speech communication angela ivey st. pauls high school

SPEECH COMMUNICATION

SPEECH COMMUNICATION

Angela Ivey

St. Pauls High School

THE COMMUNICATION PROCESSTHE COMMUNICATION PROCESS

UNIT 1

Understanding CommunicationUnderstanding Communication

Unit 1 Section 1

COMMUNICATION PROCESSCOMMUNICATION PROCESS

• VOCABULARY– Audience– Channels– Decoding– Electronic

communication– Encoding– Feedback– Formal settings

COMMUNICATIONCOMMUNICATION

• The process of sharing information by using symbols to

send and receive messages

The Communication ProcessThe Communication Process

• Message

– ideas and feelings that make up the content

• Sender

– Person who sends the message

• Receiver

– Person who recieves the message

• Feedback

– A return message

RECEIVERSENDER

The Communication

Process MODEL

MESSAGE

Verbal, nonverbal

FEEDBACK

Verbal, nonverbal

SENDER

RECEIVER

ELEMENTS OF COMMUNICATION

ELEMENTS OF COMMUNICATION

• Senders and Receiver

• Message

• Verbal and nonverbal symbols– Verbal: words– Nonverbal: gestures, tone of voice, facial

expressions

ELEMENTS OF COMMUNICATION

ELEMENTS OF COMMUNICATION

• Channels– Sound waves, light waves, and sense of

touch by which messages are sent

• Feedback– Verbal and nonverbal responses to

messages

Activity 1: Sending Nonverbal Messages

Activity 1: Sending Nonverbal Messages

• Work with a partner to determine a situation in which you must communicate nonverbally.

• Ex. Imagine that you and your partner work part-time in a store. Unknown to your co-worker, your boss has told you that she is tired of granting favors to her employees. Just as your boss joins you and your co-worker behind the counter, your co-worker whispers to you that he plans to ask for the afternoon off. How would you communicate to him nonverbally that his request is not a good idea?

• Create a similar scene with a partner. Practice and present it to the class.

USING COMMUNICATIONUSING COMMUNICATION

• Social Needs

• Making Decisions

DIFFERENT SETTINGSDIFFERENT SETTINGS

• Informal settings– Talking with family/ friends– Introducing people– Giving instructions– Talking on the telephone– Giving and receiving information in class– Asking for directions

DIFFERENT SETTINGSDIFFERENT SETTINGS

• Formal settings – job and college interviews

– Group discussions

– Public speaking

– Debate and Parliamentary Procedure

– Intepretive situations

– Electronic communications

Activity 2:Analyzing Formal Communication Situations

Activity 2:Analyzing Formal Communication Situations

• Identify two formal communication situations that you take part in during an average week, either as a speaker or listener.

• For each situation, identify the elements of communication that seem most important when sending and receiving messages.

• Share your findings.

Developing the Communication Process

Developing the Communication Process

• Finding ideas– Look at your own experience– Look at the lives of those around you– Watch television shows/ movies– Read newspapers/ magazine articles

Developing the Communication Process

Developing the Communication Process

• Adapting to your audience– Individual characteristics– Culture characteristics– Sociological characteristic

• Encoding and decoding information– Encoding: turning ideas and feelings into

verbal or nonverbal symbols– Decoding: finding the meaning of verbal

and nonverbal symbols

Developing the Communication Process

Developing the Communication Process

• Interpreting feedback– Varies depending upon public or private

Activity 3:Analyzing Nonverbal Feedback

Activity 3:Analyzing Nonverbal Feedback

• Think of three nonverbal messages that you received today. Then draw cartoons that illustrate one.

• Beneath each cartoon, write a caption that explains the nonverbal message.

• Share with the class.

Developing the Communication Process

Developing the Communication Process

• Dealing with interference– Physical noise– Psychological noise– Semantic noise

Activity 4:Dealing with Interference

Activity 4:Dealing with Interference

• With your team, read the following situations and identify the type of interference represented. Decide how you would deal with the interference if you were the speaker.

• Take turns being the speaker and act out each situation.

• Afterwards, discuss whether you were successful at dealing with the interference.

SituationsSituations• You and a friend are discussing a problem. A few people

at the other side of the room begin talking so loudly that you cannot concentrate on what your friend is saying.

• You are leading a group discussion. One of your group members is staring out the window and another is doodling.

• You are giving a report to your history class. The lights are making a very loud buzzing noise.

• You are acting in a play. Suddenly a storm strikes and thunder drowns out your words.

• You are giving a speech to an audience of city council members. You mention the recreation center’s “stupid, boring weekend dances,” and a buzz goes up from the audience.

Be an effective communicatorBe an effective communicator

• Care about your communication success

• Know what you are talking about

• Be organized

• Use language well

• Use effective nonverbal skills

• Listen carefully

HOW TO

REVIEW QUESTIONSUnit 1 Section 1REVIEW QUESTIONSUnit 1 Section 1

1. What does communication mean?

2. List and explain the 6 key elements of communication.

3. Explain the difference between verbal and nonverbal communication.

4. What channels are used to send nonverbal messages? Verbal messages?

5. What roles does feedback play in effective communication?

6. In what settings does formal communication occur?

7. List the steps of the communication process.

8. What information about an audience should a speaker have?

9. What is interference? List the types of interference.

10. What are the 6 characteristics of an effective communicator?