Objectives (5 - 7 minutes)

1. Understanding the Communication Process: The student should be able to understand the concept and importance of the communication process, recognizing the elements that compose it: sender, message, receiver, code, channel, and context.

2. Identification of Communication Noise: The student should be able to identify and understand the different types of noise that can occur during the communication process, whether they are physical, semantic, psychological, or cultural.

3. Application of the Communication Process in Practice: The student should be able to apply the knowledge acquired about the communication process to improve their communication skills in everyday situations, recognizing and avoiding possible noise.

Secondary Objectives:

• Develop the ability of active listening and respect for others' opinions.
• Stimulate clear and objective expression of ideas and feelings.
• Promote understanding of the importance of effective communication in interpersonal and professional relationships.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher starts the lesson by briefly reviewing the concepts of language and communication, which were previously addressed in previous classes. He may ask the students: 'What is communication?' and 'What are the different means of communication we use daily?'. This review is essential to establish the necessary foundation for the lesson topic. (2 - 3 minutes)

2. Problem Situation 1: The teacher presents the following situation: 'Imagine you are trying to explain a complex concept to a foreigner in your native language. Despite your best efforts, the foreigner seems not to understand. What could be interfering with effective communication in this scenario?'. This situation aims to arouse the students' interest in the topic, subtly introducing the idea of 'noise' in communication. (3 - 5 minutes)

3. Contextualization: The teacher highlights the importance of the communication process in different contexts, such as at home, school, work, society, and the media. He may mention examples of how effective communication can avoid conflicts, improve relationships, and facilitate understanding. On the other hand, he may emphasize how misunderstood or failed communication can lead to misunderstandings, frustrations, and even harmful actions. (3 - 4 minutes)

4. Introduction of the Topic: The teacher introduces the topic of 'Communication Process,' explaining that it is a model that describes how information is transmitted from one point to another. He may mention that the communication process involves several elements, such as the sender (who sends the message), the message itself, the receiver (who receives the message), the code (how the message is encoded, such as words, gestures, images, etc.), the channel (the means through which the message is transmitted, such as speech, writing, signals, etc.), and the context (the environment in which communication occurs, including factors such as culture, social context, etc.). (2 - 3 minutes)

5. Problem Situation 2: The teacher presents another situation: 'Imagine you are sending an important message to a friend via text, but they do not respond. What could be happening in this case?'. This situation aims to reinforce the idea that communication is not always perfect and that various factors can affect it. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Theory Explanation (10 - 12 minutes):

   • Concept of Communication Process (3 - 4 minutes): The teacher explains that the communication process is the set of actions and reactions that occur when a message is transmitted from one point to another. He reiterates the six elements of the communication process (sender, message, receiver, code, channel, and context) and emphasizes that all of them are essential for effective communication.
   • Sender (1 - 2 minutes): The teacher defines the sender as the person or entity who sends the message. He highlights the importance of the sender in encoding the message clearly and appropriately for the receiver.
   • Message (1 - 2 minutes): The teacher explains that the message is the content to be communicated. He emphasizes that the message should be clear, concise, and relevant to the receiver.
   • Receiver (1 - 2 minutes): The teacher defines the receiver as the person or entity who receives the message. He highlights the importance of the receiver in decoding the message correctly and precisely.
   • Code (1 - 2 minutes): The teacher explains that the code is the set of symbols and rules used to encode and decode the message. He gives examples of different codes, such as spoken language, written language, gestures, etc.
   • Channel (1 - 2 minutes): The teacher defines the channel as the physical or virtual medium through which the message is transmitted. He gives examples of different channels, such as the air (for speech), the internet (for online communication), etc.
   • Context (1 - 2 minutes): The teacher explains that the context is the environment in which communication occurs. He emphasizes that the context can influence how the message is encoded, transmitted, and decoded, and that it is important to take the context into consideration when communicating.

2. Identification of Noise (5 - 7 minutes):

   • Physical Noise (1 - 2 minutes): The teacher explains that physical noise is unwanted sounds that can hinder the hearing or understanding of the message. He gives examples of physical noise, such as background noise, poor sound quality, etc.
   • Semantic Noise (1 - 2 minutes): The teacher defines semantic noise as differences in meaning that can occur due to different interpretations of words, expressions, symbols, etc. He gives examples of semantic noise, such as ambiguity, connotation, denotation, etc.
   • Psychological Noise (1 - 2 minutes): The teacher explains that psychological noise is the emotions, attitudes, beliefs, etc., that can interfere with the transmission and reception of the message. He gives examples of psychological noise, such as prejudices, stereotypes, anxiety, etc.
   • Cultural Noise (1 - 2 minutes): The teacher defines cultural noise as the cultural differences that can affect communication. He gives examples of cultural noise, such as language, gestures, customs, etc. The teacher emphasizes the importance of respecting and considering cultural differences in communication.

3. Discussion and Clarification of Doubts (5 - 6 minutes): The teacher encourages students to ask questions, express their opinions, and share their experiences related to communication and communication noise. He clarifies any doubts students may have and provides additional examples, if necessary. The teacher may also ask students to identify examples of communication noise in their daily lives or in fictional situations he presents.

Return (8 - 10 minutes)

1. Review and Reflection (3 - 4 minutes): The teacher starts the Return by reinforcing the main points of the lesson, highlighting the concept of the communication process and the identification of the different noise that can occur. He may ask questions like: 'What is the communication process?' and 'What are the different noise that can interfere with communication?'. The teacher should ensure that all students have understood these fundamental concepts before proceeding.

2. Connection with Practice (3 - 4 minutes): The teacher then asks students to reflect on how what they have learned can be applied in practice. He may propose hypothetical situations, such as: 'How could you use what you have learned about the communication process to improve communication with your parents, friends, teachers, etc.?' or 'How could you avoid or overcome the different communication noise we discussed in everyday situations?'.

   • The teacher may divide the class into small groups to discuss these questions and share their ideas. After the discussion, each group can present their conclusions to the class.
   • Alternatively, the teacher may ask students to briefly write their reflections on a piece of paper and hand them in at the end of the lesson. This allows students to reflect individually on what they have learned and how they intend to apply this knowledge.

3. Additional Materials (1 - 2 minutes): The teacher suggests some reading, viewing, or listening materials for students who wish to deepen their understanding of the communication process and communication noise. These materials may include articles, videos, podcasts, etc. The teacher may send these resources by email or post them on an online learning platform, if available. He may also recommend that students look for examples of communication noise in their daily lives or in communication situations portrayed in the media.

4. Teacher's Feedback (1 - 2 minutes): Finally, the teacher provides feedback on the students' participation and performance during the lesson. He praises the students' strengths, such as understanding the concept of the communication process and identifying the different noise. He also offers suggestions for improvements, if necessary, and encourages students to continue practicing and applying what they have learned.

   • For example, the teacher may praise students who were able to identify examples of communication noise in everyday situations or in fictional situations presented during the lesson.
   • He may also suggest that students who had difficulty identifying the different communication noise practice more, perhaps with the help of a study partner or a family member.

This Return is essential to consolidate students' learning and to ensure they are able to apply what they have learned in their daily lives.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes): The teacher starts the Conclusion by recalling the main points discussed during the lesson. He recaps the concept of the communication process, highlighting the importance of each of its elements (sender, message, receiver, code, channel, and context). Additionally, he revisits the different communication noise (physical, semantic, psychological, and cultural), emphasizing how they can affect the clarity and effectiveness of communication.

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher emphasizes how the lesson connected theory to practice. He recalls the practical examples discussed and the problem situations presented, highlighting how knowledge about the communication process and communication noise can help improve communication in various everyday situations.

3. Extra Materials (1 - 2 minutes): The teacher suggests some additional study materials for students who wish to deepen their understanding of the topic. He may recommend books, articles, videos, podcasts, among other resources, that address the communication process and the resolution of communication noise in a more in-depth manner. He may also encourage students to look for examples of communication noise in their daily lives, so they can practice identifying and resolving these noises.

4. Importance of the Topic (1 - 2 minutes): Finally, the teacher highlights the importance of the topic for students' lives. He emphasizes that effective communication is a fundamental skill in all areas of life, whether at home, school, work, or in society. He stresses that knowledge about the communication process and the resolution of communication noise can help students become better communicators, allowing them to express their ideas and feelings clearly and respectfully, and to understand the messages they receive from others accurately and completely. He encourages students to apply what they have learned in their daily lives and to look for opportunities to improve their communication skills.