OBJECTIVES

By the end of the lesson, you will be able to:

 explain the nature and process of communication;

 differentiate various models of communication;
 discuss the functions of communication;
 distinguish the unique features of one communication process from the other;
 practice effective verbal and nonverbal communication during social interactions;
 explain why there is a breakdown of communication;
 apply strategies in overcoming communication breakdowns;
 practice effective communication skills; ⌂ evaluate the effectiveness of oral
communication;
 practice learning and thinking skills, life skills, and ICT literacy; and
 reflect on your learning on the fundamentals of communication.

Let’s Warm Up
This is your Vanity Tent Card. (You can make any art design at the sides, top and
bottom that would make your card beautiful with your name on it.)

Name:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________________________________________________________________

Debriefing Questions
Once you have done your design and wrote your name, then write on the lines
provided explaining why do you really like that design.

Self-Audit
After completing Let’s Warm Up, tick the column that determines how often you
practice what the statements say. Do this as objectively as possible. Bear in mind that
there are no wrong answers. You can use your performance in Let’s Warm Up as a
basis in completing this task.

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 usually sometimes seldom never
1. I communicate to convey my
messages and express my ideas.
2. I describe communication as a
process.
3. I understand that communication
can be express in words and/or in
action.
4. I can distinguish the features of
communication process.
5. I can differentiate the model of
communication.
6. I effectively convey a message both
in words and in actions.
7.I can identify the elements of
communication.
8. I can explain the cause of
communication breakdown.
9.I used strategies to avoid
communication breakdown.
10. I know the functions of
communications.

Total
/30
Grand
total
Work and Learn

EXERCISES

Stand up. Think of one fact that you know about communication and share it with
everyone or share your life verse from the Bible. Write on the lines inside the box.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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KEY TAKE WAYS

Introduction:

Communications plays such a big part in our lives today. It is hard to think of a single
activity that we engage in that doesn’t involve communications in some way. In our
busy world, we sometimes forget just how important communications are to our
success, relationships, and, ultimately, happiness in life. But, indeed, communications
does play a major role in achieving all of our goals.

It is a process of sharing and conveying messages or information from one person to

another within and across channels, contexts, media, and cultures ( Mc Cornack, 2014).

There is a wide variety of contexts and situations in which communication can be

manifested; it can be a face-to-face interaction, a phone conversation, a group
discussion, a meeting or interview, a letter correspondence, a class
recitation, and many others.

Nature of Communication
1. Communication is a process.
2. Communication occurs between two or more people (the speaker and the receiver).
3. Communication can be expressed through written or spoken words, actions
(nonverbal), or both spoken words and nonverbal actions at the same time.

Elements of Communication

Communication is divided into elements which help us better understand its

mechanics or process. These elements are the following:
1. Speaker – the source of information or message
2. Message – the information, ideas, or thoughts conveyed by the speaker in words or
in actions
3. Encoding – the process of converting the message into words, actions, or other
forms that the speaker understands
4. Channel – the medium or the means, such as personal or non-personal, verbal or
nonverbal, in which the encoded message is conveyed
5. Decoding – the process of interpreting the encoded message of the speaker by the
receiver
6. Receiver – the recipient of the message, or someone who decodes the message
7. Feedback – the reactions, responses, or information provided by the receiver
8. Context – the environment where communication takes place
9. Barrier – the factors that affect the flow of communication

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PROCESS OF COMMUNICATION EXAMPLES
The speaker generates an idea. Daphne loves Rico, her suitor as a friend.

The speaker encodes an idea or converts She thinks of how to tell him using their
the ideas into words and actions. native language.

The speaker transmitts or sends out a She tells him, “Rico mahal kita bilang
message. kaibigan.”
The receiver gets the message. Rico hears what Daphne says.

The receiver decodes or interprets the She tries to analyze what she means
message based on the context. based on the content and their
relationship, and he is heartbroken.
The receiver sends or provide feedback.
He frowns and does not say something,
because he is in pain.

 
READ: MODELS OF COMMUNICATION

Interactive model (also known as convergence model) deals with exchange of ideas
and messages taking place both ways from sender to receiver and vice-versa.
The communication process takes place between humans or machines in both verbal or
non-verbal way. This is a relatively new model of communication for new technologies
like web.
Components of Interactive Model
Interactive Model of Communication requires different following components for
the communication process to work:
 Encoder-Source-Decoder: The person who originates a message is the
source. The encoder and decoder are the same person/source. The second source
is also encoder as well as decoder. The source acts as an encoder while sending
the message and as decoder while receiving the message.
The second source decodes the message, then originates another message,
encodes it and sends it to the first source. The source is known to be encoder and
decoder during the act of encoding and decoding.
 Message: Message is the information sent during the interaction.
 Feedback: The decoder forms a second message after receiving the first which
is known as feedback.
 Field of Experience: Field of experience is the experience and knowledge that
the source possess which affects the message formation and interpretation. For
example, the source’s culture, social behavior, etc.

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 EXERCISER II (GROUP)
Work with your group mates in the Let’s Warm Up activity. As a group, do the
following:
Study the diagram below. It represents the Schramm Model. Schramm (1954)
modified the Shannon-Weaver Model. What has Schramm added to the Shannon-
Weaver Model? Is the new model more comprehensive? Why do you think so? How is it
different from or similar to the Transaction Model?

Functions of Communication
Basically, there are five functions of communication. These are control, social
interaction, motivation, emotional expression, and information dissemination.
1. Control – Communication functions to control behavior.
Examples:
*Telling the whole class to observe silence.
* Making an announcement that the community will start using the new overpass at
highway.
2. Social Interaction – Communication allows individuals to interact with others.
Examples: two or more people talking to each other, or communication among
groups, organizations, nations or states: trade, migration, foreign relations,
transportation.
 Student-Instructor Interaction. ...
 Student-Student Interaction. ...
 Student-Content Interaction

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 3. Motivation – Communication motivates or encourages people to live
better.
Here are some of the most common examples of motivation in life driven by
pleasure:

 Survival needs (food, shelter, clothing)

 Accomplishment (school, career, sports, etc.)
 Fun (partying, dancing, playing, beach, etc.)
 Taste (food)
 Curiosity (needing to know something)
 Laughter (feeling uplifted)
 Sex (dopamine release)
4. Emotional expression – Communication facilitates people’s expression
of their
feeling and emotions.
 For example, grief is elicited by personal loss. In this case, personal loss would be the
appraisal and one can express grief through emotional expressions. Emotions can
be expressed verbally (through words and tone of voice) or by using nonverbal
communication, including the use of body language or facial expressions. Body language
such as a slouched posture or crossed arms can be used to send
different emotional signals.
5.  Information dissemination – Communication functions to convey
information.
An example of this transmission of information is in fields of advertising, public
announcements and speeches. Another way to look at dissemination is that of which it
derives from the Latin roots, the scattering of seeds. These seeds are metaphors for voice
or words: to spread voice, words, and opinion to an audience.

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EXERCISER III
Identify the function of communication in each of the following situations.
Write your answers on the space provided.
____________________ 1. The teacher reads and discusses classroom policies to her
students.
____________________ 2. Ross greets Rachel; then, they start talking about their
plans for the holidays.
____________________ 3. Phoebe shares her insights on how to live peacefully
despite a complicated life.
____________________ 4. Monica shares her personal frustrations with Chandler.
____________________ 5. The geometry teacher lectures about mathematical
concepts.
____________________ 6. Sheila delivers her valedictory speech.
____________________ 7. The President delivers his last State of the Nation Address.
____________________ 8. A television personality thanks to the supportive moviegoers
during an interview.
____________________ 9. The city mayor presents her strategies to execute the plans
in a public forum.
____________________ 10. A tourist guide orients a group of tourists about a heritage
site.

 FEATURES OF EFFECTIVE COMMUNICATION

Characteristics of Effective Communication

Just delivering a message is not enough; it must meet the purpose of the
sender. Keeping this in mind, let us discuss the elements which make
communication effective:

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  Clear Message: The message which the sender wants to convey must be
simple, easy to understand and systematically framed to retain its
meaningfulness.
 Correct Message: The information communicated must not be vague or
false in any sense; it must be free from errors and grammatical mistakes.
 Complete Message: Communication is the base for decision making. If
the information is incomplete, it may lead to wrong decisions.
 Precise Message: The message sent must be short and concise to
facilitate straightforward interpretation and take the desired steps.
 Reliability: The sender must be sure from his end that whatever he is
conveying is right by his knowledge. Even the receiver must have trust on
the sender and can rely on the message sent.
 Consideration of the Recipient: The medium of communication and
other physical settings must be planned, keeping in mind the attitude,
language, knowledge, education level and position of the receiver.
 Sender’s Courtesy: The message so drafted must reflect the sender’s
courtesy, humbleness and respect towards the receiver.

Effective Communication Skills

Conveying a message effectively is an art as well as a skill developed after continuous
practice and experience. The predetermined set of skills requires for an influential
communication are as follows:

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  Observance: A person must possess sharp observing skills to gain more and
more knowledge and information.
 Clarity and Brevity: The message must be drafted in simple words, and it
should be clear and precise to create the desired impact over the receiver.
 Listening and Understanding: The most crucial skill in a person is he must be
a good, alert and patient listener. He must be able to understand and interpret
the message well.
 Emotional Intelligence: A person must be emotionally aware and the ability to
influence others from within.
 Self-Efficacy: Also, he/she must have faith in himself and his capabilities to
achieve the objectives of communication.
 Self-Confidence: Being one of the essential communication skills, confidence
enhances the worthiness of the message being delivered.
 Respectfulness: Delivering a message with courtesy and respecting the values,
believes, opinions and ideas of the receiver is the essence of effective
communication.
 Non-Verbal Communication: To connect with the receiver in a better way,
the sender must involve the non-verbal means communication too. These include
gestures, facial expressions, eye contact, postures, etc.
 Selection of the Right Medium: Choice of the correct medium for
communication is also a skill. It is necessary to select an appropriate medium
according to the situation, priority of the message, the receiver’s point of view,
etc.
 Providing Feedback: Effective communication is always a two-way process. A
person must take as well as give feedback to bring forward the other person’s
perspective too.

Barriers to Communication
There are instances when miscommunication and misunderstanding occur because of
certain barriers. To become an effective communicator, you should recognize these
barriers that hinder the communication process. This will enable you to control the
situation, reset conditions, and start anew. The table below presents some barriers to
effective communication with corresponding solutions.

BARRIER EXAMPLE SOLUTION

Emotional You are having a bad day or you feel Recognize these kinds of emotions, and
barriers frustrated. politely ask the other person to give you a
moment so you can relax or calm yourself.

Emotional You sit in a meeting or class where you think Recognize this kind of attitude, reset, and
barriers the speaker is boring. reflect on how you can be interested in

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 what the speaker is pointing out.

Use of jargon You are a scientist discussing a certain Jargon refers to the set of
weather phenomenon with your specialized vocabulary in a certain
neighbor who does not know much field. To avoid communication
about the topic. breakdown due to lack of clarity,
adjust your language; use layman’s
terms or simple words.

Lack of You are asked to share something Develop self-confidence by joining

confidence about your day or weekend, but you organizations where you can share
are hesitant because you are shy. and develop your interests. Look for
opportunities in your school or
community that will help you find
your strengths and improve your
abilities.

Noisy You are having a conversation with Recognize that noise is a common
environment some friends when a song was played barrier. Make some adjustments by
loudly asking someone to minimize the
volume or by looking for a quiet
area where you can resume the
conversation.

Note that these are only some of the barriers; many others may arise out of context,
language, physical restrictions, and the like.

EXERCISER IV (CLASS)
As a class, complete the semantic web below with a word or group of words
relevant to communication. You can assign a representative to gather and/or
consolidate the responses of the class.

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 10

EXERCISE V
Write T before each number if the statement is true and F if the statement is
false.
_______ 1. Consider ethics in your speech at all times.
_______ 2. Effective use of nonverbal communication can strengthen your message.
_______ 3. How you communicate reflects who you are as a person.
_______ 4. One way to help you build credibility is through effective nonverbal
communication.
_______ 5. There are certain words that are only appropriate at certain times and
places.
_______ 6. To achieve clarity, we must speak the same language as our listeners.
_______ 7. The use of too many fillers can distract your listeners.
_______ 8. Verbal communication is better than nonverbal communication.
_______ 9. When you talk to others, you should not assume too quickly that they
understand the message that you convey.
_______ 10. When you communicate, choose what you want to say and how you want
to say it.

Practice
I. Group Activity.
Your teacher will divide the class into three groups. This activity follows the format of a
charades game, and the objective is to guess unknown words in the shortest time
possible.

Your teacher will assign a category for each group.

Assign a timekeeper in your group and prepare ten pieces of one-fourth-sized

paper and a small empty box or pencil case. Think of words or phrases related

to your category and write each word in a piece of paper. Fold each piece to

hide the word.

Remember not to choose words that are very difficult to guess. Follow the
guidelines below.

 At least two members of the group must be familiar with the word’s meaning.
 A word should only be composed of a maximum of eight letters.
 Proper names are not allowed, but they can be used along with other words.
 Foreign words and technical terms are not allowed.
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Each round of the activity proceeds as follows:

 Each group will assign two representatives who will act out or describe the unknown
word. The remaining group members have to guess the word within one minute.
 To start, the representatives from Team A will draw a piece of paper from Team B’s
box.
 They have five seconds to view the word, after which Team B’s timekeeper will start the
timer.
 The representatives will then have their teammates guess the word through gestures.
Drawing or writing on the board is not allowed.
 If Team A guesses the word, Team B’s timekeeper has to record the number of seconds
it took for Team A to get the correct answer.
 If Team A cannot guess the word, Team B’s timekeeper has to record a time of one
minute.
 To proceed, a representative from Team B will draw a piece of paper from Team C’s
box. This roundabout game will go on until all the words are used.
The score for each group is the total time that the group accumulated for all the
rounds. The group with the shortest time wins.

II. Group Activity.

With the same group, perform a five-minute presentation of your favorite scene from
an English movie, TV series, or musical or non-musical stage play. The chosen scene
should show how one or more barriers to communication lead to miscommunication.
You have 20 minutes to plan and organize.
III. Group Activity.
With your group mates, discuss the following:
 Was there a lack of communication or miscommunication within your group
when you organized and performed your tasks? What are these?
 Why do you think this happened?
 What are the barriers to communication that occurred?
 What strategies did you use to avoid barriers and miscommunication? Make sure
that each member gives his/her answer. Overall, you have ten minutes to exchange
ideas. Afterwards, assign one person, preferably the shyest member in your group,
to share with the class the highlights or the most important points of the discussion.
IV. Individual Activity.
Your teacher will randomly ask you a question. Once your turn comes, you have
to stand in front and answer your teacher’s question, which may range from life
goals to personal favorites.
 After you answer, your teacher will give a follow-up question which you have to answer
as well.
 Then, he/she will assign two members of the class to respond to your answers.

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 V. Individual Activity.
Imagine that you are addressing a group of parents and teachers in an assembly on
understanding your generation known as the “Millennial Generation.”
 Prepare a two-minute speech that communicates your ideas about the
topic.
 Your speech should highlight who the millennials are and how they are different from
other generations.
 Before the speech deliveries, find a partner.
 Evaluate each other’s speech deliveries using the rubrics on the next page.
 Write the strong and weak points of the presentation in the succeeding table.
RUBRIC FOR EVALUATING SPEECH PRESENTATATION
CRITERIA VGE (5) GE(4) GE(3) GE(2) GE(1)
1. The ideas in the presentation are
organize.
2. The message is express clearly
3. There are sufficient supporting ideas.
4. The choice of words are appropriate for
the audience
5. Biases are avoided
6. Speech free from grammatical mistakes.
7. Ideas are communicated vividly and
meaningfully.
8. Non-verbal cues are appropriate
Total
Grand Total
LEGEND:
VGE-A very great extent, GE- to a great extent, SE- to some extent, LE-less extent, N-not at all
Scoring : VGE - 33-40, GE-25-32, SE-17-24, LE-9-16,N-8

COMMENTS
GOOD POINTS OF THE PRESENTATIONS ARE: THE AREAS THAT NEED TO BE IMPROVED ARE
 13

Reinforcement Activity
Observe two of your classes other than English. Find out the nature, process,
elements, and models of communication exemplified in each class. Using a
maximum of 500 words, write a report about your observations. Use the
following format: font 12, Times New Roman, 1.5 spacing.

Reflect!
Reflect on what you have learned after taking up this lesson by completing
the table below.
QUESTIONS ANSWERS

What were your thoughts or ideas about the fundamentals of I thought …..
communication prior to the discussion of this lesson?

What new or additional ideas did you learn after taking up this I learned that…..
lesson?