HUMSS 11 ORAL COMMUNICATION 11

(Lesson 1)
Communication is a process of sharing and conveying messages or information from one person to
another within and across channels, contexts, media, and cultures (McCornack, 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.
Process of Communication
The speaker generates an idea.
The speaker encodes an idea or converts the idea into words or actions.
The speaker transmits or sends out a message.
The receiver gets the message.
The receiver decodes or interprets the message based on the context.
The receiver sends or provides feedback.
Models of Communication
1. Shannon-Weaver Model
Known as the mother of all communication models, the Shannon-Weaver model (1949) depicts
communication as a linear or one-way process consisting of five elements: a source (producer of
message); a transmitter (encoder of message into signals); a channel (signals adapted for
transmission); a receiver (decoder of message from the signal); and a destination.This model,
however, has been criticized for missing one essential element in the communication process:
feedback. Without feedback, the speaker will not know whether the receiver understands
the message or not.
2. Transaction Model
Unlike the Shannon-Weaver Model, which is a one-way process, the Transaction Model is a two-way
process with the inclusion of feedback as one element. This model is more interactive. There is a
collaborative exchange of messages between communicators with the aim of understanding each
other. It also shows that a barrier, such as noise, may interfere with the flow of communication.
 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.
2. Social Interaction – Communication allows individuals to interact with others.
3. Motivation – Communication motivates or encourages people to live better.
4. Emotional expression – Communication facilitates people’s expression of their feelings and
emotions.
5. Information dissemination – Communication functions to convey information.
Features of an Effective Communication
In their pioneer book Effective Public Relations, Professors Broom, Cutlip, and Center (2012) list
the 7 Cs of Effective Communication.
This list is widely used today, especially in public relations and
advertising.
1. Completeness
Complete communication is essential to the quality of the communication process in general. Hence,
communication should include everything that the receiver needs to hear for him/her to respond,
react, or evaluate properly.
2. Conciseness
Conciseness does not mean keeping the message short, but making it direct or straight to the point.
Insignificant or redundant information should be eliminated from the communication that will be sent
to the recipient.
3. Consideration
To be effective, the speaker should always consider relevant information about his/her receiver such
as mood, background, race, preference, education, status, and needs, among others. By doing so,
he/she can easily build rapport with the audience.
4. Concreteness
Effective communication happens when the message is concrete and supported by facts, figures, and
real-life examples and situations. In this case, the receiver is more connected to the message
conveyed.
5. Courtesy
The speaker shows courtesy in communication by respecting the culture, values, and beliefs of
his/her receivers. Being courteous at all times creates a positive impact on the audience.
6. Clearness
Clearness in communication implies the use of simple and specific words to express ideas. It is also
achieved when the speaker focuses only on a single objective in his/her speech so as not to confuse
the audience.
7. Correctness
Correctness in grammar eliminates negative impact on the audience and increases the credibility and
effectiveness of the message.
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.
1. Emotional Barriers
2. Use of jargon
3. Lack of confidence
4. Noisy environment
Verbal Communication and Nonverbal Communication
Verbal Communication refers to an interaction in which words are used to relay a message. For
effective and successful verbal communication, use words to express ideas which can be easily
understood by the person you are talking to. Consider appropriateness, brevity, clarity, ethics, and
vividness when engaging in this type of communication.
1. Appropriateness
The language that you use should be appropriate to the environment or occasion (i.e., whether formal
or informal).
2. Brevity
Speakers who often use simple yet precise and powerful words are found to be more credible. Try to
achieve brevity by being more direct with your words. Avoid fillers and insubstantial expressions
which do not add to the message, such as “uh,” “you know,” “I guess,” and others.
3. Clarity
The meanings of words, feelings, or ideas may be interpreted differently by a listener; hence, it is
essential for you to clearly state your message and express your ideas and feelings.
4. Ethics
Words should be carefully chosen in consideration of the gender, roles, ethnicity, preferences, and
status of the person or people you are talking to.
5. Vividness
Words that vividly or creatively describe things or feelings usually add color and spice to
communication. Hence, you are encouraged to find ways to charm your audience through the use of
vivid words.
Nonverbal communication refers to an interaction where behavior is used to convey and represent
meanings. All kinds of human responses that are not expressed in words are classified as nonverbal
communication. Examples of nonverbal communication are stares, smiles, tone of voice, movements,
manners of walking, standing and sitting, appearance, style of attire, attitude towards
time and space, personality, gestures, and others.
Mastery of nonverbal communication is important for several reasons:
1. It enhances and emphasizes the message of your speech, thus making it more meaningful,
truthful, and relevant.
2. It can communicate feelings, attitudes, and perceptions without you saying a word.
3. It can sustain the attention of listeners and keep them engaged in the speech.
4. It gives the audience a preview to the type of speaker you are.
5. It makes you appear more dynamic and animated in your delivery.
6. It serves as a channel to release tension and nervousness.
7. It helps make your speech more dramatic.
8. It can build a connection with listeners.
9. It makes you a credible speaker.
10. It helps you vary your speaking style and avoid a monotonous delivery.
 Teaching Guide: Nature And Elements
Of Communication
TOPIC / LESSON Nature and Elements of Communication
NAME – Definition
– The Process of Communication
– Five Elements of Communication

CONTENT The learner understands the nature and elements of oral communication in
STANDARDS context.

PERFORMANCE The learner designs and performs effective controlled and uncontrolled or
STANDARDS communication activities based on context.

LEARNING The learner defines communication (EN11/12OC-Ia-1).

COMPETENCIES The learner explains the nature and process of communication (EN11/12O
2).

SPECIFIC The learner is able to independently use his/her learning on the nature and
LEARNING process of communication to facilitate dialogue or a conference in order to
OUTCOMES amicable settlement or peaceful agreement among the parties.

TIME 2 Hours
ALLOTMENT
During the lesson, the learners will:

1. Introduction: Define communication through a graphic organizer.

2. Motivation: Pass the message and observe how it is being transmitted
from one person to another.
3. Instruction/Delivery: Draw a diagram that depicts the communication
process.
4. Practice: Explain the process of communication based on the diagram.
5. Enrichment: Identify the basic elements of communication and their
purpose in the communication process.
6. Evaluation: Draw their family’s communication diagram.

Materials Manila paper, markers and scotch tapes.

 Resources Fernandez, Ana Marie O., and Suarez, E. Elizabeth L. (2016). SpeaC: Speak and Lis
Context. The Phoenix Publishing House Inc.
Gasulas, A. et. al. (2016). IEEC: Oral Communication in Context (pp. 2-3). Quezon
The Phoenix Publishing House Inc.
The learners read the competency:

I can independently use my learning on the nature and basic process of

communication to facilitate dialogue or a conference in order to effect amicable
settlement or peaceful agreement among the parties.
1. The teacher will divide the class into small groups of ten members.
2. The students will arrange themselves in lines from the front to the back of
the classroom.
3. The persons at the back shall be given a paragraph of five to eight
sentences to whisper to the persons in front of them. Repeat the procedure
until it reaches the first persons in the lines, who then write the paragraph
on the board or on a sheet of paper.
4. The group that finishes first with the most accurate output wins the game.
5. The activity is good for five to eight minutes.
Process Questions
1. Did you enjoy the activity? Why? Why not?
2. Was the paragraph accurately transmitted? Why or why not?
3. What helped you accomplish the task well? What hindered you from doing
it well?
4. If you were to repeat the process, how would you improve it?
1. The task is to draw a diagram or representation of how the paragraph was
transmitted from the first person to the last person until it was written on
the board, including instances of breakdown (when an error in
transmission or receipt happened).
2. Students will conceptualize their diagram or representation and then they
will draw it on a sheet of manila paper.
3. When they’re done, they will tape their output on the wall or board.
4. Teacher discusses the basic principles of the communication process,
relating it to the students-made diagram.
Communication is a systematic process in which individuals interact through
symbols to create and interpret meaning.

Basic Elements
1. Sender – The communicator or sender is the person who is sending the
message. There are two factors that will determine how effective the
communicator will be. The first factor is the communicator’s attitude. It
 must be positive. The second factor is the communicator’s selection of
meaningful symbols, or selecting the right symbols depending on your
audience and the right environment. Talk about a few wrong examples.

Question: Name some of the ways we communicate.

Anticipated Responses: —Talking, speaking —Writing —Pictures,
symbols, diagrams, charts, etc.

2. Message – The idea conveyed thru writing, speech, or signals.

3. Channel – It is where the message goes through. Most of the time, we use
our five senses as channels of communication.
4. Receiver – The receiver is simply the person receiving the message,
making sense of it, or understanding and translating it into meaning.
Now think about this for a moment: the receiver is also a communicator.
How can that be? (When the receiver responds, he is then the
communicator.) Communication is only successful when the reaction of
the receiver is that which the communicator intended. Effective
communication takes place with shared meaning and understanding.
5. Feedback – Feedback is that reaction I just mentioned. It can be a verbal
or nonverbal reaction or response. It can be external feedback (something
we see) or internal feedback (something we can’t see), like self-
examination. It’s the feedback that allows the communicator to adjust his
message and be more effective. Without feedback, there would be no way
of knowing if meaning had been shared or if understanding had taken
place.
The students shall break into pairs within their group. Each pair should aim at
explaining the diagram in one minute. The students shall base their discussion on
the following questions:

1. Did you like the Map It Out activity? Why? Why not?

2. Did everybody contribute ideas or effort to the activity? Why do you say
so?
3. Are you happy with your group’s output? Why? Why not?
4. What improvement, if any, could you have made on the diagram?
5. Did you enjoy the Map and Tell activity? Why? Why not?
6. What did you feel when it was your turn to speak? Why?
7. Did you have a hard time explaining your group’s diagram? Why? Why
not?
8. What did you feel when you were able to contribute to the group work?
Based on the students’ previous activities, let them guess the words described
below. To help you with this activity, correct answers are hidden in the letterbox.
They should work with their group of ten to find them. They should write their
answers to the space provided before each number.

1. This is transmitted from one person to another either through words,

actions, or expressions. ________________
2. One who transmits the words, actions, or expressions. ________________
3. This is how you transmit the words, actions, or expressions.
________________
4. Through this you transmit the words, actions, or expressions.
________________
5. Extract the meaning of words, actions, and expressions to complete
understanding. ________________
6. One who receives the transmitted words, actions, or expressions.
________________
7. Another word for answer or reply. ________________
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communication-module-1-first-quarter/18152310

COMPLETE ORAL COMMUNICATION