
demands of professional life?
8. Should employers be required to provide mental health support and resources for
their employees?
9. Should schools and universities do more to prepare students for the demands of the
modern workforce?
10. Is there a generational divide when it comes to attitudes towards work-life balance
and professional development?
SAN.AN4.B2 41/56
Topic 13: Emotions Review
Emotions are what make us human. They’re the driving force behind our actions and
our decisions, and they give meaning to our lives. But why do we have them? What
purpose do they serve?
Emotions are important because they allow us to react quickly in times of danger
(like fear), but also to know when it’s time to celebrate (like joy). They help us find
love, they help us bond with others, and they help us decide what kind of life we
want to lead. Emotions are a fundamental part of who we are as humans.
However, while it’s important to express our emotions, it’s also important not to let
them control us. We need to learn how to manage our emotions and not let them
dictate all of our behaviour.
1. Would you describe yourself as an emotional person?
2. Do you think that it is good to be an emotional person?
3. How important is it to manage our emotions?
4. What could be the consequences if we fail to manage our emotions?
5. Do you think women are better than men at expressing their emotions? Why?
6. Do you know someone who is really emotions?
7. Do you think you would benefit from expressing your emotions more?
8. Is it beneficial to express your emotions when you're in a relationship?
9. How do you think society as a whole can help people express their emotions who
would usually keep them bottled up?
10. Would you say people are more emotional now than 50 years ago?
11. What are the benefits of not expressing your emotions?
SAN.AN4.B2 42/56
Topic 14: Gender Equality
Gender equality, a pressing and transformative subject, addresses the fundamental

principle of fairness and justice between individuals of different genders. This
introduction explores the significance of striving for equal rights, opportunities and
treatment for all genders.
Breaking free from long-standing stereotypes and biases, gender equality empowers
women and men alike to pursue their aspirations without limitations. By
understanding the history, challenges and progress in achieving gender equality,
societies can foster inclusivity and create environments where everyone thrives.
1. What does gender equality mean to you?
2. Do you think there is gender equality in your country?
3. Do you think gender roles and stereotypes still exist in today's society?
4. Do you think gender equality in your country has improved over the last 50 years?
5. Do you think gender equality will improve in your country during the next 10 or 20
years?
6. Can you think of any countries where there is a lot of gender discrimination?
7. Have you ever witnessed gender discrimination in your community or workplace?
8. Why do you think gender inequality exists?
9. What do you think people or governments should do to ensure gender equality?
10. Do you think some politicians and activists overstate the gender inequality?
SAN.AN4.B2 43/56
Topic 15: About The Differences Between Men and Women
This topic has been a subject of fascination, research and societal /səˈsaɪ.ə.təl/
debate for centuries. Beyond biological dissimilarities, gender differences encompass
multifaceted aspects like behaviour, communication styles and cognitive abilities.
While some argue that these disparities are innate, others attribute them to
socialisation and cultural influences.
Understanding these dissimilarities is crucial for fostering empathy, respect and
equality in diverse settings. By exploring the complexities of gender differences, we
gain insights into building more inclusive societies, bridging gaps and appreciating the
richness of diversity that shapes our understanding of human nature.
1. What are some common stereotypes or beliefs about the differences between men
and women in your culture?
2. Do you believe that certain professions or activities are better suited to either men or
women?
3. Have you ever experienced or witnessed gender discrimination or inequality?
4. Do you think it's more advantageous to be a man or a woman in todays modern

society?
5. Do you think men and women are more suited towards specific careers?
6. If you suddenly became a man/woman what would be the first thing you would do?
7. Do you think the government and other institutions are trying to make men and
women the same?
8. In your opinion, what are some positive aspects of embracing gender differences in
society?
9. Should workplaces have gender-specific policies or should they be gender-neutral?
10. Should sports be segregated based on gender, or should there be more mixed-
gender competitions?
11. Are gender-specific bathrooms necessary, or should there be unisex facilities?
12. Is the underrepresentation of women/men in certain fields due to gender differences

or systemic barriers?
SAN.AN4.B2 44/56
Topic 16 : It’s getting on my nerves!
“Things that get on my nerves” refers to irritants and annoyances that can trigger
frustration and discomfort in daily life. From traffic jams and slow internet to noisy
neighbours, these minor frustrations can affect our mood and well-being.
Understanding the triggers that irk us can lead to better coping strategies and
enhanced emotional well-being. This exploration sheds light on the human
experience of annoyance and how we navigate the complexities of modern life.
1. What are some common things that get on your nerves in daily life?
2. How do you typically react when something annoys or irritates you?
3. Can you share a specific situation where you dealt with a particularly annoying
person or event? How did you handle it?
4. What strategies do you use to cope with irritating situations or people?
5. Have you ever told someone to stop doing something because it gets on your nerves?
6. Do you do anything that gets on people's nerves?
7. How would you feel if someone told you that you do something that really irritates or
annoys them?
8. Are there any cultural differences in what annoys people in your country compared
to other countries?
9. Is it better to express our annoyance when something bothers us, or should we

remain silent to maintain harmony?
10. Are there any benefits to experiencing annoying situations or people? How can they
help us grow as individuals?
11. Do you think it's possible to develop immunity to certain annoyances over time?
12. Is there a distinction between things that get on our nerves and issues that genuinely
require addressing? How can we differentiate between the two?
SAN.AN4.B2 45/56
Topic 17: Social Networks Review
Social networks have revolutionised the way people connect, communicate and share
information globally. With the advent of platforms like Facebook, Twitter and
Instagram, individuals can establish and maintain relationships, access real-time news
and engage in online communities. The impact of social networks on society is far-
reaching, influencing everything from personal interactions to business strategies.
However, the rise of social networks also raises concerns about privacy, cyberbullying
and the distortion of truth. This introduction highlights the profound influence of
social networks and invites exploration of their complexities and implications in
today’s interconnected world.
1. To what extent do social networks influence our perceptions of self and others?
2. How have social networks affected traditional media industries, such as journalism
and advertising?
3. What ethical considerations should be taken into account when using social
networks?
4. How do social networks contribute to the spread of misinformation and echo

chambers?
5. In your opinion, are social networks more beneficial or detrimental to society as a

whole?
6. Should social networks be held accountable for regulating hate speech and harmful
content?
7. Is social media addiction a valid concern?
8. If you could give advice to someone who is struggling with social media addiction,
what would it be and why?
9. Are social networks amplifying social inequality and reinforcing existing power
dynamics?
10. Should social networks be used as tools for political campaigns and influence?
11. If you could design a social network, what features would you include to make it
unique and appealing to users?
12. If you had the choice, would you prefer to live in a world without social networks?
SAN.AN4.B2 46/56
Topic 18 : The Importance of Going to University or a Higher Education
Attending university holds significant importance in shaping individuals’ personal and

professional lives. In today’s competitive world, higher education provides numerous
advantages. Firstly, it equips students with specialised knowledge and critical thinking
skills, fostering intellectual growth and preparing them for complex challenges.
Secondly, universities serve as hubs for diverse cultures and ideas, fostering social
development and tolerance.
Moreover, attending university enhances career prospects by providing access to
better job opportunities and higher earning potential. Furthermore, the university
experience offers valuable networking opportunities, lifelong friendships and
personal growth. Overall, going to university lays a solid foundation for success,
personal fulfilment and societal progress.
1. Engage ESL learners with conversation and debate on the importance of university
education. Enhance language skills while exploring its benefits and societal impact.
2. What are some potential advantages of going to university? How can it positively
impact someone's future?
3. What are some potential advantages of going to university? How can it positively
impact someone's future?
4. Can someone be successful without a university degree?
5. How important is it to choose the right university and program of study?
6. Should university education be free for all students?
7. Is a university degree a guarantee of success in the job market?
8. Should vocational training be given equal importance to university education?
9. Is the emphasis on university/higher education creating a shortage of skilled workers

in trades and technical fields?
10. Should university/higher education focus more on practical skills and real-world
applications rather than theoretical knowledge?
SAN.AN4.B2 47/56
Topic 19: Racism In The United States… and in Belgium
The topic of racism in the United States represents a complex and profound societal
issue that requires a nuanced understanding. Embedded within the nation’s history,
racial discrimination has perpetuated /pəˈpetʃ.u.eɪt/ systemic inequalities and shaped
the lived experiences of marginalized communities. Examining this multifaceted
subject unveils the interplay of power, privilege and prejudice.
From the legacy of slavery to present-day manifestations of racial bias,
comprehending the intricacies of racism demands a critical exploration of social
structures, institutional biases and the intersectionality of identities. By delving into
this topic, we gain insights into the challenges, struggles, and ongoing efforts towards
racial justice in the United States.
1. Does the United States have a racism problem? What is the situation in Belgium?
2. What are some examples of systemic racism in Belgium, and how do they manifest in
society today?
3. Why do you think some people still believe the US to be a racist country? Why do you
think others don’t?
4. Do people born racist or is it something they learn?
5. Do you think Belgium could do more to prevent racism?
6. Are there any news events you can think of that would support the argument that
the US is a racist country?
7. In what ways can education and awareness play a role in combating racism?
8. What are some historical events or figures that have played significant roles in the
fight against racism in the United States?
9. Should diversity quotas be implemented in workplaces and educational institutions

to address racial representation?
SAN.AN4.B2 48/56
Topic 20: About How To Help People in Poverty
Talking about how to help people in poverty represents a multifaceted and nuanced
/ˈnjuː.ɑːns/ challenge that requires comprehensive approaches. A sophisticated
understanding of the underlying causes and dynamics of poverty is essential to
formulate effective solutions.
By focusing on sustainable development, inclusive economic policies and access to
quality education and healthcare, we can empower individuals to break free from the
cycle of poverty. Moreover, fostering social awareness, advocating for social justice
and promoting equitable opportunities can contribute to the transformation of
communities and create a more equitable /ˈek.wɪ.tə.bəl/ society.
1. Why do you think many people in the world are living in poverty?
2. What are some effective long-term strategies to combat poverty at the systemic
level?
3. Whose responsibility is it to help people in poverty?
4. Have you ever tried to help people living in poverty? How?
5. Is providing direct financial aid to individuals more effective in reducing poverty than
investing in infrastructure and public services?
6. Why do you think charities have been unsuccessful in reducing global poverty?
7. Do you think it is simply a case of needing more money to help people in poverty?
8. What do you think is the best way to utilise money given to charities to help those
living in poverty?
9. What role do government policies and social welfare programs play in addressing
poverty?
10. Is education the most effective long-term solution to poverty, or are there other
factors that should be prioritized?
SAN.AN4.B2 49/56
PART 3: COMMUNICATING – MANAGE YOUR OWN PRESENTATION AND

DEBATE
1. Objective: develop your presentation skills

1) Develop and manage the content of your own presentation.
2) How do your verbal and non-verbal skills contribute to the way you bring over
your message in an effective way (obviously taking the preceding theoretical
models into account).
2. Manage you own presentation & debate - Process
1) Choose an article related to the predefined list of topics (see 5.3 below).
2) Present your topic/article in class (approximately 20 minutes presentation).
NB: a draft of your presentation can be sent to your teacher at least 1 week
before your presentation in case you would like to have a first feedback before
your presentation.
3) Optional: manage a debate/discussion/debriefing with the other students

(approx. 10 minutes). Organize the debate according to your objectives and in
order to stimulate a dynamic discussion:
• split the students in pairs;

• individual feedback;
• put in context;
• use audio/video material (ppt); etc...
• conclusion of the debate.
4) Keep in mind the nonverbal cues we have discussed and that are part of the
evaluation of your:
• presentation;
• class debate animation;
• class interaction management;
• way to come to a conclusion.
• tips for a successful presentation (see 5.4)
• 1 or 2 rounds of presentations for each student:
Objective is to integrate the points of improvement and to enhance your

presentation level for your possible next presentation. Optional: topic debate will
be concluded in class with an individual essay (min. 150 words).
SAN.AN4.B2 50/56
3. List of proposed topics
Education:
1) Performance-based pay for teachers !?
2) Is homework beneficial?
3) Should students study ethics in schools?
4) School uniforms are a good idea and should be required.
5) It should be mandatory for students to study abroad for at least one year.
Controversial topics:
6) The deterrent effect of the death penalty ?
7) Technology has made the world a better place to live in !?
8) Security cameras and AI are an invasion of our privacy !?
9) Cannabis should be legalized !?
10) Euthanasia or physician-assisted suicide legal. Right or dangerous?
Politics:
11) Brexit: looking back at it, opportunity or catastrophe?

12) Trump elected again as US President in 2024, should we be concerned?
13) Our votes: do they really matter?
National concerns:
14) Belgian identity: empty shell or reality ?
Media:
15) Media: their role, rights and responsibilities
Global issues:
16) Climate change is more political than scientific !?

17) Gender Equality and Women’s Rights.
18) Sexual harassment
19) Are social networking sites/apps good for our society?
Any personal proposal?
SAN.AN4.B2 51/56
4. Tips for a successful presentation3
How can you make a good presentation even more effective?

These tips are based on published advice from expert presenters around the world,
which will help to take your presentations from merely ‘good’ to ‘great’.
Whether you are an experienced presenter, or just starting out, there should be
ideas here to help you to improve.
1) Show your Passion and Connect with your Audience

It’s hard to be relaxed and be yourself when you’re nervous.
But time and again, the great presenters say that the most important thing is to
connect with your audience, and the best way to do that is to let your passion for
the subject shine through.
Be honest with the audience about what is important to you and why it matters.
Be enthusiastic and honest, and the audience will respond.
2) Focus on your Audience’s Needs

Your presentation needs to be built around what your audience is going to get
out of the presentation.
As you prepare the presentation, you always need to bear in mind what the
audience needs and wants to know, not what you can tell them.
While you’re giving the presentation, you also need to remain focused on your
audience’s response, and react to that.
You need to make it easy for your audience to understand and respond.
3) Keep it Simple: Concentrate on your Core Message

When planning your presentation, you should always keep in mind the
question:
What is the key message (or three key points) for my audience to take away?
You should be able to communicate that key message very briefly.
Some experts recommend a 30-second ‘elevator summary’, others that you can
write it on the back of a business card, or say it in no more than 15 words.
3
www.skillsyouneed.com/present/presentation-tips.html
SAN.AN4.B2 52/56
Whichever rule you choose, the important thing is to keep your core message
focused and brief. And if what you are planning to say doesn’t contribute to that
core message, don’t say it.
4) Smile and Make Eye Contact with your Audience

This sounds very easy, but a surprisingly large number of presenters fail to do it.
If you smile and make eye contact, you are building rapport, which helps the
audience to connect with you and your subject. It also helps you to feel less
nervous, because you are talking to individuals, not to a great mass of unknown
people.
To help you with this, make sure that you don’t turn down all the lights so that
only the slide screen is visible. Your audience needs to see you as well as your
slides.
5) Start Strongly
The beginning of your presentation is crucial. You need to grab your audience’s
attention and hold it.
They will give you a few minutes’ grace in which to entertain them, before they
start to switch off if you’re dull. So don’t waste that on explaining who you are.
Start by entertaining them.
Try a story (see tip 7 below), or an attention-grabbing (but useful) image on a

slide.
6) Remember the 10-20-30 Rule for Slideshows

This is a tip from Guy Kawasaki of Apple. He suggests that slideshows should:
• Contain no more than 10 slides;

• Last no more than 20 minutes; and
• Use a font size of no less than 30 point.
This last is particularly important as it stops you trying to put too much
information on any one slide. This whole approach avoids the dreaded ‘Death by
PowerPoint’.
As a general rule, slides should be the sideshow to you, the presenter. A good set
of slides should be no use without the presenter, and they should definitely
contain less, rather than more, information, expressed simply.
If you need to provide more information, create a bespoke handout and give it
out after your presentation.
SAN.AN4.B2 53/56
7) Tell Stories
Human beings are programmed to respond to stories.
Stories help us to pay attention, and also to remember things. If you can use
stories in your presentation, your audience is more likely to engage and to
remember your points afterwards. It is a good idea to start with a story, but there
is a wider point too: you need your presentation to act like a story.
Think about what story you are trying to tell your audience, and create your
presentation to tell it.
Finding The Story Behind Your Presentation. To effectively tell a story, focus on
using at least one of the two most basic storytelling mechanics in your
presentation:
1) Focusing On Characters – People have stories; things, data, and objects do
not. So ask yourself “who” is directly involved in your topic that you can use
as the focal point of your story.
For example, in the case of a commercial presentation instead of talking

about cars (your company’s products), you could focus on specific characters
like: The drivers the car is intended for – people looking for speed and
adventure
2) A Changing Dynamic – A story needs something to change along the way. So

ask yourself “What is not as it should be?” and answer with what you are
going to do about it (or what you did about it).
8) Use your Voice Effectively

The spoken word is actually a pretty inefficient means of communication,
because it uses only one of your audience’s five senses. That’s why presenters
tend to use visual aids, too. But you can help to make the spoken word better by
using your voice effectively.
Varying the speed at which you talk, and emphasizing changes in pitch and tone
all help to make your voice more interesting and hold your audience’s attention.
9) Use your Body Too

More than three quarters of communication is non-verbal.
That means that as well as your tone of voice, your body language is crucial to
getting your message across. Make sure that you are giving the right messages:
body language to avoid includes crossed arms, hands held behind your back or in
your pockets, and pacing the stage.
SAN.AN4.B2 54/56
Make your gestures open and confident, and move naturally around the stage,
and among the audience too, if possible.
10) Relax, Breathe and Enjoy

If you find presenting difficult, it can be hard to be calm and relaxed about
doing it.
One option is to start by concentrating on your breathing. Slow it down, and

make sure that you’re breathing fully. Make sure that you continue to pause for
breath occasionally during your presentation too.
If you can bring yourself to relax, you will almost certainly present better. If you
can actually start to enjoy yourself, your audience will respond to that, and
engage better. Your presentations will improve exponentially, and so will your
confidence. It’s well worth a try.
5. Schedule (7 possible sessions):
1) 08/02 (4h): _____________________
2) 22/02 (4h): _____________________
3) 29/02 (4h): _____________________
4) 28/03 (4h): _____________________
5) 25/04 (4h): _____________________
6) 16/05 (4h): _____________________
7) 23/05 (4h): _____________________
SAN.AN4.B2 55/56
6. Evaluation grid
SAN.AN4.B2 Présentation thématique
Nom et prénom de l'étudiant: TOTAL EXAMEN A/R
Critères Indicateurs Acquis / non acquis - commentaires

Consignes • Respect et maîtrise du sujet et des
consignes
• Richesse, diversité et pertinence des
arguments avancés
• Cohérence et structure : aucune rupture
du canal de communication
• Communication intégrale en langue Critère acquis /non acquis :
cible
Intention • Mobilisation de fonctions langagières

communicative adaptées au contexte de la situation de
communication (voir syllabus)
• Je communique en fonction de ce que je
maîtrise
• Je me fais comprendre / je comprends
mon/mes interlocuteurs
(compréhension permettant de
maintenir le contact sans provoquer
d’agacement)
• Mon langage verbal et non-verbal
contribuent tous deux efficacement à
faire passer mon message Critère acquis / non acquis :
Langue • Pas d'erreur récurrente de la matière à

& enseigner au DI
Lexique • Structuration : utilisation pertinente de
connecteurs afin de souligner la
structuration de ma pensée
• Vocabulaire suffisamment varié
• Vocabulaire approprié
• Utilisation de périphrases si nécessaire Critère acquis / non acquis :
Prononciation • Prosodie :
• Rythme
• Débit
• Intonation
• Accent tonique
• Discrimination des phonèmes Critère acquis / non acquis :
SAN.AN4.B2 56/56

ANGLAIS4 Syllabus MV V6

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ANGLAIS4 Syllabus MV V6

Uploaded by

Copyright:

Available Formats

SAN.AN4.

Haute Ecole Bruxelles - Brabant

Année académique 2023-2024

PART 1: INTRODUCTION TO USEFUL THEORETICAL MODELS

Chapter 1 : Verbal communication

PART 2: CLASS DEBATES and ESSAYS

PART 3: COMMUNICATING – MANAGE YOUR OWN PRESENTATION AND

50% of the ongoing evaluation!

PART 4: GRAMMAR (topics tbd)

1. Students’ active participation in the course activities is essential!

2. During classes, we try to express ourselves in the target language!

PART 1: INTRODUCTION TO THEORETICAL MODELS

Chapter 1 : Introduction to Communication 1

1. The concept of communication

• What does communication consist in?

• What is the aim of communication?

• Why is communication important for teachers?

2. The concept of teaching

• Teaching can be defined as teacher’s planned activities to create an ever-lasting

3. Communication process in teaching

o 1st step/ signaling = teacher: the teacher himself/herself or by teaching aids

4. Verbal communication in teaching

• A successful educator in the field of teaching should be aware of the power of

• Skills are generally divided into four parts:

5. Class activity: read the text below and discuss in pairs

3) Which 3 "dos" would you consider as the most important ones?

Top 12 Classroom Management "Dos and Don’ts"

Does this sound familiar?

Learning simply cannot occur alongside misbehavior, so instruction hinges

Classroom Management Dos

1. Establish Rapport (a good understanding of someone and an ability to communicate

appropriate ways to share in them. Providing positive recognition and calling on a

2. Achieve Consensus on Rules

8. Call Early, Call Often

Classroom Management Don’ts

9. Refer Every Infraction

10. Redirect Students with Questions

11. Publicly Discipline

12. Lose Control

Classroom management challenges all educators. Observing colleagues for additional

Chapter 2 : Non-verbal communication2

1. Importance of non-verbal communication

• Facial expression, eye contact, physical appearance, posture, limb movement,

Source: English File Upper-Intermediate, Third Edition, Track 4.23

2. Non-verbal communication in the teaching process

• In the classroom, teachers’ non-verbal language can be effective if students can

3. Proxemics and other concepts

Non verbal Verbal

Proxemics Kinesics Haptics Vocalics

subcategories in the study of nonverbal communication, including also

• In-class activity: Experience how non-verbal communication can impact the

o Process: work in pairs.

1) standing very far apart;

2) standing very close together, almost touching each other;

3) both of you sitting down;

5) one person talking while the other communicates nonverbally that he is

6) one person talking while the other communicates nonverbally that he is

4. Kinesics (body movement)

• We distinguish three main types of gestures:

o Adaptors occur in regular social situations and result from uneasiness,

1. A hitchhiker’s raised thumb;

They are all examples of emblems that have an agreed-on meaning or