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In this Class 9 Artificial Intelligence topic from Communication Skills-I, students learn how communication moves from a sender to a receiver through a message and a suitable channel, and how feedback completes the cycle. They explore the roles of encoding and decoding, recognise the importance of context, and see how noise or other barriers can affect meaning. The topic helps them understand clear, effective communication in everyday and AI-related interactions.
Practice questions
01 In an online meeting, an employee restates the manager’s instructions in their own words and asks for confirmation of understanding. Which element of effective communication does this illustrate?
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Answer and explanation
Correct answer: A. प्रतिक्रिया | Feedback
Explanation: Feedback is a response from the receiver that helps the sender check whether the message was understood as intended. By restating the instructions and asking for confirmation, the employee communicates their understanding and gives the manager a chance to correct it. Encoding means converting an idea into words or symbols, the online meeting is the channel, and noise is interference. Thus, A is correct.
02 Which of the following shows the correct order of the main stages of the communication cycle?
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Answer and explanation
Correct answer: A. प्रेषक, संदेश का कूटलेखन, माध्यम, प्राप्तकर्ता, प्रतिपुष्टि | Sender, encoding, channel, receiver, feedback
Explanation: The communication cycle normally begins when the sender forms and encodes an idea into a message. The message then travels through a channel to the receiver, who interprets it and provides feedback. Option A follows this sequence. Option B places the channel before encoding, while C reverses the roles and D places the receiver before the channel, so those sequences are incorrect.
03 Which option describes the most complete sign of effective communication?
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Answer and explanation
Correct answer: A. संदेश स्पष्ट हो, प्राप्तकर्ता उसे सही ढंग से समझे और उपयुक्त प्रतिक्रिया दे | The message is clear, the receiver understands it correctly, and provides appropriate feedback.
Explanation: Effective communication is successful when the intended meaning is conveyed clearly, understood by the receiver, and checked or continued through suitable feedback. Option A includes all three parts. Speaking for a long time does not prove understanding, silence gives no confirmation, and an expensive channel is not necessarily suitable or effective. Therefore, A gives the most complete description.
04 If a message seems clear to the sender but the receiver repeatedly asks questions, what should the sender understand?
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Answer and explanation
Correct answer: A. The message is not clear from the receiver’s viewpoint
Explanation: Communication is successful when the receiver understands the intended meaning, not merely when the sender feels that the message is clear. Repeated questions are feedback that some wording, detail, or assumption may be unclear. The sender should invite the questions, simplify the message, give an example, and check understanding rather than blame the receiver.
05 If the audience repeatedly asks the same question in a presentation, what should the speaker understand first?
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Answer and explanation
Correct answer: B. That part may lack clarity or an example
Explanation: Repeatedly hearing the same question is feedback that the audience may not understand a particular explanation, term, or example. The speaker should pause, restate the idea in simpler language, provide another example, and check understanding. Blaming questioners or ignoring feedback misses the signal; the repetition does not mean the presentation is complete. Thus B is correct.
06 If a student restates someone’s point in their own words but changes its original meaning, what is the greatest risk?
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Answer and explanation
Correct answer: A. Misunderstanding may arise
Explanation: Paraphrasing is useful in active listening only when the original meaning is preserved. If the student changes the meaning, the speaker’s idea may be inaccurately represented and others may act on a false understanding. A careful listener can avoid this by using neutral words and asking the speaker to confirm the restatement. Thus, the greatest risk is misunderstanding, making A correct.
07 If a speaker repeatedly asks, “Do you understand?”, but does not obtain a clear or meaningful response from the listener, which step of the communication process is missing?
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Answer and explanation
Correct answer: A. Obtaining feedback
Explanation: Feedback is meaningful information from the receiver that shows whether the message was understood. A speaker should obtain more than a yes-or-no reply, perhaps by asking the listener to summarise the instruction or demonstrate the next step. Without such a response, understanding is not verified. Encoding and channel selection happen earlier; the missing step here is feedback.
08 If a teacher gives complex instructions and then asks whoever understood to explain them in their own words, what communication control is this?
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Answer and explanation
Correct answer: A. Understanding verification
Explanation: Asking learners to restate instructions in their own words is a comprehension check. It gives the teacher feedback about whether the intended meaning was received and reveals misunderstandings before work begins. This is not decoration, a silent signal, or a letter format. Therefore, option A correctly names the communication control.
09 If members of a group begin different tasks after reading the same decision message, what is the message most likely lacking?
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Answer and explanation
Correct answer: A. Clarity of implementation instructions
Explanation: A decision message should specify the action, responsible person, sequence, and expected result. If readers start different tasks, the decision may be known but its implementation has not been explained clearly enough. Greetings can improve tone, but they do not define work. Body language and image size are irrelevant in this written-message situation. Thus, A is correct.
10 If a message reaches the correct receiver but arrives so late that the required action cannot be taken, why is the communication considered unsuccessful?
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Answer and explanation
Correct answer: A. Lack of timeliness
Explanation: Effective communication depends on more than reaching the right person; the message must arrive in time to support the intended action. Here the receiver is appropriate, but the delay makes the information practically useless. The failure is therefore a lack of timeliness. The simplicity or politeness of the wording is not identified as the cause. Option A is correct.
11 If a person corrects wrong information but does not remove the old message, what problem may remain?
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Answer and explanation
Correct answer: A. Confusion due to conflicting information
Explanation: A correction may not be effective if the original false message remains visible and is not clearly marked as obsolete. Different readers may see different versions, trust the wrong one, or act on conflicting instructions. The old message should be removed, withdrawn, or clearly labelled as corrected. Therefore, option A identifies the continuing problem.
12 If a project message clearly states the task but does not specify who has the authority to make decisions or give final approval, what is the biggest problem?
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Answer and explanation
Correct answer: B. There will be confusion about decision-making and approval
Explanation: A task description and an authority description serve different purposes. If the approving person or decision owner is missing, team members may seek permission from different people, duplicate work, or wait unnecessarily. The task itself does not disappear, and unclear authority does not change language or confidentiality; it creates procedural confusion.
13 If a speaker moves on after listeners say “yes,” but the listeners later repeat the same mistake, which communication control was weak?
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Answer and explanation
Correct answer: A. Verification of understanding
Explanation: A simple “yes” may indicate politeness or attention, not actual understanding. Repeating the mistake is evidence that the speaker should have checked comprehension by asking listeners to explain the instruction in their own words or demonstrate it. Summarising may help, but volume and visual layout do not directly verify understanding.
14 If a message containing private information is sent to the correct recipient but arrives very late, which two aspects of communication are adversely affected?
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Answer and explanation
Correct answer: B. Timeliness and usefulness
Explanation: Late delivery directly harms timeliness. Because information may be needed for a decision or action at a particular moment, delay can also reduce its practical usefulness. Sending the message to the correct recipient does not by itself damage confidentiality, and the situation gives no evidence that accuracy, completeness, clarity, or format changed.
15 If the main claim of a speech is stated clearly at the beginning, but unrelated stories are included in the middle, which quality of the speech is weak?
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Answer and explanation
Correct answer: A. Relevance and logical organization
Explanation: A speech should develop ideas that support or explain its central claim. Unrelated stories distract listeners, interrupt the logical sequence, and make it harder to identify the main message. Loudness concerns delivery, while confidentiality and recipient lists belong to other communication situations; none addresses the relevance of speech content.
16 If a message clearly states the task but does not mention risks and precautions though the task is sensitive, what is missing?
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Answer and explanation
Correct answer: A. Safety and context information
Explanation: For a sensitive task, instructions must include relevant risks, limits, and precautions, not just the action to be performed. This information helps the receiver avoid preventable harm and understand when to seek help or stop. A greeting, picture colour, or decoration may affect presentation, but none provides the necessary safety context.
17 If a teacher says, “Write a good answer,” which question should a student ask to obtain clear instructions?
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Answer and explanation
Correct answer: A. Which key points should be included, and what criteria will be used to evaluate the answer?
Explanation: The word “good” is vague, so the student should clarify the expected content and the standards by which the answer will be judged. Asking about key points and evaluation criteria makes the instruction actionable. Paper colour may concern appearance, while the other questions do not clarify the meaning of a good answer.
18 If a speaker stops questions so that the presentation ends on time, what balance is disturbed?
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Answer and explanation
Correct answer: A. Balance between time management and audience understanding
Explanation: Finishing on time is a valid presentation goal, but completely blocking questions may leave misunderstandings unresolved and reduce audience learning. A better approach is to reserve a limited question period, collect questions for later, or provide another clarification channel. The other choices do not describe the conflict in this situation.
19 If the audience remembers the key points of a student's presentation but is unclear about what to do next, which part of the presentation is incomplete?
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Answer and explanation
Correct answer: A. Clear call to action
Explanation: A call to action tells the audience the specific next step, such as submitting a response, registering, practising a method, or completing a task. Remembering the main points shows that the content was understood, but it does not automatically tell people how to apply it. A greeting or visual aid cannot replace a clear next instruction.
20 If a report is submitted on time but has no conclusion, what is its main communication weakness?
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Answer and explanation
Correct answer: A. Lack of a clear closing synthesis of the key findings and their implications
Explanation: A conclusion brings together the main findings and explains what they mean or what action may follow. Without it, readers may finish the report without understanding its central message, implication, or recommendation, even if the report was submitted on time. Timeliness, logical organisation, and source acknowledgement are strengths, not weaknesses, and none of them replaces a clear concluding synthesis.
21 If a student says to a group, “Before making a decision, let us make sure that we all understand the issue in the same way,” what is the student doing?
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Answer and explanation
Correct answer: A. Building shared understanding
Explanation: The student is checking whether all members have the same interpretation of the issue before choosing an action. This is building shared understanding, an important part of collaborative communication. It reduces misunderstanding and allows a more informed decision. It is not unnecessary delay, because the clarification has a clear purpose. The student is also not hiding information or imposing a personal decision.
22 If a meeting decision is written but the old conflicting decision is not marked, what may happen?
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Answer and explanation
Correct answer: A. People may get confused between old and new decisions
Explanation: When an updated decision is recorded beside an old one without marking the change, different people may follow different instructions. This can create duplicated work, missed responsibilities, or conflict about what was finally agreed. The old decision should be labelled as superseded, cancelled, or replaced, and the current decision should be highlighted. The other options do not follow from unclear meeting records.
23 If a person accepts a mistake and sends a correction but does not explain how to prevent it in future, what is incomplete?
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Answer and explanation
Correct answer: A. Prevention plan
Explanation: Acknowledging the mistake shows responsibility, and sending a correction addresses the immediate communication problem. However, a complete response should also explain what will change to reduce the chance of repetition, such as a checklist, review step, reminder, or approval process. That future-oriented action is a prevention plan. More blame does not prevent recurrence, and BCC or stage decoration is unrelated to correcting the process.
24 If a speaker receives feedback from the audience during a presentation but makes no change based on useful feedback, which part of the communication process is incomplete?
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Answer and explanation
Correct answer: A. Using feedback
Explanation: Receiving feedback means collecting or hearing the audience’s response. Using feedback is the next step: the speaker interprets useful comments and adjusts wording, pace, examples, or explanation. Since the speaker received the response but did not act on it, the improvement or use stage remains incomplete; message delivery itself has already occurred.
25 If an employee solves a customer's problem but does not explain the process or necessary steps, what difficulty may arise in the future?
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Answer and explanation
Correct answer: A. The customer may depend on the employee again if the problem recurs.
Explanation: Solving the immediate problem provides short-term help, but explaining the process builds the customer’s understanding and independence. Without that explanation, the customer may not know what caused the issue or what steps to repeat if it occurs again. The original solution does not become wrong merely because it was not explained.
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