(NATURE & PROCESS

OF
COMMUNICATION,
MODELS OF )
COMMUNICA
TION

Name of Student

Grade & Section

Ms. Ara Joy P. Gabuyo

Subject Teacher
I. Content Standard

The learner understands the nature and elements of oral communication in

context.

II. Performance Standard

The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.

III. Most Essential Learning Competencies

• Explains the functions, nature and process of communication.
• Differentiates the various models of communication.
• Uses various strategies in order to avoid communication breakdown.

IV Learning Objectives
• Define Communication.
• Identify the process of communication
• Explain the process of communication.

V. Learning Materials
• Powerpoint presenatation, recorded video of the lesson
• Youtube videos
• DWCC moodle

VI. Learning Procedures A. Routinary Activities

B. Checking of Attendance

C. Review of the Previous Lessons

D. Motivation

E. Lesson Proper

VII. Presentation of the Lesson

 NATURE OF COMMUNICATION
 PROCESS OF COMMUNICATION

Let us Pray

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 May the darkness of sin and the night of unbelief vanish before the light of the Word and
the Spirit of grace!

And may the Heart of Jesus live in the hearts of all people! Amen.

DISCUSSION

LESSON 1: NATURE AND PROCESS OF COMMUNICATION

A. Introduction

Communication is very vital to our everyday lives. We cannot live

without communicating because we need to share thoughts, impart
information, persuade others in our beliefs, and show our love and affection.

B. Communication

According to Wood (2004), communication is a systematic process in

which individuals interact with and through symbols to create and interpret
meanings (as cited in Agnaou, 2012)

• Communication is a process. It is creative, continuing condition of life, a

process that changes as the communicator’s environments and needs
change.

• Communication is systematic. It occurs within systems of interrelated

and interacting parts.

• Communication is symbolic. Symbols, verbal (with words) or nonverbal

(without words), are the basis of language.

• Communication involves meanings. Contrary to what many think or

believe, meaning are assigned, given, or invented, not received.

C. Process of Communication

Communication is made up of several

components: (a) speaker/sender, (b) listener/receiver, (c) message, (d)
medium, (e) channel, (f) feedback, (g) content, and (h) noise. The process of

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 communication is best understood if you know how these various components
come into play in the stages of any communication situation.

Stage 1. Sending the message.

• Speaker/sender is the source of the message that is encoded into symbols

that are verbal (with words) and/or nonverbal (without words).
• Message is any information or anything the speaker/sender wants to
communicate by using a medium.
• Medium is the form in which the speaker/sender conveys the message,
which may probably be speech, conversation, letter, email, blog,
newspaper, book, and the like through a channel.
• Channel is the mode, method or means of sending or expressing the
message, which may perhaps be through any of the five senses – sight,
hearing, touch, smell, and taste. The channel may also be (a) sound and
light waves in a face-to-face, “in-person speaking situation” or (b) digital
audio and video signals in a mediated situation.

Stage 2: Receiving the message.

• Listener/receiver gets the message in the medium desired through the

chosen channel, and decodes the message.
• Feedback is the receiver’s response, verbally or nonverbally – silence
included, to the message sent.
• Context is the situation or environment in which communication takes
place, which includes time, place, event, as well as sender’s and receiver’s
feelings, perceptions etc.
• Noise, also called interference or distraction, is anything that impedes
or gets in the way of accurately sending, receiving, and interpreting the
message from the environment.

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 LEARNING ACTIVITY #1

Name: Date:
Section: Score:
Subject Teacher:

Instructions/Directions: Compose an essay explaining the importance of communication in our

daily lives. Provide a situational example on how it works.

Communication is very important in our lives because it helps us to explain our ideas and to
share information. Without communication, ideas will be stagnant to a person because he or she cannot
elaborate and explain it to others. Communication will also help us to communicate our thoughts in
order not to have miscommunication. For example, a teenager who is upset or have a negative feeling
about a situation happening in the family cannot express his opinion without communication. Moreover,
in the field of education, a professor cannot explain and share ideas that must be learned by students if
he will not use any communication channel. We will not be updated also of the recent issues if no
communication will happen.

LEARNING ACTIVITY #2

Name: Date:

Section: Score:
Subject Teacher:

Instructions/Directions: Create your own definition of Communication based on what you’ve

learned. (3-5 sentences only)

Communication is a process of giving and receiving an information. In order to have communication,

there must be a channel. Communication is used to convey and share information to others.

Assessment
A. Identify the correct answers on the space provided before each number.

Speaker 1. It is the source of the message that is encoded into symbols that are verbal (with
words) and/or nonverbal (without words).
Communication 2. It is creative, continuing condition of life, a process that changes as the
communicator’s environments and needs change.

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 Medium 3. It is the form in which the speaker/sender conveys the message, which may
probably be speech, conversation, letter, email, blog, newspaper, book, and the like
through a channel.
Context 4. It is defined as “life experiences, attitudes, values, and beliefs that each
communicator brings to an interaction and that shape how messages are sent and
received”.
Message 5. It refers to any information or anything the speaker/sender wants to communicate
by using a medium.
Wood 6. He said that communication is a systematic process in which individuals
interact with and through symbols to create and interpret meanings.
Feedback 7. It is the receiver’s response, verbally or nonverbally – silence included, to the
message sent.
Noise 8. It is any secondary signal that confuses the signal carried, such as what happens
in a telephone conversation or in a television broadcast.
Context 9. It is the situation or environment in which communication takes place, which
includes time, place, event, as well as sender’s and receiver’s feelings, perceptions etc.
Channel 10. It is the mode, method or means of sending or expressing the message, which
may perhaps be through any of the five senses – sight, hearing, touch, smell, and taste.

LESSON 2: MODELS OF COMMUNICATION

Models of communication are diagrams that make you understand the process at a
glance. The following are four of the most common communication models.

A. Shannon and Weaver’s Communication Model (Foulger, 2004)

• The model has been originally intended to show how radio and telephone technologies
function, so its initial primary parts, sender, channel and receiver, reflect the use of the
technologies.
• The sender is the part of a telephone a person speaks into, the channel is the telephone
itself, and the receiver is the part if the phone where one can hear the other person.
• The static that interferes with one listening to a telephone conversation, or even the
absence of a signal, is interpreted as noise (Models of communication,” 2015)

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 The Communication Initiative Network

• The information source, nowadays possibly a person, creates and sends the message.
• The message is what the information source sends to the destination.
• The transmitter has at least two layers of transmission for a face-to-face communication.
The first layer consists of the mouth for producing sounds and the body for generating
gestures. Both mouth and body creates signal. The second layer, described as channel, is
composed of air for the production of sound and light for the generation of gestures
• The signal flows through a channel. Sounds and gestures involve different signals
depending on the type of channel and mode of transmission.
• The channel or carrier is the small unlabeled box in the middle of the model; it is usually
air, light, electricity, radio waves, paper, and postal systems.
• Noise is any secondary signal that confuses the signal carried, such as what happens in a
telephone conversation or in a television broadcast. It also refers to any problems within
communicators or in their environments, which affects effective listening.
• The receiver can be a set of ears (for sounds) and eyes (for gestures) in a face-to-face
communication, the telephone in a telephone conversation, or an antenna and a television
set in a television broadcast.
• The destination, usually a person, consumes and processes the message.

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 B. Interactive Model (Foulger, 2004)

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Wiener’s Interactive Model of Communication

The Interactive Model is a variant of Shannon and Weaver’s model that contains
Weaver’s inclusion of feedback, which makes the model a two-way interchange of ideas.

• The destination provides feedback to the message he receives to allow the information
source to modify the message in real or present time.
• Feedback is a message (or a set of messages)
• The original source of feedback becomes an information source.
• The original consumer of feedback turns into a destination.
• Feedback is transmitted, received, and potentially disrupted by noise.
• Feedback is delayed because the destination needs to wait until he receives the message
from the information source.

C. Schramm’s Communication Model (Padilla et al., 2011)

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 This model seeks to explain how meaning is transferred between individuals,
corporations, and others, is the most commonly taught and widely used theory of communication
(Blythe, 2009).

• The communication process is circular because each communicator takes on both roles of
sender and receiver.
• The sender encodes a message, which is transmitted in the form of a signal to the receiver
who decodes the message and responds by encoding another signal even before the
sender has completely sent the message.
• Communication is therefore fluid since the sending and the receiving of messages are
simultaneous.
• It contains fields of experience, defined as “life experiences, attitudes, values, and beliefs
that each communicator brings to an interaction and that shape how messages are sent
and received” (McCornack, 2010, p.10, as cited in”Osgood-Schramm model,” 2015).
• The overlap of the sender’s and receiver’s fields of experiences is the shared area, where
the transmitted signal must fall to make both communicators share the same meaning of
the message.
• The feedback helps solve the problem because it allows the sender to modify the
information from what he observes or hears from the receiver.

D. White’s Model of Communication

The fourth model is that of Eugene White (1960). This model tells us that
communication is circular ad continuous, without a beginning or end. He also points that
although we assume that communication begins with thinking, communication can actually be
observed from any point in the circle.

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 LEARNING ACTIVITY #3

Name: Date:
Section: Score:
Subject Teacher:

Instructions/Directions: Choose and illustrate one model of communication and discuss its
importance in the sender and receiver’s roles. Provide at least one situational example based on your
chosen model.

This is an interactive model wherein an information is transmitted to the receiver and the
receiver gives feedback according to the message conveyed. For example, when a teacher gives
information to the students this time of pandemic, an online transmitter or channel is used. The
feedback given by the students also passed through this channel or transmitter.

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 Assessment
A. Identify the correct answers on the space provided before each number.

Destination 1. It consumes and processes the message.

Destination 2. It provides feedback to the message he receives to allow the information source
to modify the message in real or present time.
Signal 3. It flows through a channel. Sounds and gestures involve different signals
depending on the type of channel and mode of transmission.
Feedback 4. It helps solve the problem because it allows the sender to modify the information
from what he observes or hears from the receiver.

The Interactive Model 5. It is a variant of Shannon and Weaver’s model that contains Weaver’s
inclusion of feedback, which makes the model a two-way interchange of ideas.
Shannon and Weaver’s Communication Model 6. This model has been originally intended to
show how radio and telephone technologies function, so its initial primary parts, sender,
channel and receiver, reflect the use of the technologies.
Receiver 7. It can be a set of ears (for sounds) and eyes (for gestures) in a faceto-face
communication, the telephone in a telephone conversation, or an antenna and a television
set in a television broadcast
Fields of Experience 8. It is defined as “life experiences, attitudes, values, and beliefs that
each communicator brings to an interaction and that shape how messages are sent and
received”.
Schramm’s Communication Model 9. This model seeks to explain how meaning is
transferred between individuals, corporations, and others, is the most commonly taught
and widely used theory of communication.
White’s Model of Communication 10. This model tells us that communication is circular ad
continuous, without a beginning or end.
Channel 11. It is the small unlabeled box in the middle of the model; it is usually air, light,
electricity, radio waves, paper, and postal systems.
Noise 12. It is any secondary signal that confuses the signal carried, such as what happens
in a telephone conversation or in a television broadcast.
Transmitter 13. It has at least two layers of transmission for a face-to-face
communication.
Eugene White 14. He also points that although we assume that communication begins
with thinking, communication can actually be observed from any point in the circle.
Message 15. It is what the information source sends to the destination.

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 References:

Speak Right & Make a Difference (Oral Communication in Context for SHS) pg.28.
(MUTYA)
Oral Communication in Context page 7. (REX)

Speak Right & Make a Difference (Oral Communication in Context for SHS) pg.28.
(MUTYA)
Oral Communication in Context page 7. (REX)

Prepared by: Reviewed by:

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ARA JOY P. GABUYO DIANNE CHRISTIA M. VEGA
Subject Teacher Subject Coordinator

Checked by Recommended for approval by:

JENNY LIZ J. ANYAYAHAN DR. FEDELIZA A. NAMBATAC

Academic Coordinator, Basic Education Principal, Basic Education

Approved by:

BRO. HUBERTUS GURU, SVD

Director, Basic Education

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