Business and Professional Communication, 3rd edition
Kelly M. Quintanilla, Shawn T. Wahl
Chapter 2: Verbal and Nonverbal Communica!on
Chapter Ac!vi!es
Ac!vi!es to Illustrate Key Concepts
Ac!vity 1: Nonverbal Role-play/Drama
Descrip!on: This is a simulation role-play/drama activity to provide an opportunity to
visualize and understand how individuals can interpret communication by watching
nonverbal messages. It is designed as a discussion learning opportunity.
Direc!ons:
1. Explain to the class that you are doing an activity to test their ability to share and
interpret correctly nonverbal messages.
2. Ask for two groups of 3 to 4 individuals to develop a 3 to 5 minute role-play drama that
would only involve nonverbal communication, with absolutely no verbal
communication.
3. Allow the two groups a few minutes to prepare, in a separate room if possible.
4. While the two groups are preparing, the teacher can lead a discussion about nonverbal
messages and ways that students think they can interpret the messages correctly.
Ac!vity 2: Verbal Communica!on and the Power of Words
Descrip!on: This is a small-group discussion activity to stimulate students to think about the
ethics of lying in professional and business communication.
Direc!ons:
4. Each group should share the stories and select one example to share with the class.
5. Gather the students back together as a class and have the chosen examples shared with
the class.
6. The teacher should lead a discussion on the power of verbal messages and how to share
the messages appropriately in a business environment:
a. Should we just chalk it up to “some people will just be jerks” and go on about our
business?
b. If you are on the receiving end of a negative verbal communication, how should
you handle it in the workplace?
Ac!vity 3: Debate on Tex!ng versus Face-to-Face Interac!on
Descrip!on: This is a class debate activity to explore whether there is something lost when
individuals text versus when having conversations where verbal and nonverbal messages can
be shared and simultaneously interpreted. The debate activity is designed to be thought
provoking and provide a stimulating debrie”ng learning opportunity.
Direc!ons:
1. Divide the class into two groups, placing student chairs on opposing sides of the room
facing one another.
2. Provide the description of the activity to the students and assign a side of the issue for
each group.
3. Tell the students that each group has 5 minutes to prepare for the debate.
4. Each group will have 3 minutes to present their case and the opposing group will have 3