B. Foundations of Language · Sounds, Letters and Reading Words

Using Your Voice, Face and Words

B1.4 B1.5 B1.2About 30 minutes

Learning goals

I can use my voice, face and hands to help show what I mean.
I can notice how other people's faces and bodies show how they feel.
I can choose clear, exact words when I talk.
I can use linking words like first, next, then and last.

Words to know

expression
How your voice and face show a feeling, like happy, sad or surprised.

gesture
A move you make with your hands or head to show meaning, like waving or nodding.

body language
How your body shows what you think or feel, like slumped shoulders when you are tired.

volume
How loud or soft your voice is.

linking words
Words that join ideas or tell the order, like first, next, then, last, and, because.

Can you say it without words?

Try this: without talking, show someone "Come here!" What did you do? Maybe you waved your hand toward you.

Now show "I don't know." Maybe you shrugged your shoulders.

We can share meaning with our voice, our face, our hands and our body, not just with words!

What you see	What it usually means
👋 Waving	Hello or goodbye
👍 Thumbs up	Good, yes, or I'm okay
🤷 Shrugging shoulders	I don't know
😀 Big smile	Happy
😢 Tears, sad mouth	Sad
😠 Frown, tight face	Angry or upset
😮 Wide eyes, open mouth	Surprised

Gestures and faces we use every day

Your voice changes the meaning

Say the word "Oh" in three ways:

Happy, like you got a present: "Oh!"
Sad, like your ice cream fell: "Oh..."
Surprised, like a friend jumped out: "OH!"

Same word, but your expression changes what it means!

Your voice can be:

loud or soft (that is called volume)
fast or slow
happy, sad, excited or calm

Use a soft voice in the library or when a baby is sleeping. Use a strong, clear voice when you share with the class so everyone can hear.

The same word, Oh, means different things when your voice and face change.

Reading other people

When someone talks, look at their face and body too. If your friend says "I'm fine" but has a sad face and slumped shoulders, they might not be fine. You could ask, "Are you okay?"

Choose clear words

Exact words help your listener make a good picture in their head.

Not clear: "Give me that thing."
Clear: "Please pass me the red mitten."

Try using new words you have learned. Instead of "big", you could say huge or giant. Instead of "good", you could say delicious (for food) or fun (for a game).

Linking words tell the order

When you tell how to do something, or tell what happened, use linking words:

first → next → then → last

And you can join ideas with and, but, and because.

Worked example

Let's tell how to build a snowman

Tell someone how to build a snowman. Use linking words and clear words.

Think of the steps in order before you start talking.
First, roll a big snowball for the bottom.
Next, roll a medium snowball and lift it on top.
Then, put a small snowball on top for the head.
Last, add two stones for eyes and a carrot for the nose.
Use your hands to show big, medium and small. That gesture helps your listener.

"First, roll a big snowball. Next, roll a medium one and put it on top. Then, add a small one for the head. Last, add stones for eyes and a carrot nose."

⛄

First, next, then, last: the snowman is done!

Try this

Say "I have a cat" like a robot, then like a pirate, then like a sleepy bear. 🤖🏴‍☠️🐻 Same words, but three very different voices!

Hands-on activity

Feelings charades

You need: a grown-up or older sibling, and some small paper slips.

Write (or draw) a feeling on each slip: happy, sad, angry, surprised, scared, tired, excited.
Take turns picking a slip. Show the feeling with only your face and body. No words!
The other person guesses the feeling.
Now say the sentence "I have a cat" in the voice of each feeling. How does it change?

Talk about it: "What did my face do when I was surprised?"

Your turn

Show "yes" without talking. What did you do?

Your friend has a big smile and is jumping up and down. How might they feel?

Which voice should you use in the library: a loud voice or a soft voice?

Make this clearer: "Can I have that?" (You want a blue crayon.)

Put in a linking word: "___, I put on my socks. Then, I put on my boots."

Say "It's snowing" in an excited voice and then in a disappointed voice. What changed?

Tell someone about your favourite toy using 2 describing words.

More practice: warm-up

What does a thumbs up usually mean?

What does waving your hand usually mean?

Is volume about how loud your voice is or how fast it is?

Which is a linking word: next or snow?

Show a surprised face. What do your eyes and mouth do?

More practice: on your own

Your brother says "I'm fine," but he is crying. What might really be going on? What could you say?

Which is clearer: "It was nice." or "The hot chocolate was warm and sweet." Why?

Join these with because: "I wore my mitts." "It was cold."

You are telling the whole class about your weekend. Should your voice be a whisper or strong and clear?

Give a better word for "big" to describe a moose.

Challenge

Tell how to brush your teeth in 4 steps using first, next, then, last.

Say "Look at that!" so it sounds scared, then so it sounds happy. Tell what you changed.

Your friend is telling a story, but you see them look at the clock and tap their foot. What might their body language mean?

Check your understanding

Quiz

A friend crosses their arms, frowns and turns away. How might they feel?

What does a shrug of the shoulders usually mean?

Which sentence is clearer?

Which voice fits best when a baby is sleeping?

Which word tells the order of steps?

Finish the sentence with the best linking word: "I put on sunscreen ___ it was sunny."

For parents and teachers

Big idea: Communication is more than words. Grade 1 students learn that expression, gestures and body language add meaning, and they practise choosing precise words and linking ideas when they speak (B1.4, B1.5). Noticing others' non-verbal cues is also part of listening for meaning (B1.2).

How to help at home:

Name feelings you see in books and shows: "Look at her face. How do you think she feels? What tells you?"
Ask your child to give you instructions for a simple task (making toast, putting on snow pants) using first, next, then, last. Follow their steps exactly, so they see why clear words matter!
Offer a richer word when your child uses a general one: "Yes, the dog was big. It was enormous!"

Common difficulties:

Using "thing" and "stuff" a lot. Ask, "What thing? Tell me its name or colour."
One volume for everything. Practise "inside voice" vs "outside voice" vs "sharing voice".
Some children find reading faces hard. Be patient and use picture books with clear facial expressions. If you have concerns about your child's social communication, talk with the teacher.