English · Year 3

Active learning ideas

Eye Contact and Body Language

Active learning works because eye contact and body language are physical skills that improve with practice and feedback. When students move, observe, and reflect together, they build muscle memory and confidence faster than through passive instruction alone.

• ACARA Content Descriptions
• AC9E3LY08
• AC9E3LY09

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Plan-Do-Review
• 20 min · Pairs

Pairs Practice: Mirror Non-Verbals

Pair students and have one lead a short talk while the partner mirrors their eye contact, posture, and gestures. Switch roles after two minutes, then discuss what felt natural or distracting. End with pairs planning improvements for their own presentations.

Justify why eye contact is necessary for building a connection with your audience.

Facilitation Tip

During Mirror Non-Verbals, remind pairs to switch roles after 30 seconds so both students experience leading and following.

What to look for

After students give a 1-minute presentation, have them swap feedback forms. The form asks: 'Did the speaker look at you? (Yes/No/Sometimes)' and 'Did any hand movements help you understand? (Yes/No/Tell me how)'. Students circle their answers and provide one specific comment.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 02

• Plan-Do-Review
• 30 min · Small Groups

Small Groups: Gesture Charades

In groups of four, students draw abstract words like 'excitement' or 'huge' and present them using only gestures and eye contact, no words. Group guesses and provides feedback on clarity. Rotate presenters until all have tried.

Analyze how gestures help to clarify the meaning of difficult or abstract lines.

Facilitation Tip

In Gesture Charades, limit each round to 2 minutes to keep energy high and prevent overthinking.

What to look for

Show a short video clip of a speaker (e.g., a cartoon character giving a speech). Ask: 'What did the speaker do with their eyes? Did it make them seem friendly or distant? How did they use their hands? Did it help or distract from what they were saying?'

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 03

• Plan-Do-Review
• 40 min · Whole Class

Whole Class: Presentation Critique Circle

Students take turns giving 1-minute talks on a familiar topic. Class notes one strength and one area for improvement in eye contact or body language on sticky notes. Share feedback as a group to model constructive critique.

Critique a presentation based on the speaker's use of body language.

Facilitation Tip

When running Presentation Critique Circle, model how to give actionable feedback by pointing to one specific moment in the speech.

What to look for

As students practice a short speech in pairs, circulate and listen. Ask each speaker: 'Point to one person you made eye contact with. Now, show me one gesture you used to explain the word 'big'.' Record a quick note on their use of these two elements.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 04

• Plan-Do-Review
• 25 min · Individual

Individual: Self-Record Review

Students record a 1-minute presentation on a phone, focusing on eye contact with the camera and purposeful gestures. Watch playback, note one change, and re-record. Share optional peer feedback.

Justify why eye contact is necessary for building a connection with your audience.

What to look for

After students give a 1-minute presentation, have them swap feedback forms. The form asks: 'Did the speaker look at you? (Yes/No/Sometimes)' and 'Did any hand movements help you understand? (Yes/No/Tell me how)'. Students circle their answers and provide one specific comment.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

A few notes on teaching this unit

Teachers should model effective eye contact and gestures themselves during demonstrations, showing how subtle shifts change audience perception. Avoid over-correcting small movements, as students first need to feel comfortable using their bodies to communicate. Research shows that students learn these skills best when they analyze real examples and receive immediate, specific feedback from peers.

Successful learning looks like students adjusting their gaze and gestures based on peer reactions, explaining why certain cues support their message, and using specific feedback to improve. By the end of the unit, they should critique presentations with attention to alignment between words and non-verbal signals.

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Watch Out for These Misconceptions

• During Mirror Non-Verbals, students may believe eye contact means staring at one person without blinking.

  During Mirror Non-Verbals, circulate and remind pairs to practice scanning by briefly looking at different areas of their partner’s face and body, not fixating on one spot.

• During Gesture Charades, students might think any gesture improves a presentation.

  During Gesture Charades, pause the game and ask groups to discuss whether the gestures matched the words or distracted from them, then adjust based on peer observations.

• During Presentation Critique Circle, students may assume body language matters less than clear words.

  During Presentation Critique Circle, highlight examples where mismatched cues confused the audience, then ask the class to suggest how the speaker could align their non-verbal signals with their message.

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Methods used in this brief

• Plan-Do-Review