Lesson Elements of

Communication

Competency EN11/12OC-Ia-4. Distinguishes the unique

feature(s) of
one communication process from the other.

Objectives At the end of the lesson, the learners are

expected to:
 Identify the elements of communication
 Identify the contexts in situations

Materials Conventional Visual aids, hand outs

ICT-Based

References: Quipper p. 14-18

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. 

ACTIVITY

Think-Pair-Share   
Group the class into 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
INTRODUCTIO
selected people. 
N
(e.g., The term RUG for young teens is an acronym for “Are (R) you (U) game
(G)?” a shortened  question if you are going to join their “gimik.”)   
Share it with the group and explain its significance. 
Guide questions after sharing: 
● How did you find some of 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? 

ANALYSIS
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. 
● Psychological context refers to the moods and feelings of the
communicators. Think about the times when your mood or feelings caused
you to 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 stated clearly and in a way that is
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 e-mail, or social media. 
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. 
Let’s Check In!
1. What is the idea or concept that a s ender wants to convey?
2. What is the response of the receiver after he or she receives the
message?
3. Is feedback to a message given all the time? Why or why not?

ABSTRACTION

Explain in your own words:

Participants – __________________________
Context – __________________________
Message – __________________________
Channel – __________________________
Feedback – __________________________

APPLICATION

Explain the five elements of communication in the given dialogue. 

 Joe: Hey, dude! (nods to 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!  

ASSESSMENT

A. 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 themainideaorinformationthatthesenderwould            
like to convey to the receiver. 
5. The ____________________ context in communication includes the beliefs
and                   norms of the participants. 
 
B. Write down the specific context being described in the given situation. 
Context Situation
1. The new employee speaks in a soft whisper when 
responding to his new boss.   
2. A girl shouted at the top of her voice when she saw a 
snake inside the house.   
3. Children are comfortable cuddling with their parents. 
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!” to refer  to a
good game.

Additional Activity:
Write a dialogue between two people with at least ten lines. The dialogue
must show all the elements of communication.

Lesson Verbal and Nonverbal 

Communication 

Competency EN11/12OC-Ia-4. Distinguishes the unique

feature(s) of
one communication process from the other.

Objectives At the end of the lesson, the learners are

expected to:
 Differentiate verbal and non-verbal
communication

Materials Conventional Hand outs

ICT-Based Downloaded video

References: Quipper p. 8-13

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. 
As we dive 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. 

ACTIVITY
INTRODUCTIO
N
Buddy Charades
Similar to charades, the class has to divide 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 sound, while the partner  guesses. 
Some example phrases: 
1. rushing to go to work late 
2. riding a packed MRT train 
3. first time to ride a turbulent airplane 
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?  

ANALYSIS
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 the space or distance between the sender and the receiver.
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
to25feetormore),which is used         for public speaking. 
Example:  standing close to someone you are very familiar with 
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 to.                      
B. Kinesics 
This refers to the use of body language in communication. This includes
gestures, eyecontact, 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. 
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. 
Let’s Check In!
1. What is the difference between verbal an nonverbal communication?
2. What are the different types of nonverbal communication?
3. What makes nonverbal communication as important as verbal
communication?

ABSTRACTION

In your own words, differentiate verbal from nonverbal communication.

APPLICATION

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:

Time Stamp  Nonverbal Element 

1:35 - 1:40  Haptics - Penny hugging Bernadette
to comfort her 

ASSESSMENT

A. 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     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.        

Additional Activity:
Give two more examples of each of the nonverbal types.
Proxemics:  __________________________
___________________________
Kinesics: __________________________ ___________________________
Chronemics:  __________________________ ___________________________
Paralanguage:  __________________________ ___________________________
Haptics:  __________________________ ___________________________

Lesson Models of
Communication 
Competency EN11/12OC-Ia-3. Differentiates the various
models of
communication.
Objectives At the end of the lesson, the learners are
expected to:
 Explain the various modals of
communication

Materials Conventional Hand outs

 ICT-Based

References: Quipper p.19-24

As we dive deeper into the process of communication,   this lesson will show
us the different models ofcommunication and how each model has its own    
concepts, uses, and importance in a given context. 

ACTIVITY

ANALYSIS
INTRODUCTIO
Specify My Role
N
The class will be divided into 5 groups. Each group will be given a situation
with a corresponding graph that serves as its visual representation. From
this, each group will have to analyze and identify the function of the graph.
Choose the correct answer from the list and paste it on the diagram posted
on the board.

ABSTRACTION

APPLICATION

Role Play
With your groupmates, solve the given problem assigned to your group.
Present your answers in graphical form. Choose the appropriate type of
graph in the presentation of your data.
Let’s Practice!
 ASSESSMENT

Identify the visual presentation being described.

__________________1.show numbers that are independent of each other
__________________2.used to show how the whole breaks down into parts
__________________3.a special type of bar graph. Instead of using an axis with
numbers, it uses pictures to represent a particular
number of items
__________________4.orderly arrangement of quantitative data in columns and
rows
__________________5.used to show how the whole breaks down into parts

CLOSURE

“The art and practice of visualizing data is becoming ever more important in
bridging the human-computer gap to mediate analytical insight in a
meaningful way.”
―EddDumbill

Lesson Models of
Communication

Competency EN11/12OC-Ia-3. Differentiates the various models

of
communication

Objectives At the end of the lesson, the learners are

expected to:
 Differentiate the models of
communication
  Explain how the models of
communication help improve
communication

Materials Conventional hand outs

ICT-Based Audio recordings

References: Quipper p. 19-24

As we dive 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. 

ACTIVITY

Print out the communication models on a piece of paper and cut them
into puzzle pieces. Ask  three groups to put them together and stick them on
the board. Have the students explain what they think the model is for.   
Guide questions: 
● How did your group communicate the task needed to be done? 
INTRODUCTIO
● How can
N you relate what you think of the model to your own experiences? 

ANALYSIS

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 linear communication model, interactive
communication model, and transactional communication model. 

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   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 the
other elements that affect the process. Also, 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.                    

Let’s Check In!

1. What are the three basic models of communication?
2. Give the characteristics of each model.
3. What situation (s) is each model concentrating on?

ABSTRACTION

Identify the three models of communication and differentiate each. Why are
they important in communication?

APPLICATION

Give the model of communication applicable to the given statement. 

Model of  Statement
Communication
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. 

ASSESSMENT

Complete the diagrams with their missing parts. Differentiate the models

from each other.
Additional Activity:
List down a scenario that is applicable to each model of communication.        
Think of scenarios not similar to the ones given above.