Teaching Guide: Nature and Elements of Communication

TOPIC / LESSON NAMENature and Elements of Communication
– Definition
– The Process of Communication
– Five Elements of Communication
CONTENT STANDARDSThe learner understands the nature and elements of oral communication in context.
PERFORMANCE STANDARDSThe learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
LEARNING COMPETENCIESThe learner defines communication (EN11/12OC-Ia-1).
The learner explains the nature and process of communication (EN11/12OC-Ia-2).
SPECIFIC LEARNING OUTCOMESThe learner is able to independently use his/her 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.

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.

MaterialsManila paper, markers and scotch tapes.
ResourcesFernandez, Ana Marie O., and Suarez, E. Elizabeth L. (2016). SpeaC: Speak and Listen in Context. The Phoenix Publishing House Inc.
Gasulas, A. et. al. (2016). IEEC: Oral Communication in Context (pp. 2-3). Quezon City: 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.

    : 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. ________________


  1. Are you happy with the activity? Why or why not?
  2. Did you find all the answers? Why or why not?
  3. What helped you accomplish the activity?
  4. What prevented you from successfully doing the activity?
  5. Examine your answers in this activity and your diagram. Are similar words? Encircle these words with a marker.
  6. Where in the diagram should you place the other words from the Hide-and-Seek activity? Write it with a marker.
  7. Look at the new diagram and write down its interpretation in a paragraph.

  1. Considering the previous activities and discussions, draw in a long sheet of bond paper your family’s communication diagram.
  2. Label all the elements you included in your diagram.
  3. Name your diagram.
  4. Do not include any explanation.
  5. You can color it if you want.
  6. To be submitted next meeting.
  7. You will be graded based on a rubric.