Day 1 – Identify Components

Part A: Matching Definitions

Match each definition with the correct component of the communication process. Write the letter of the component next to its definition.

Definitions:

a. The person who creates and sends the message. ________



b. The information or idea being conveyed. ________



c. The medium through which the message travels (e.g., speech, text, gesture). ________



d. The person who receives and interprets the message. ________



e. The response or reaction sent back to the sender. ________



f. The environment or situation in which communication takes place. ________

Components:
A. Sender B. Message C. Channel D. Receiver E. Feedback F. Context

Part B: Label the Communication Process Diagram

Below is a simplified communication process. Each number corresponds to one component. Write the name of the component next to its number.

[Sender]──1──▶[ 2 ]──▶[Receiver]
│ ▲
│ │
▼ 6
[ 5 ]◀───3──[Channel]───4───

1. ________
   
   
   
2. ________
   
   
   
3. ________
   
   
   
4. ________
   
   
   
5. ________
   
   
   
6. ________
   
   
   
    
    
   Use this worksheet to check your understanding of each component before we discuss real-world examples together.

Day 2 – Encoding and Decoding Practice

Part A: Improving Encoding

For each sample message below, identify what is unclear or vague. Then rewrite the message to improve clarity.

1. Original: “Meet me at the place we discussed.”
   Unclear part: ________________________
   
   
   
   
   
   
   Improved Message: _____________________
   
   
   
   
   
   
2. Original: “Finish your essay soon.”
   Unclear part: ________________________
   
   
   
   
   
   
   Improved Message: _____________________
   
   
   
   
   
   
3. Original: “Don’t be late.”
   Unclear part: ________________________
   
   
   
   
   
   
   Improved Message: _____________________
   
   
   
   
   
   

Part B: Decoding Interpretation

Read each message and list two possible interpretations (decodings) that a listener might make.

1. Message: “I’ll call you later.”
   Interpretation 1: _____________________
   
   
   
   Interpretation 2: _____________________
   
   
   
2. Message: “I’m fine.”
   Interpretation 1: _____________________
   
   
   
   Interpretation 2: _____________________
   
   
   

Part C: Crafting Clear Messages

Scenario: You want to borrow a classmate’s notes after missing a day of class.

a) Write your original message:
_________________________________

b) Rewrite to make your request clearer and more specific:
_________________________________

Use this worksheet to practice encoding strategies that enhance clarity and consider how your message could be decoded differently by others.

Day 3 – Feedback and Context Activities

Part A: Identifying Context Factors

Read each scenario. List three context factors (e.g., setting, culture, emotions, background knowledge) that could influence how the message is understood.

1. A student gives a book report in a noisy cafeteria.
   • Context Factor 1: ________
     
     
     
   • Context Factor 2: ________
     
     
     
   • Context Factor 3: ________
     
     
     
2. Two classmates discuss homework via text message late at night.
   • Context Factor 1: ________
     
     
     
   • Context Factor 2: ________
     
     
     
   • Context Factor 3: ________
     
     
     
3. A group of friends from different cultural backgrounds plan a school event.
   • Context Factor 1: ________
     
     
     
   • Context Factor 2: ________
     
     
     
   • Context Factor 3: ________
     
     
     

Part B: Constructive Feedback

Use Peer Feedback Checklist and the sentence starters to give feedback on your partner’s two-sentence presentation:

Sentence Starters:
• “I noticed….”
• “One suggestion is….”

Presentation (partner’s two sentences):
“”
“”

Positive Feedback (What worked well):

1. I noticed… ____________________________
   
   
   
2. I noticed… ____________________________
   
   
   

Constructive Suggestions:

1. One suggestion is… ____________________
   
   
   
2. One suggestion is… ____________________
   
   
   

Part C: Reflection

How did the context factors you identified in Part A influence the feedback you gave in Part B?

Answer:
_______________________________________

Day 4 – Speech Analysis and Self-Evaluation

Part A: Model Speech Analysis

Watch the model speech or review the teacher’s one-minute presentation. Then answer the questions below.

1. What was the speaker’s main message or purpose?
   ________
   
   
   
2. Which channel(s) did the speaker use (e.g., tone of voice, gestures, facial expressions)?
   ________
   
   
   
3. Identify two nonverbal cues and explain how each supported the message:
   • Cue 1: ________ → Effect: ________
   
   
   
   
   
   
   • Cue 2: ________ → Effect: ________
   
   
   
   
   
   
4. How did the context (setting, audience, purpose) influence your interpretation of the speech?
   ________
   
   
   
   
   
   
5. Describe one moment where audience feedback (verbal or nonverbal) affected the speaker.
   ________
   
   
   
   
   
   

Use your observations to think about how each component of the communication process worked in this example.

Part B: Self-Evaluation

After delivering your own 1-minute speech, reflect on your performance.

• Strength 1: What worked well?
________



• Strength 2: What did you do effectively?
________



• Area for Improvement: What will you work on next time?
________

Rate yourself on each skill (circle or write your rating):

• Clarity of Message (1 = unclear; 5 = crystal clear): ____
  
  
• Effective Use of Nonverbal Cues (1–5): ____
  
  
• Engagement with Audience (1–5): ____
  
  

Compare your self-ratings with notes from the Peer Feedback Checklist.

Part C: Goal Setting

Based on your self-evaluation and peer feedback, set ONE SMART goal to improve your next speech.

My goal:

Keep this goal in mind as you continue practicing the communication process!

Peer Feedback Checklist

Speaker Name: ________________________ Date: _________

Use this checklist to guide your feedback. For each criterion, place a check (✔) in the appropriate box and add comments as needed.

Overall Comments:

Use this checklist to ensure your feedback is clear, specific, and helpful. Share your observations with your partner and discuss next steps for improvement.

Oral Communication Worksheets Answer Key

Day 1 – Identify Components Answer Key

Part A: Matching Definitions

Part B: Label the Communication Process Diagram

Write the name of the component next to its number. (Depending on your diagram layout, numbers may appear on arrows or boxes.)

1. Message
   
   
   
2. Receiver
   
   
   
3. Feedback
   
   
   
4. Channel
   
   
   
5. Sender
   
   
   
6. Context
   
   
   

Teacher’s Note: The flow is:

1. Sender encodes an idea into a message (1).
2. Message travels through a channel (4).
3. Receiver decodes it (2).
4. Receiver sends feedback (3) back to the sender (5) through a channel (4).
   All steps are influenced by context (6).

Day 2 – Encoding and Decoding Practice Answer Key

Part A: Improving Encoding

1. Original: “Meet me at the place we discussed.”

   • Unclear part: “the place we discussed” – not specific where or when.
     
     
     
     
     
     
   • Improved Message: “Please meet me at the front entrance of the library tomorrow at 3:00 PM.”
     
     
     
     
     
     

2. Original: “Finish your essay soon.”

   • Unclear part: “soon” – no deadline specified.
     
     
     
     
     
     
   • Improved Message: “Please submit your English essay to me by 2:30 PM today in class.”
     
     
     
     
     
     

3. Original: “Don’t be late.”

   • Unclear part: “late” – late for what time or event?
     
     
     
     
     
     
   • Improved Message: “Please arrive in Room 210 by 8:00 AM sharp tomorrow.”
     
     
     
     
     
     

Part B: Decoding Interpretation

1. Message: “I’ll call you later.”

   • Interpretation 1: “I’ll phone you in a few minutes.”
     
     
     
   • Interpretation 2: “I don’t want to talk now and I might not call.”
     
     
     

2. Message: “I’m fine.”

   • Interpretation 1: “I truly feel okay.”
     
     
     
   • Interpretation 2: “I’m upset but don’t want to discuss it.”
     
     
     

Part C: Crafting Clear Messages

Scenario: Borrowing classmate’s notes.

a) Original message example:
“Hey, can I borrow your notes from yesterday?”

b) Improved message example:
“Hi Jordan, I missed Spanish class yesterday. Could I please borrow your notes? I can return them by the end of the day. Thank you!”

Day 3 – Feedback and Context Activities Answer Key

Part A: Identifying Context Factors

1. Book report in a noisy cafeteria

   1. High ambient noise (loud chatter).
      
      
   2. Distractions (movement, other students).
      
      
   3. Informal setting (not a classroom).
      
      

2. Homework discussion via text late at night

   1. Time of day (tiredness, informal tone).
      
      
   2. No nonverbal cues (emojis vs. tone).
      
      
   3. Autocorrect or typos (misunderstanding).
      
      

3. Event planning among diverse friends

   1. Cultural norms (greetings, decision-making).
      
      
   2. Language fluency differences.
      
      
   3. Varied background knowledge about past events.
      
      

Part B: Constructive Feedback (Sample)

Partner’s Presentation:
“Global warming affects us all.”
“We need to reduce carbon emissions immediately.”

Positive Feedback:

1. I noticed your volume was clear and consistent, so I could hear every word.
   
   
   
2. I noticed you made eye contact, which helped me stay engaged.
   
   
   

Constructive Suggestions:

1. One suggestion is to add a real-life example to illustrate how global warming affects our city.
   
   
   
2. One suggestion is to pause briefly between the two sentences to let your message sink in.
   
   
   

Part C: Reflection (Sample)

Answer: The noisy cafeteria context (loud background sounds) made me focus my feedback on volume and clarity. I suggested more pauses because the distractions might cause listeners to miss important points.

Day 4 – Speech Analysis and Self-Evaluation Answer Key

Part A: Model Speech Analysis (Sample Answers)

1. Main message/purpose: Encourage students to recycle more at school.
2. Channels used: Tone of voice (enthusiastic), gestures (pointing to bin), facial expressions (smile).
3. Nonverbal cues:
   • Cue 1: Raised eyebrows when stating “turning waste into resources” → Effect: Showed importance of the idea.
   
   
   
   • Cue 2: Open palms when inviting questions → Effect: Invited engagement and trust.
   
   
   
4. Context influence: In an assembly about campus cleanliness, I interpreted the call to action as urgent and community-focused.
5. Audience feedback: When people nodded, the speaker paused less and spoke faster, showing confidence.
   
   
   

Part B: Self-Evaluation (Guidance)

• Strength 1 (example): Clear opening sentence that stated my topic.


• Strength 2 (example): I maintained good eye contact with three peers.


• Area for Improvement (example): I need to reduce filler words like “um” and “you know.”

Sample Ratings:

• Clarity of Message: 4/5
• Effective Use of Nonverbal Cues: 5/5
• Engagement with Audience: 4/5

Compare these with your peer feedback notes.

Part C: Goal Setting (Sample SMART Goal)

My goal: By next week’s presentation, I will reduce my use of filler words by practicing aloud three times and timing myself to pause for emphasis at least five times.

Use these sample answers and your own reflections to guide grading and individualized feedback.