Lesson 3

PROCESS &
ELEMENTS
of communication
with Miss Jhonazel Kiskis
LET’S PLAY!
MESSAGE
RELAY
MOTIVATIONAL ACTIVITY
 LEARNING OUTCOMES:
analyze real life communicative events
1 according to the process of communication
2 illustrate the process of communication
draw out the difference between intrapersonal
3 and interpersonal communication
identify the contexts of communication in real
4 life situations
PROCESS OF
COMMUNICA
TION
 The sender
generates an
idea.
The sender
The receiver encodes an idea
sends or or converts the
provides COMMUNICATION idea into words
feedback. IS NATURALLY A or actions.
PROCESS
THAT FOLLOWS
DEFINITE STEPS.
The receiver
The sender
decodes or
transmits or
interprets the
sends out a
message on The receiver
message.
the context. receives the
message.
 EXAMPLE
GENERA ENCODE TRANSM
TES S ITS
Jen wants to
She thinks of how Then, she told Gail,
express her love for
to confess. “I like you”
Gail, her crush.
RECEIV DECODE RESPON
ES S DS
He understood and Gail responded,
Gail heard what
evaluated if the “I like you, too”
Jen says.
confession is real.
ELEMENTS OF
COMMUNICA
TION
01
SPEAK
ER
The source of
information
or message.
02
MESSA
GE
The information,
ideas, or thoughts
conveyed by the
speaker in words
or in actions.
03
ENCOD
ING
The process of
converting the
message into words,
actions, or other
forms that the
speaker understands.
04
CHANN
EL
The medium or the
means, such as
personal or non-
personal, verbal or
nonverbal, in which the
encoded message is
conveyed.
05
DECODI
NG
The process of
interpreting the
encoded message
of the speaker by
the receiver.
06
RECEIV
ER
The recipient of
the message, or
someone who
decodes the
message.
07
FEEDB
ACK
The reactions,
responses, or
information
provided by the
receiver.
08
CONTE
XT
The
environment
where
communication
takes place.
09
BARRIE
R
The factors that
affect the flow
of
communication.
 BARRIERS TO
COMMUNICATION
BARRIERS TO COMMUNICATION
EMOTIONAL BARRIERS
USE OF JARGON
LACK OF CONFIDENCE
NOISY ENVIRONMENT
 SPEECH
ORAL COMMUNICATION

CONTEXT

LESSON 3
The speech contexts are characterized by the number
of participants present in a communicative act.
 INTRAPERS
EXAMPLE:
01
You felt happy while ONAL
This refers to
thinking about how
your teacher communication that
appreciated you for centers on one person
submitting your
project before the where the speaker acts
due date and you both as the sender and
reflected on why this the receiver of message.
was so.
 INTERPERS
02
ONAL
This refers to
EXAMPLE:
communication between
You join in a and among people and
conference to
enhance your skills in
establishes personal
writing. relationship between and
among them.
 INTERPERSONAL COMMUNICATION

TYPES OF
INTERPERSO
NAL
CONTEXT
ORAL COMMUNICATION IN
CONTEXT
 01
Dyadic
Communication
(Dyads)
Occurs between
two people.
 02
Small Groups
Involves at least
three but not more
than twelve people
engaging in a face-
to-face interaction to
achieve a desired
goal.
 03
Public
Requires you to
deliver or send
the message
before or in front
of a group.
 04
Mass
Communication
Takes place through
television, radio,
newspapers,
magazines, books,
billboards, internet,
and other types of
media.
 CLOSING ACTIVITY
INTERPERSONAL OR
INTRAPERSONAL
• Matthew joined a conference about self – development.
• Kathryn messaged her own account on Messenger to note
her bills.
• Sandra talked in the mirror and praised her own beauty.
• Matthew wrote a letter to her mother.
• There is an ongoing meeting with parents of SHS students.
 ACTIVITY
Cite one communicative event and illustrate the process of
communication.
Using the same communicative event, identify the elements of communication.

Identify the type of speech context.

 SUPPLEMENTARY
LESSON

PHONOLOGY
The International Phonetic Alphabet (IPA)
LINK FOR SOUNDS:
https://www.ipachart.com/
LINK FOR SAMPLES:
https://www.cambridge.org/features/IPAchart/
 SUPPLEMENTARY
LESSON

•
MORPHOLOGY
Morpheme refer to the smallest meaning - bearing unit in a
language.

• They are commonly classified as either free morphemes (root

words), which can occur as separate words, and bound
morphemes (affixes), which can’t stand alone as words. Aside
from affixes as bound morphemes, we also have our pluralizer –
s or –es.
 SUPPLEMENTARY
LESSON

MORPHOLOGY
• Example:

The word ‘dogs’ have 2 morphemes:

▪ ‘dog’ which is a free morpheme; and
▪ the pluralizer ‘-s’ which is a bound morpheme
 SUPPLEMENTARY
LESSON
Two Classifications of Words
a. CONTENT WORDS

• These are words that have meaning of their own.

• They are words we look up in a dictionary such as
‘glass’, ‘computer’, and ‘stroll’.
• In the parts of speech, nouns, verbs, adjectives,
and adverbs are content parts of speech.
 SUPPLEMENTARY
LESSON
Two Classifications of Words
a. FUNCTION WORDS
• These are words that exist to explain or create grammatical
or structural relationships into which the content words may
fit.

• Words like ‘of’, ‘the’, ‘to’, and ‘but’ have little meaning of
their own. If nouns, verbs, adjectives, and adverbs are
content parts of speech, pronouns, prepositions,
conjunctions, and determiners are function parts of speech.
 SUPPLEMENTARY
LESSON

SEMANTICS
Two Classifications of Meaning
A. Connotation – this refers to the
associated meaning attached to a word.

B. Denotation – this refers to the dictionary

meaning of a word.
THANK
YOU
FOR LISTENING