Oral Communication in Context Unit 1:
Nature and Elements of Communication
Table of Contents
Introduction
3
Unit Objectives
3
Lesson 1: Definition and Process of Communication
Warm-up!
Learn about It!
Check Your Understanding
Let’s Step Up!
3
4
4
6
7
Lesson 2: Verbal and Nonverbal Communication
Warm-up!
Learn about It!
Check Your Understanding
Let’s Step Up!
8
8
9
11
13
Lesson 3: Elements of Communication
Warm-up!
Learn about It!
Check Your Understanding
Let’s Step Up!
14
14
15
17
18
Lesson 4: Models of Communication
Warm-up!
Learn about It!
Check Your Understanding
Let’s Step Up!
19
19
19
22
24
Performance Task
25
Self-Check: How Well Did I Learn?
27
Wrap Up
28
Bibliography
28
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GRADE 11/12 |Oral Communication
UNIT 1
Nature and Elements of Communication
Rollo May, an author and existential psychologist, stated that, “Communication leads to
community, that is, to understanding, intimacy, and mutual valuing.”
Communication, then, is more than just the process of saying something to another. Rather, it
is a way by which we could make ourselves heard and understood, as well as a way for us to
know more about and understand others. In this unit, you will learn more about the nature
and elements of communication.
Unit Objectives
At the end of the lesson, you should be able to:
● define communication and explain the process of communication;
● distinguish verbal from nonverbal communication;
● identify the elements of communication; and
● differentiate the various models of communication.
Lesson 1: Definition and Process of
Communication
Communication is an important human need. It is essential
for us to be able to define what communication is and what
makes it so. In this way, we can further develop our
communication skills and understand how to make them
effective.
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Warm-up!
Pass the Message
Divide the class into groups of three to five members. Fall in line according to your group, with
the group leaders facing the board. At the teacher’s signal, each leader will read a message
and will need to whisper it to their next member. Each member thereon will whisper the
message to the next person up until the last member of their line. The last member of the
group has to run in front of the board to recite or write down the original message.
The most accurate message that gets recited or written down first gets the point.
Some suggested messages:
1. The quick brown foxes jumped over the lazy sleeping dog in the farm.
2. Betty bought a bit of butter but found the butter bitter, so she bought a better butter.
3. Sheila sells seashells in a store named Sheila’s Shells. Her store is by the seashore.
4. How much wood would a woodchuck chuck if a woodchuck could chuck wood in the
woods?
Guide Questions After the Activity:
● For the leaders, what were the challenges for you as the first ones to pass on the
message?
● For the rest of the team members, what were the challenges as you passed on the
message?
● How were you able to assure that the messages are accurate?
Learn about It!
Communication is the transmission of ideas and emotions between or among persons
with the use of verbal and nonverbal cues. The word communication comes from the Latin
word communis, which means “common.”
To be common means to come together or to share something together.
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Communication helps people adapt to or survive in the place they live in.
Communication is a process; it starts with a stimulus, which is an
idea or concept that the sender has and would like to convey.
The sender encodes the message by putting it into words and then
expresses the ideas in proper sequence. This message is then
accepted and interpreted or decoded by the receiver. The receiver
may or may not respond to the sender. If the receiver chooses to
respond, then he or she will provide feedback. When providing
feedback, the receiver then becomes the sender, and the initial
sender then becomes the receiver of the message.
There may, however, be a breakdown in the communication
process. This breakdown in the process may happen because of
noise, which is any barrier or hindrance that obstructs the
understanding of the message.
Take a look at the phone conversation below:
Cathy: Hello?
Annie: Cath? It’s Annie. I just want to ask you
something.
Cathy: Sure, go ahead.
Annie: I was absent from school last Friday.
Could you please tell me what our lesson in
English was about?
Cathy: Oh we just discussed mo . . . and then
we had a quiz on the sub . . . so if you . . .
Annie: Hello? Cathy? The line is breaking up. I
can hardly hear you.
The stimulus in the conversation is Annie’s intention to ask Cathy about their lesson in English
last Friday. Annie translates this stimulus into words. Cathy receives the message, decodes it,
and provides feedback that she understands the idea by telling Annie what they did in their
English class. However, because of the element of noise, which, in this case, is the crackling
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and breaking up of the phone line, Annie could not hear Cathy’s message well.
Check Your Understanding
Read the following dialogue and answer the questions that follow.
At the cafeteria food line, Anne and Cathy are separated by two people in the line
Cathy: Annie! Annie! I cannot believe that I got the highest score in our math quiz!
Annie: What quiz?! I came in late and I missed our math class. What was the quiz
about?
Cathy: Oh really? Too bad, Ms. Lim reviewed with us before the quiz and . . .
Annie: What? I cannot understand you. Excuse me, sir? (directed toward a boy beside
her)
Cathy: . . . so that was why it was super easy! You should approach Ms. Lim this
afternoon.
Annie: What were you saying? I was not able to hear your last few words.
1. What was the stimulus of the conversation?
2. What was the noise in the situation?
3. What could have been done to prevent a breakdown in the communication?
4. In what way did Annie provide feedback?
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List down five other kinds of noise that may affect the way a message is
delivered to the receiver. Explain your answer.
Using your answers from part two, answer the following questions:
● How can we avoid these kinds of noise when communicating?
● What are some ways through which we can have better communication?
Let’s Step Up!
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Lesson 2: Verbal and Nonverbal
Communication
When receiving good or bad news, it is but natural for us to
react with a smile or a frown. This kind of feedback is an
important part of communication that we tend to overlook.
In communication, there are verbal and nonverbal
elements present. We have to understand that both make
up an effective means of communicating.
Warm-up!
Buddy Charades
Similar to charades, group the class into pairs. Each pair will be given three (3) sets of phrases
to guess. One of the pairs has to act out the phrase without using any words or sounds, while
the partner has to guess.
Some example phrases:
1. running late for work
2. riding a packed MRT train
3. riding a turbulent plane for the first time
4. hearing one’s name being called as the winner
Guide Questions:
● What techniques did you and your partner use?
● How important are gestures, facial expressions, and body language in communicating
the answer to your partner?
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Learn about It!
Verbal communication refers to the use of words or
speech in sending messages and transmitting ideas or
feelings. The communicators make use of language in
order to convey what they would like others to know.
For example, the words in a conversation are considered
verbal communication or verbal cues.
Nonverbal communication, on the other hand, refers to
the act of expressing ideas in ways that do not involve or
go beyond using words.
Body language, appearance, voice, and environment are
some of the nonverbal cues that greatly affect the meaning of one’s message.
The various types of nonverbal communication are as follows:
A. Proxemics
This refers to how the space or distance
between the sender and the receiver affects
their communication. This includes intimate
distance (less than 6 inches to 18 inches), for
embracing, touching, or whispering; personal
distance (1.5 to 4 feet), which is for interacting
with good friends or family; social distance (4
to 12 feet), which is for interacting with
acquaintances, and public distance (12 to 25
feet or more), which is used for public
speaking.
Example:
standing close to someone you are very familiar with
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It is quite natural to be in or maintain an intimate distance when you are with your best friend
or someone you are very close with.
B. Kinesics
This refers to the use of body language in communication. This includes gestures, eye contact,
and facial expressions.
Example:
leaning forward while listening to someone
The action of leaning forward while listening to someone may be interpreted as openness and
interest in the other person’s message.
C. Chronemics
This refers to the role of time in the communication process. Since various cultures may have
different perceptions of time when it comes to punctuality or in interactions, chronemics may
greatly affect communication.
Example:
arriving early to a job interview
Arriving early to a job interview may be interpreted as a sign that one is eager to work in the
company and that he or she respects the interviewer’s time.
D. Paralanguage
This refers to the tone, speed, and volume of a speaker’s voice. Sighs and gasps are also
considered as paralanguage.
Example:
speaking slowly and using low volume
When someone is using low volume in speech and is speaking more slowly than usual, that
person may be sad or tired.
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E. Haptics
This refers to the use of touch to convey meaning in a conversation. This is often dependent
on culture. In some countries, friendly touching is encouraged, but in others, it is considered
an invasion of one’s personal space.
Example:
tightly hugging someone
An exchange of tight hugs between individuals conveys that they have a close relationship
with each other. The act of hugging is also a way to comfort someone or to let that person
know that he or she is loved or appreciated.
Check Your Understanding
Fill in the blanks with the correct answer.
1. ____________________ refers to the tone, speed, and volume of a speaker’s voice.
2. The use of body language in communication is called ____________________.
3. ____________________ communication refers to the use of words or speech in
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sending messages and transmitting ideas or feelings.
4. The space or distance between the sender and the receiver is termed as
____________________.
5. ____________________ is the role of time in the communication process.
Give two more examples of each of the nonverbal types of communication.
Proxemics:
●
●
Kinesics:
●
●
Chronemics:
●
●
Paralanguage:
●
●
Haptics:
●
●
Choose a five-minute video of any conversation in a video-sharing site.
Observe at least five nonverbal cues present during the communication.
List and categorize them in the table below. (See sample entry.)
Video Title:
URL/Link:
Time Stamp
1:35 - 1:40
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Nonverbal Element
Haptics - Penny hugging Bernadette to comfort her
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Let’s Step Up!
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Lesson 3: Elements of Communication
The elements of communication are the components
that make the communication process possible.
Learning about and understanding these elements will
allow one to get a better picture of the communication
process and how it works.
Warm-up!
Think-Pair-Share
Divide the class into groups of three to five members.
Think of some inside jokes, friendship handshakes, other words, phrases, actions, and
situations that are only understandable to you and a few selected people.
(e.g., The term RUG for teenagers is an acronym for “Are (R) you (U) game (G)?” a shortened question
if you are going to join their “gala.”)
Share it with the group and explain its significance.
Guide questions after sharing:
● What were your observations on your classmates’ inside jokes, handshakes, special
words, phrases, actions, and situations?
● Why did you think that way about them?
● How is context important in communication?
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Learn about It!
The five elements of communication focus on each aspect
of the process and relate its importance accordingly. A
good communicator must consider looking into these
elements to deliver an effective message.
Below are the five elements of communication:
A. Participants
These are the communicators; they can be both senders
and receivers. A sender transmits the information to the
receiver, while the receiver decodes the message in order
to formulate a response.
B. Context
This refers to the interrelated conditions that affect the
message. These include physical, psychological, social, and cultural factors.
● Physical context refers to the place, time, environment, and distance between
communicators.
Example:
The way you communicate with your sibling when there is no one around may be
different from the way you communicate with each other when other people are
present.
● Social context refers to the relationship of the communicators.
Example:
The way you communicate with a person of authority that you have only just met is
different from the way you speak with someone who has been a close friend of yours
for years.
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● Psychological context refers to the moods and feelings of the communicators. Think
of the moments when your mood or feelings made you communicate differently.
Example:
When you are sad or angry, for example, you might say things that you would not say
if you were happy.
● Cultural context includes the beliefs and norms of the participants. This comes into
play when you are speaking with someone who is of a different gender, age, social
status, religion, or nationality.
Example:
When speaking with an exchange student from Japan, for example, you may need to
explain some Filipino terms you use in a conversation, terms that you do not need to
explain to a fellow Filipino.
C. Message
This is the main point of having communication. The message is the main idea or information
that the sender would like to convey to the receiver. Thus, it is important for the message to
be clear and understandable to the receiver.
D. Channel
This is the means of delivering the message. It can be a face-to-face conversation, a letter, a
phone call, an email, or a social media site.
E. Feedback
This refers to the response of the receiver. This helps the sender of the message determine
whether the message was understood by the receiver. If the participants of the conversation
continue giving feedback, the flow of communication continues.
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Check Your Understanding
Fill in the blanks with the correct answer.
1. ____________________ context refers to the place, time, environment, and
distance between communicators
2. The communicators involved in the process are called the ___________________.
3. The ____________________ is the means of delivering the message.
4. The ____________________ is the main idea or information that the sender would
like to convey to the receiver.
5. The ____________________ context in communication includes the beliefs and
norms of the participants.
Write down the specific context being described in the given situation.
Context
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Situation
1. The new employee whispers his response to his new
boss.
2. A girl screamed at the top of her lungs after seeing a
snake inside the house.
3. Children comfortably cuddle with their parents.
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4. Koreans bow to show respect to people.
5. You join your classmates’ conversation about the video
game you played last night, chanting “GG! GG!” which
means “good game.”
Explain the five elements of communication in the given dialogue.
Joe: Hey, dude! (nods at Tom) How ya doin’?
Tom: (offers hand for a funny handshake) I’m doing fine. School’s been good!
Joe: Oh yeah! I heard you won that writing contest! Your piece was sick! (pats
Tom’s back hard)
Tom: (laughs) Thanks!
Let’s Step Up!
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Lesson 4: Models of Communication
As we delve deeper into the process of communication,
this lesson will show us the different models of
communication and how each model has its own
concepts, uses, and importance in a given context.
Warm-up!
Floor Work
The class will be divided into three groups. Each group’s task is to solve a jigsaw puzzle
provided by your teacher. Solving the puzzle reveals a model of communication. When you
have finished your puzzle, stick it on the board.
Explain what you think your group’s model is for.
Guide questions:
● How did your group communicate the task needed to be done?
● How would you relate the models to your own experiences?
Learn about It!
The term “model of communication” refers to a conceptual
representation that is used to explain the communication process.
There are various models of communication, with each of them
offering a different perspective on the communication process.
The three general types of communication models are the
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following: linear, interactive, and transactional.
The linear communication model presents communication as a one-way activity in which
information flows from the sender to the receiver. This process shows only a passive receiver.
Feedback is not a part of the process, and the role of the receiver is only to accept
information.
The interactive communication model, on the other hand, shows communication as a
two-way activity. The sender and the receiver have the same role in the activity: either one
comes up with an idea, sends a message, and reacts to it.
The model involves feedback, an element missing from the linear communication model. It
may also include noise, an element that affects the interpretation of the message.
The transactional communication model presents communication not only as a two-way
process but also as a simultaneous activity. Senders and receivers are called participants since
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they are capable of both sending and receiving messages anytime or at the same time.
Nonverbal cues such as gestures, tone of voice, or body language are also considered as
feedback in this type of communication model. The noise and the environment are additional
elements that affect the process.
Moreover, this model takes into account that communicators react to the situation based on
their own past experiences, current status, and anticipated future. Each communicator also
has a different background and may have a different set of norms, values, and beliefs. All of
these influence the transmission and interpretation of messages.
The diverse perceptions and backgrounds of the communicators influence their response to a
particular communication situation.
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Check Your Understanding
Complete the diagrams with their missing parts.
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Indicate which model of communication best applies to each statement.
Model of
Communicationf
Statement
1. The sender and receiver in this model have the same role in
the activity.
2. No feedback is involved in this model.
3. Senders and receivers in this model are called participants
since they are capable of both sending and receiving
messages anytime or at the same time.
4. In this model, each communicator also has a different
background and may have a different set of norms, values,
and beliefs.
5. This is a one-way activity in which the information flows from
the sender to the receiver.
List down scenarios that apply to each model of communication. Think of
scenarios not similar to the ones given above.
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Let’s Step Up!
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Performance Task
ROLE PLAYING
Goal: Present a five-minute scene with at least two people communicating.
Role: At least two members will act out the dialogues of the scene, and one member will
explain after the role-playing.
Audience: The audience would consist of your classmates and teacher.
Situation: You are students who need to come up with a five-minute scene that would depict
a situation based on a specific communication model.
Product/Performance and Purpose: You should prepare a five-minute scene that can be
performed live or presented as a video output in class. The scene must apply a specific
communication model. At the end of the scene, a group representative must explain and
point out the communication elements, and the types of verbal and nonverbal
communication.
The scene must have a short script and a written explanation similar to what the group will be
presenting in class.
Your performance will be evaluated using the following rubric:
Criteria
Beginning
(0-12 points)
Developing
(13-16 points)
Accomplished
(17-20 points)
Content
The actions in
the scene were
not clear
enough to give
viewers an
accurate view of
the situation;
the details were
vague or were
not related to
The actions in
the scene gave
viewers an idea
of the situation,
but some details
were not related
to the topic.
The actions in the
scene gave
viewers a clear
idea of the
situation; all the
details were
clearly related to
the topic.
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Score
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the topic.
Organization
The actions in
the scene were
not
well-organized;
the transitions
are unclear.
The actions in
the scene were
well-organized,
but some
transitions were
unclear.
The actions in the
scene showed
logical
progression; there
were clear
transitions
between ideas.
Language
There were
more than three
errors in
spelling,
mechanics,
grammar, and
word usage.
There were one
to three errors
in spelling,
mechanics,
grammar, and
word usage.
Proper spelling,
mechanics,
grammar, and
word usage were
observed.
Knowledge
The use of
communication
elements, verbal
and nonverbal
types of
communication,
and principles
of the chosen
model of
communication
was not
appropriate at
all for the
chosen
situation.
There were
some errors or
lapses in the
use of
communication
elements, verbal
and nonverbal
types of
communication,
and principles
of the chosen
model of
communication.
Communication
elements, verbal
and nonverbal
types of
communication,
and principles of
the chosen model
of communication
were clearly used
in creating the
script and
role-play.
TOTAL SCORE:
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Self-Check: How Well Did I Learn?
Do a self-check on how well you learned the lessons in this unit. Place a checkmark in the
appropriate box.
I think I need more
I am confident that I
I can perform well with
Skills
practice and
can perform this on
minimal assistance.
assistance.
my own.
I can define
communication and
explain the process of
communication.
I can distinguish
verbal from
nonverbal
communication.
I can identify the
elements of
communication.
I can differentiate
between the various
models of
communication.
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Wrap Up
Communication is the transmission of ideas and emotions between or among persons
with the use of verbal and nonverbal cues.
Verbal communication –
the use of words or speech in
sending messages and
transmitting ideas or feelings
Nonverbal communication –
refers to the act of expressing
ideas in ways that do not
involve or go beyond using
words
Types of nonverbal
communication include
proxemics, kinesics,
chronemics, paralanguage,
and haptics.
The elements of
communication are the
components that make
the communication
process possible.
The term “model of
communication” refers to
a conceptual representation
that is used to explain the
communication process.
These elements are the
following:
The three general types of
communication models are
the following:
a. participants
b. context
c. message
d. channel
e. feedback
a. linear model
b. interactive model
c. transactional model
Bibliography
Ang, Jaime. 2009. Oral Communication: A Content-Based and Learning Centered Text Manual in
Speech Communication. Makati: Katha Publishing Co., Inc.
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Gutierrez, Teresita. 2002. The Power of Speech. Quezon City: Rex Book Store Inc.
Hybels, Saundra, and Richard Weaver II. 2011. Communicating Effectively. 10th ed. New York:
McGraw-Hill.
Sheppard, Mike. “Proxemics.” The University of New Mexico. July 1996. Accessed December
14, 2016. http://www.cs.unm.edu/~sheppard/proxemics.htm.
Steinberg, Shiela. 2007. An Introduction to Communication Studies. Cape Town, South Africa:
Juta & Co., Ltd.
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