1. Brainstorm a list of words
you believe may relate to
the study of speech and
forensics.
2. Using the list of related
words, formulate what
you believe may be a
definition of the course.
I saw Susie sitting in a shoe shine
shop. Where she sits she shines, and
where she shines she sits.
Communication
 Meaning
Context
 Message
Generation
 Multicultural
Group communication
 Nonverbal
Interpersonal
 Public communication
communication
 Speech communication
 Intrapersonal
 verbal
communication
Find each of the words above as they are
 Mass communication explained on pages 1-15 in your textbook.
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On a separate piece of notebook paper
write the words with a definition and the
page number on which they were found.
“All The Woulda-Coulda-Shouldas
Layin' In The Sun,
Talkin' 'Bout The Things
They Woulda-Coulda-Shoulda Done...
But All Those Woulda-Coulda-Shouldas
All Ran Away And Hid
From One Little Did.”
Shel Silverstein
Communication is sharing meaning by
____________ and _______________
messages.
Meanings are assigned by __________;
meanings change as ______________ change;
shared meanings are never exactly the same.
(Page 2)
The six dimensions of context are:___________,
_____________, _______________,
_____________,______________,
and ______________. Page 8
The five levels of communication are:
___________, _____________,
_____________, ______________,
______________. Page 12-13
Choose Role
 Married Couple
arguing
 Two friends discussing
a personal problem
 Student Teacher
conference
Choose Context
 In a crowded airport
 With three other
people in a car
 Alone in a room
How did the physical context affect the communications?
A Tudor who tooted a flute
tried to tutor two tooters to toot.
Said the two to their tutor,
"Is it harder to toot
or to tutor two tooters to toot?"
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Adaptors
Affect display
Channels
Connotative meaning
Decode
Denotative meaning
Diaphragm
Emblems
Encode
Feedback
Haptics
Illustrators
Kinesics
Read pages 17-21 and write down
definitions for the vocabulary words
that appear on those pages.
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Larynx
Noise
Paralanguage
Perception
Pitch
Proxemics
Rate
Receiver
Regulators
Resonators
Sender
Symbols
Trachea
Vocal cords
volume
`Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
“JABBERWOCKY” by Lewis Carroll
(from Through the Looking-Glass and What Alice Found There,
1872)
1.
Paralanguage
2.
Kinesics
3.
Proxemics
4.
Haptics
5.
Appearance
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Adaptors
Affect display
Channels
Connotative meaning
Decode
Denotative meaning
Diaphragm
Emblems
Encode
Feedback
Haptics
Illustrators
Kinesics
Write down definitions for the
vocabulary words that appear on
pages 22-33 (left column only).
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Larynx
Noise
Paralanguage
Perception
Pitch
Proxemics
Rate
Receiver
Regulators
Resonators
Sender
Symbols
Trachea
Vocal cords
volume
Sing a song of sixpence a pocket full of rye,
Four and twenty blackbirds baked in a pie.
When the pie was opened the birds began
to sing,
Oh wasn't that a dainty dish to set before
the king?
1.
2.
View the assigned video and identify and
write down what type of nonverbal
communication is being used.
Discuss your results with a partner.
Determine together what was happening in
the video.
Love Lucy - Chocolate Factory
Unique New York
Toy Boat
Diaphragm
Trachea
Larynx
Vocal cords
Pitch
Volume
Rate
Resonators
Hum at a comfortable pitch.
Move the pitch slightly lower; pay attention to how your chest feels.
Hum until you can feel the vibration in your chest. Continue humming once you do,
attempting to increase the vibration.
Next move the pitch slightly higher; pay attention to how your head feels.
Let your mouth open. Hum until you feel the vibration in your tongue and lips, behind
and above your mouth. Continue humming once you do, attempting to increase the
vibration.
Finally, return to your chest once more. Repeat the whole exercise, always ending
with your chest in order to develop a full, luscious sound.
Note: In this exercise, avoid tension at all costs. Breath frequently, and stop if you get
light headed.
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Sitting straight, place one hand on your belly and another
behind your back opposite your hand on your belly. Breath in,
attempting to move both hands out as far as possible (it takes
a lot of strength to get your hand on your back to move; don't
worry if it doesn't). This is belly breathing. Notice how it feels;
this is how you want to breath when you speak in order to use
your full lung capacity and get the fullest, strongest, and
richest sound.
 Exhale quickly, but make no sound as you do so. Sound is an
indication of tension.
 Breath in again. Now, when you exhale, say the first letter of
the alphabet. Continue until you reach Z. As you progress
through the alphabet, pretend that with each letter you are
speaking to a target farther and farther away. By the time you
reach the end, you should be very loud and strong. If you're
still breathing right, you will be stronger than you could be
breathing normally.
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Article Source: http://EzineArticles.com/1247564
The king was in his counting house
counting out his money,
The queen was in the parlour eating bread
and honey
The maid was in the garden hanging out
the clothes,
When down came a blackbird and pecked
off her nose!