LESSON 1

THE NATURE OF LANGUAGE

Objectives:
At the end of this lesson, you are expected to:

 synthesize the concept of the Nature of Language;

 apply concepts of the Nature of Language to specific
linguistic scenarios; and
 value the vital characteristics of human language.

Introduction
Welcome to Lesson 1! This lesson introduces you to the Nature of Language.
In this lesson, you are expected to apply the basic concepts of language given the
specific linguistic scenarios and value the characteristics of your own language. This
lesson will also help you in understanding your language. Enjoy this lesson and keep
reading!

1. The students will be provided with Module 1: The Nature of Language (see
Appendix A).

2. The students will be presented with specific linguistic scenarios. They are
expected to analyze why the scenarios are true.

Linguistic Scenarios:
1. A bee performing the waggle dance to inform other bees of a nectar
source she has found is communication but not language.
2. The English language is in no way more advanced language than the
Cebuano language.
3. The Cebuano languages have different sounds to form different words.
4. A speaker of any language has a “dictionary” of words in his mind.
5. A word can be cut by a speaker into its root and stems.
6. People can innumerable new sentences by using a set of rules.
7. “Adult female”, “woman”, “lady”, and “bitch” may refer to one person in
a variety of ways.
Page 1 of 33
 8. In normal circumstances, we all acquire a language, whether we like it or
not.
9. Children who are born deaf cannot speak.
10. The Philippine government has a valid reason for using the mother tongue
in the early grades.
11. In a highly linguistically pluralistic society, people learn to speak a
language other than the mother tongue.
12. Most Cebuanos today do not know the Cebuano word for “bag”.

13. Before, “ghost” meant the spirit of the dead. Today, “ghost” means
suddenly ending all contact with a person without explanation.
14. Wherever you go in the world, even if you do not know the language of
the place you are in, you will still be able to communicate with the people
there.
15. Chavacano, the language spoken in Zamboanga City, came about as a
combination of Spanish, Cebuano, Tausog, and other influences.

Analysis

Consider the questions below:

1. What distinguishes animal communication from human language?

2. Why are the English language and the Cebuano language equal?

3. How does Phonology help us understand the nature of language?

4. How does Lexicon help us understand the nature of language?

Page 2 of 33
5. How does Morphology help us understand the nature of language?

6. How does Syntax help us understand the nature of language?

7. How does Semantics help us understand the nature of language?

8. How is language acquired by human beings?

9. Why are there people who have difficulty acquiring a language?

10. What is the role of the mother tongue in literacy?

11. Why do people acquire a second language?

12. What is the impact of language contact to languages?

13. How do languages change?

Page 3 of 33
14. What is the role of pidgin in communication?

15. How is creole developed?

Abstraction

1. In animal communication, the number of messages that can be conveyed is finite

and messages are stimulus controlled. Humans can form an infinite number of
novel sentences that are not necessarily controlled by stimulus.
2. There are no primitive or more evolved languages because all languages are
equally complex and are equally capable of expressing any idea in the universe.
3. Phonology informs how sounds in a language can be combined into
distinguishable words.
4. Lexicon informs about the words in a language, the meanings, the appropriate
usage, and the relationships among words.
5. Morphology informs about the structure of words and how words are formed in a
language.
6. Syntax informs how words are combined to form an infinite number of phrases or
sentences from a finite number of rules.
7. Semantics informs how to understand human expression through language.
8. All human beings have an innate capability of acquiring a language through
exposure to it.

9. Some people have difficulty acquiring a language because of physiological (such

as deafness), neurological (such as damage to the Broca’s area and Wernicke’s
area), and environmental problems (such as non-exposure to language).

Page 4 of 33
10. A child’s mother tongue facilitates learning because the use of a familiar
language to teach beginning literacy facilitates an understanding of sound-symbol
or meaning-symbol correspondence.
11. A second language is learned when that second language is used widely in the
speech community.
12. Language contact contributes to language change because it leads to a transfer of
linguistic features.
13. Languages change when new things, new phenomena, or new concepts come
about. Languages also change through contact with other languages.
14. Pidgin facilitates communication between or among people who do not speak
each other’s language.
15. Creole evolves when pidgin is so widely used that when children are born, the
language becomes their mother tongue.

Application

1. The students will be provided with a matrix to fill in (see Appendix B).
2. The students are expected to complete the matrix through their Analysis and
Abstraction of the concepts of The Nature of Language vis-à-vis specific
linguistic scenarios.
3. This application of The Nature of Language will comprise part of the Midterm
grade.
4. The students will be rated using the Rubrics (see Appendix C).

Congratulations! You have successfully completed the activities and tasks for
Lesson 1. Should there be questions and clarifications in some part of the lesson,
kindly message your instructor through the contact details provided during the class
orientation.

If you do not have any questions or clarifications, you are now prepared to move
on to Lesson 2. Enjoy and keep working! GOD Bless.

Page 5 of 33
 Appendix A
Module on The Nature of Language

I. Language is uniquely human.

A. Wherever humans exist, language exists.
1. Today, about 6,900 languages are spoken throughout the world.
B. The possession of language, perhaps more than any other attribute,
distinguishes humans from other animals.
1. Most animals possess some kind of “signaling” communication
system.
2. Despite certain superficial similarities to human language, animal
communication is fundamentally a different kind of communicative
system from human language.
a. The number of messages that can be conveyed is finite
b. Messages are stimulus controlled.
c. A human being has the ability to combine the basic linguistic
units to form an infinite set of “well-formed” grammatical
sentences, most of which are novel, never before produced or
heard.

II. There are no “primitive” languages

A. All languages are equally complex.
1. The Filipino language is as intricate and sophisticated as the English
or Japanese language
B. All languages are equally capable of expressing any idea in the universe.
1. The Filipino language can describe natural phenomena and
technological advancements just as well as the English or Japanese
language.

III. Speakers of any language use a finite set of rules to produce and understand an
infinite set of possible sentences.
A. PHONOLOGY is the study of how speech sounds form patterns.
1. Phonology concerns itself with the ways in which languages make
use of sounds to distinguish words from each other.
a. Phonology tells us what sounds are in a language.
b. Phonology informs how sounds do and can combine into
words.
2. Human languages have discreteness of the speech or gestural units,
which are ordered and reordered, combined, and split apart.
a. All the languages in the world sound so different because the
way the languages use speech sounds to form patterns differs
from language to language.

Page 6 of 33
B. LEXICON is the knowledge a speaker has about the words of a language.
1. Lexicon is regarded as an inventory/network of words in a language.
2. Lexicon includes information on the form and meanings of words
and phrases.
a. Lexicon includes lexical categories or classes of words such as
nouns, verbs, adjectives, determiners, prepositions, and adverbs.
3. Lexicon includes the appropriate usage of words and phrases.
4. Lexicon includes relationships between words and phrases.

C. MORPHOLOGY is the study of words and the rules for word formation
in a language.
1. Morphology is concerned with the constituent parts and the internal
organization of words.
2. A word is a meaningful unit of language that can stand on its own.
a. A word is composed of one or more morphemes.
b. A morpheme is the smallest meaningful linguistic unit.
c. A morpheme may be a root or an affix
d. Example: “oversimplifications”
root: simple
st
1 stem: simple + ify
2nd stem: simple + ify + cation
rd
3 stem: over + simple + ify + cation
th
4 stem: over + simple + ify + cation + s

D. SYNTAX is the study of the structure of phrases or sentences and the

rules governing how words are combined to form phrases or sentences.
1. These rules are acquired at a very young age and internalized.
2. Sequences of words that conform to the rules of a language are
grammatical (well-formed).
3. People do not store whole sentences in the mind, but the words and
the rules that combine them.
a. The set of rules is finite, but the set of possible sentences is
not.

E. SEMANTICS the study of the meaning of morphemes, words, phrases,

and sentences that is used to understand human expression through
language.
1. The relationship between the form (sounds) and meaning (concept)
of a word in spoken language is arbitrary.
a. Arbitrariness is the absence of any natural or necessary
connection between a word's meaning and its sound or form.
b. Typically, the sound of a word gives no hint of its meaning,
Example:
Page 7 of 33
 in Cebuano: lima
in English: five
in Deutsch: fünf
in Nihongo: go
in French: cinq
c. Onomatopoeic words, sounds that “imitate” what they refer to,
are exceptions to arbitrariness.
Examples: dingdong, tick-tock, bang, zing, swish, plop
2. Denotation and Connotation are two principal methods of describing
the meanings of words.
a. Denotation is the precise, literal definition of a word that
might be found in a dictionary.
b. Connotation refers to the wide array of positive and negative
associations that most words naturally carry with them.
Connotation can be neutral, positive, or negative.
Example: “proud”
Denotation: having self-respect or self-esteem
Neutral Connotation: proud
Positive Connotation: self-confident
Negative Connotation: conceited

IV. Language Acquisition is innate for normal children all over the world.
A. Children acquire language without being taught the rules of grammar by
their parents.
1. Children learn aspects of language about which they receive no
information.
a. Children are exposed to false starts and ungrammatical
incomplete sentences.
B. Children acquire language in similar stages across the world.
1. There are predicable patterns in the acquisition of language.
a. This is related to their cognitive development (predictability).
2. The language acquisition of children reflects the word order of the
language that they are hearing.
a. The combination of the words has a meaning relationship
(learning through imitation).
3. The language acquisition of children shows that they are able to
apply the rules of the language to make sentences which they have
never heard before (creativity).
C. There are different reasons why children do not acquire a spoken
language.
1. Hearing loss or deafness is one main reason for non-acquisition of
spoken language.

Page 8 of 33
 a. Children who are born deaf communicate through Sign
Language.
2. Problems with the brain structure of a child in the Broca’s area and
Wernicke’s area cause language acquisition problems.
3. Extreme environmental deprivation can cause language acquisition
delay.
a. If a child is neglected or abused and does not hear others
speaking, they will not learn to speak.
b. Specific language impairment (SLI) is a communication disorder
that interferes with the development of language skills in children
who have no hearing loss or intellectual disabilities.
D. The mother tongue is the first language or L1 that a child learns.
1. The child’s mother tongue facilitates learning.
a. Use of a familiar language to teach beginning literacy
facilitates an understanding of sound-symbol or meaning-
symbol correspondence.
b. Learning to read is most efficient when students know the
language.
2. Children need to develop a strong foundation in their mother tongue
before effectively learning additional languages.
E. Language learning is the process of learning a second language or L2.
1. A second language or L2 is any language other than the 1st language
learned.
2. A language learned after the 1st language in a context where the
language is used widely in the speech community.
a. Example: For many Tagakaulo peoples, their mother tongue is
Tagakaulo and their second language or L2 is Cebuano
(Cebuano is learned after Tagakaulo. Cebuano is used widely
in the speech community).
F. A foreign language or FL is a 2nd (or 3rd, or 4th) language learned.
1. A language that is learned in a context where the language is NOT
widely used in the speech community.
a. Example: Japanese is a foreign language for people in the
Philippines.
(Japanese is NOT widely used in the speech community).

V. All languages change through time.

A. The vocabulary of any language can be expanded to include new words
for new concepts.
1. Languages “coin” or create new words for new things or new
phenomena.

Page 9 of 33
B. Meanings of words may change over time or may be attributed new and
different meanings.
1. Before the invention of the computer, the word “mouse” referred
mainly to a species of rodents.
2. With the invention of the computer, the word “mouse” may mean an
input device for computers.
C. Contact with other languages contribute to language change.
1. Language contact is a situation in which groups of speakers of
different languages come into contact with one another because of
trade, immigration, or conquest
2. Language contact leads to a transfer of linguistic features.
a. Pidgin is a language that arises to fulfill restricted and ongoing
needs for communication among people who have no common
language.
Example: Filipino taxi driver talks to a German tourist:
“You want chicks? Chicks cheap. I bring you.”
b. Creole is a language that arises when parents transmit a pidgin to
their children, and the pidgin becomes the child's native
language.
Example: Chavacano

Page 10 of 33
 Appendix B
Application Matrix

Instructions:
1. Please fill in the following matrix on The Nature of Language.
2. This application of The Nature of Language will comprise part of the Midterm
grade.
3. Each reason should be given in only one sentence of NOT more than 25 words.
4. Each correct answer for the True or False part will be accorded 1 point each.
Each correct reason will be given 3 points each.

TRUE
Statement or REASON
FALSE
1. A parrot saying
“Maayong
adlaw!” is
language use.
2. English can better
describe
technological
advancements
than Cebuano.
3. All languages in
the world sound
similar.
4. A person who
knows the
lexicon of his/her
language does not
necessarily know
which words are
nouns or verbs or
adjectives.
5. A speaker of any
language does not
know how words
are formed in the
language he/she
Page 11 of 33
 speaks.
6. Speakers of a
language need to
memorize entire
grammatically
correct sentences.
7. Normally, in
spoken language,
the sounds and
the concepts they
represent are very
similar.
8. Children find it
difficult to create
sentences they
have not heard
before.
9. Children who are
born deaf can still
learn a language.
10. The use of the
Mother Tongue-
Based
Multilingual
Education or
MTB-MLE from
Kinder to Grade 3
is not effective
for learning.
11. Most Filipinos do
not speak a
second language.
12. The Cebuano
language is pure;
it has not been
influenced by
other languages.
13. Words are stable;
they retain their
meaning over
time.
14. If two people do
not speak the
same language,

Page 12 of 33
 they will not be
able to
communicate
effectively.
15. Languages can
develop from the
fusion of other
languages.

APPENDIX C
Rubrics

Crite- Weight 100% 80% 60% 40% 20%

ria
Reflects Reflects Reflects Reflects Reflects
EXCELL VERY GOOD POOR VERY
ENT GOOD synthesis synthesis POOR
synthesis synthesis of the of the synthesis
Logic 70% of the of the concept concept of the
concept concept of The of The concept
of The of The Nature of Nature of of The
Nature of Nature of Language Language Nature of
Language Language Language
Grammar Grammar Grammar Grammar Grammar
and and and and and
vocabular vocabular vocabular vocabular vocabular
Use of y used y used y used y used y used
the are are are are are NOT
30%
English MOST VERY SATISF LEAST appropria
Language appropria appropria ACTORI appropria te.
te. te. LY te.
appropria
te.

Page 13 of 33
LESSON 2

REGISTERS OF SPOKEN AND WRITTEN LANGUAGE

Objectives:
At the end of this lesson, you are expected to:
 determine culturally appropriate terms, expressions,
and images (sensitivity to gender, race, class, etc.); and
 adopt cultural and intercultural awareness and
sensitivity in communication of ideas.

Introduction
Welcome to Lesson 2! In this lesson you will explore the various levels of
language, contrasting formal language with personal communication. You will begin
to think about how the register can make your communications more effective in a
variety of situations. This lesson will also help you equip yourself to become a better
communicator. Enjoy this lesson and keep learning!

You are taking a stroll through the mall when someone approaches you. It is one of
the persons described in the photos below.

Page 14 of 33
 your teacher your friends

1. What do you imagine this person will say to you?

2. How will you talk to the person?

3. Will your teacher and your friends will speak to you the same way?

Analysis

Consider the questions below:

1. Why do we speak differently to different kinds of people?

2. What makes us change the way we speak depending on whom we’re speaking to?

3. How do you use language differently in various social situations?

Page 15 of 33
Abstraction

Spoken Language – it refers to the actual use of speech,

sounds, or related utterances that convey meaning to share thoughts or information.

Written Language – a communication by means of written symbols/writing system.

What is a register?
Register is defined as a particular ways of using language, whether formal or
informal in a particular contexts and in social situations.

FIVE DISTINCT REGISTERS

1. Frozen – these are specific written or oral acts that remain unchanged
Examples: The Holy Bible, the Philippine Constitution, the Bhagavad Gita,
Romeo and Juliet, National Anthem

2. Formal- is used in professional, academic, or legal settings where

communication is expected to be respectful, uninterrupted, and restrained. Slang
is never used and contractions are rare.
Examples: A business presentation, speeches or school lessons

3. Consultative- is used in conversation when they are speaking with someone who
has specialized knowledge or who is offering advice.
Examples: the local TV news broadcast, an annual physical examination, a
service provider like plumber, doctor’s appointment, a meeting with the school
principal

4. Casual- is used when they are with friends, close acquaintances, and co-workers
and family.
Examples: language between Friends (Ex. Vernacular speech), birthday party, a
backyard BBQ, hanging out with friends

5. Intimate- is reserved for special occasions, usually between only two people and
often in private.
Examples: an inside joke between two college friends or a word whispered in a
lover’s ear

Page 16 of 33
LANGUAGE REGISTER ARE CLASSIFIED AS:
1. Formal Language Register
- is more appropriate for professional writing and letters to a boss or a
stranger.
- it is impersonal, meaning it is not written for a specific person and without
emotion.
Examples:
a. Business letters
b. Letters of complaint
c. Essays
d. Reports
e. Official speeches
f. Announcements
g. Professional e-mails

2. Informal Language Register

- it is conversational and appropriate when writing to friends and people you
know very well.
Examples:
a. personal e-mails
b. phone texts
c. short notes
d. friendly letters
e. diaries and journals
f. blogs

3. Neutral Language Register

- is not necessarily formal or informal
- is used to deliver facts
- is non emotional and sticks to facts.
Examples:
a. reviews
b. articles
c. some letters
d. technical writing

Page 17 of 33
Application

Express your thoughts in a sound recording or video recording.

As a DSSC student, how will the registers of spoken and written language be applied
to your:

 course;
 family;
 friends; and
 society?

Congratulations! You have successfully completed the activities and tasks for
Lesson 2. Should there be questions and clarifications in some part of the lesson,
kindly message your instructor through the contact details provided during the class
orientation.

If you do not have any questions or clarifications, you are now prepared to
move on to Lesson 3. Enjoy and keep working! GOD Bless.

Page 18 of 33
LESSON 3

PRINCIPLES, PROCESSES, AND ETHICS IN

COMMUNICATION

Objectives:
At the end of this lesson, you are expected to:
 identify the elements of communication;
 illustrate the communication process;
 identify and explain each of the different principles of
communication; and
 identify and explain the different ethics in
communication.

Introduction
Welcome to Lesson 3! In this lesson, you will get an overview of the basic
principles of communication and its processes. Studying this lesson will help you
understand the set of rules and guidelines in communication. Before the end of the
lesson, you will be given an activity to check your comprehension. Enjoy this lesson
and keep learning!

4 pic’s 1 word

Page 19 of 33
 ___ O ___ ___ ___ N __C ___ T ___ ___ N
Analysis

Consider the questions below:

1. What have you observed from the activity?

2. How do you communicate with the people around you?

3. Is communication important? Why?

Abstraction

Page 20 of 33
What Is Communication?
Communication can be defined as the process of transmitting information and
common understanding from one person to another (Keyton, 2011). The word
communication is derived from the Latin word, ― “communis”, which means
common.

Elements of Communication Process:

Communication process involves elements like sender, receiver, encoding,
decoding, channel/media, voice, and feedback.

1. Sender – the one who sends ideas to another.

Example: If a manager wants to inform his subordinates about the introduction
of a new product, he (the manager) is the sender.
2. Message – it is the idea, feeling, suggestion, guidelines, orders, or any content
which
is intended to be communicated.
Example: The message is the introduction of a new product.

3. Encoding – this refers to the process of converting idea, thinking, or any other
component of message into symbols, words, actions, diagram etc.
Example: The message is connected in words and actions.
4. Media – it is the medium, passage or route through which encoded message is
passed
by the sender to the receiver. There can be various forms of media-face to face
communication, letters, radio, television, e-mail etc.
Example: The manager informs about the introduction of a new product in a
meeting
through presentation.
5. Decoding – this means translating the encoded message into language
understandable by the receiver.
6. Receiver – refers to the one whom the message has been sent.
Example: subordinates are receivers.
7. Feedback – refers to the response by the receiver. This marks the completion of the
communication process.
8. Noise – it is the hindrance in the process of communication. It can take place at any
step in the entire process. It reduces the accuracy of communication
e.g. 1) disturbance in the telephone lines, 2) an inattentive receiver, and 3) improper
decoding of the message etc.

The Communication Process

Page 21 of 33
Communication process consists of following steps:
(i) The sender formulates the message that he wants to convey to the receiver.
(ii) He encodes or translates his message. He may take the help of symbols, words,
actions, diagrams, pictures, etc.
(iii) He selects an appropriate channel or medium through which the message is to be
transmitted. It can be face to face communication, letters, radio, television, e-mail
etc.
(iv) The message is received by the receiver.
(v) Received message is decoded by the receiver so that the receiver can draw the
meaning of the message.
(vi) The receiver sends his response to the sender. In case of any confusion, the same
is conveyed and necessary clarification sought.

General Principles of Effective Communication

Since communication is a two-way process, it is significant that you know the
principles to be observed to make it effective. For both oral and written
communication, one should be able to apply the following principles:
1. Know your purpose in communicating. Are you communicating basically to
inform, to entertain, or to persuade? While you may have more than one purpose,
there is still a more dominant objective or reason why you communicate.
2. Know your audience. In both speaking and writing, you should know your
audience as it will dictate the speaking or writing style you are going to employ.
Consider the age, educational background, profession, culture, and other salient
features of your listeners or readers.
3. Know your topic. You communicate essentially because you want to share
something. In speaking situations, speakers are invited because they have
Page 22 of 33
 something to share. This also applies to writing. You write because you wish that
other people learn something from you. You may then utilize several or multiple
communication techniques to easily catch the attention of the audience.
4. Adjust your speech or writing to the context of the situation. The environment
in which your speech or writing is to be delivered determines the kind of language
you will use.
5. Work on the feedback given to you. Once you receive comments from the
listeners/readers, work on them. Take kindly to criticisms. In the long run,
constructive criticisms will prove beneficial to you as you learn to address them.

Principles of Effective Oral Communication

1. Be clear with your purpose. You should know by heart your objective in
communicating.
2. Be complete with the message you deliver. Make sure that your claims are
supported by facts and essential information.
3. Be concise. You do not need to be verbose or wordy with your statements. Brevity
in a speech is a must.

4. Be natural with your delivery. Punctuate important words with the appropriate
gestures and movements. Exude a certain degree of confidence even if you do not
feel confident enough.
5. Be specific and timely with your feedback. Inputs are most helpful when
provided
on time.

Ethics in Communication

Ethics is defined as a set of rules or guidelines; these are theories as to which is

right or wrong. In communication, ethics is considerable important because it would
likely guide everyone to effective communication. Theses ethical principles are
universal in the sense that all people should consider these things because of their
vitality in the communication process and effectiveness.

Ethical Principles of Communication

1. Completeness

Page 23 of 33
The message must be complete and geared to the receiver‘s perception of the world.
The message must be based on facts and a complex message needs additional
information and / or explanation. A good subdivision of subjects will clarify the
message as a result of which there will be a complete overview of what is said.

2. Concreteness
Concrete business communication is also about a clear message. This is often
supported by factual material such as research data and figures. The words used as
well as the sentence structure can be interpreted univocally. Nothing is left to the
imagination.

3. Courtesy
In addition to considering the feelings and points of view of the target group, it is also
important to approach the audience in a friendly and courteous manner. Use of terms
that show respect for the receiver contribute towards effective communication. The
same goes for the manner in which you address someone. Not everyone will be
charmed if you use a familiar form of address and use of a formal address could come
across as too distant. By using the word ‗they‘ a larger audience is immediately
addressed.

4. Correctness
A correct use of language has the preference. In written business communication,
grammatical errors must be avoided and stylistic lapses or a wrong use of verbs are
not sufficient either in verbal communication. A correct use of language increases
trustworthiness and the receiver will feel that they are taken seriously.

5. Clarity
Clear or plain language is characterized by explicitness, short sentences and concrete
words. Fuzzy language is absolutely forbidden, as are formal language and cliché
expressions. By avoiding parentheses and keeping to the point, the receiver will get a
clear picture of the content of the message. Briefly-worded information emphasizes
the essence of the message. Coherence means the connection of ideas at the idea level,
and cohesion means the connection of ideas at the sentence level.

6. Consideration
Communicating with the target group (Consideration). In order to communicate well,
it is important to relate to the target group and be involved. By taking the audience
into account, the message can be geared towards them. Factors that play a role in this
are for example: professional knowledge, level of education, age and interests.

7. Conciseness
A message is clear when the storyline is consistent and when this does not contain any
inconsistencies. When facts are mentioned, it is important that there is consistent,
supporting information. Systematically implementing a certain statement or notation

Page 24 of 33
also contributes to clear business communication. When statements are varied, they
will confuse the receiver.

Activity

Make a reflective essay about the illustration above. You can write your
reflective essay in the box provided below.

Page 25 of 33
 RUBRICS FOR REFELECTIVE ESSAY
Poor Fair Good Excellent
1 POINT 4 POINTS 5 POINTS 10 POINTS
Depth of Writing Writing Writing Writing
reflection demons- demonstra demonstrates a demonstrates
trates lack tes a general an in-depth
of minimal reflection on reflection on
reflection reflection the selected the selected
on the on the topic, including topic,
selected selected some suporting including
topic, with topic, details and supporting
no details. including examples. details and
a few examples.
supporting
details and
examples.
Required Writing Writing Writing Writing
components does not includes includes the surpasses the
include the a few required required
Page 26 of 33
 the componen components of components
required ts of the the selected of the selected
componen selected topic. topic.
ts of the topic.
selected
topic.
Quality of Informa- Informa- Information Information
Information tion has tion clearly relates clearly relates
little to do
clearly to the main to the main
with the relates to topic. It topic. It
main the main provides 1-2 includes
topic. topic. No supporting several
details details and/or supporting
and/or examples. details and/or
examples examples.
are given.
Structure & Writing Writing is Writing is Writing is
Organization unclear, unclear, mostly clear, clear, concise,
disorganiz and concise, and and well
ed. thoughts organized with organized
Thoughts are not the use of with the use
make little well excellent of excellent
to no organized. sentence/paragr sentence/para
sense. Thoughts aph structure. graph
are not Thoughts are structure.
expressed expressed in a Thoughts are
in a logical manner. expressed in a
logical logical
manner. manner.

Grammar Poor Fair Good Excellent

There are There are There are no There are no

numerous more than more than five more than
spelling or five spelling or three spelling
grammar spelling or grammar errors or grammar
errors per grammar per page of errors per
page of errors per writing page of
writing page of reflection. writing
reflection. writing reflection.
reflection.

TOTAL SCORE:

Congratulations! You have successfully completed the activities and tasks for
Lesson 3. Should there be questions and clarifications in some part of the lesson,
kindly message your instructor through the contact details provided during the class
orientation.

Page 27 of 33
 If you do not have any questions or clarifications, you are now prepared to
move on to Lesson 4. Enjoy and keep working! GOD Bless.

LESSON 5

COMMUNICATION AIDS AND STRATEGIES USING

TOOLS OF TECHNOLOGY
Objectives
At the end of this lesson, you are expected to:
 convey ideas through oral, audio-visual, and/or web-
based presentations for different target audiences in
local and global settings using appropriate registers;
and
 adopt awareness of audience and context in presenting
ideas.

Introduction
Page 28 of 33
 Welcome to Lesson 4! This lesson introduces you to various presentation or
communication media and strategies on how to appropriately use these various
media in communication. This lesson will help you equip yourself to become a better
communicator. Enjoy this lesson and keep reading!

Try to remember an instance when you did a class reporting. List down all the
media you used. Try to share how you used these media to effectively communicate
the the report to your classmates.

Medium Used How it was used?

Analysis

Consider the questions below:

1. Did the media help you in conveying the lesson or topic to your audience? Which
media help you and which one did not?

Page 29 of 33
2. What do you think is the reason why that particular media helped you and why it
did not help you?

3. How did you address the underlying reasons why that particular media did not
help you?

Abstraction

PRESENTATION MEDIA
Presentation Media is presentation that is stand-alone. It includes information
presented with slides, video or digital presentation and includes sound.

TRADITIONAL AUDIO AND VIDEO MEDIA

 Overhead Transparencies – these are displayed by an overhead projector.

The transparencies are clear acetate pages.
Page 30 of 33
  Flip Chart – it is a large pad paper that rests on an easel allowing the speaker
to record text or drawings with markers during the speech
 White board or chalk board – this traditional medium achieves also the
same outcome as a flip chart on an easel. It is important to take note that this is
best for brainstorming or sharing of ideas and not for presentation.

 Document camera – it is a projector device that uses a video camera to

capture and display images, including 3D visual materials.

 Video – showing a video clip can elicit an emotional response from the
audience and improve their recall of your speech.

 Handouts – these are sheets of paper containing relevant information that

some speakers use in conjunction with other presentation media.
 Sound Recordings – sounds like visual images, can stimulate mental images,
triggering the imagination and setting a mood.

COMPUTER TECHNOLOGY
 Digital Slides – a presentation software that commonly use PowerPoint
presentation. It allows computer users to display information in multimedia
slide shows.

 Real-time Web Access – it is use to demonstrate how to do something special

on the web such as researching an idea, checking the current status of any
topic, or displaying articles found on websites that support your purpose or
argument.

STRATEGIES USING TOOLS OF TECHNOLOGY

1. Keep it simple.
2. Emphasize your key ideas.
3. Show what you can’t say.
4. Use close-up shots and other images.
5. Keep the number of images you present manageable
6. Combine variety with coherence.
7. Use large lettering.

STEPS IN MAKING EFFECTIVE MULTIMEDIA PRESENTATIONS

1. Know the purpose of the presentation
2. Know the audience
3. Gather information
4. Use a variety of resources such as:
a. Textbooks
b. digital resources (photographs, scanned images, student work)
c. Internet
Page 31 of 33
POWERPOINT PRESENTATION TIPS
1. Go for creativity
2. Colors are nice
3. Use good fonts
4. Text is evil (10-20-30)
5. Images say more than a thousand word
6. Big Our
is beautiful.
country is battling against the threats of COVID-19. What are your
7. Info graphics
insights about theare amazing
actions taken by the government to fight COVID-19? How effective
8. Get inspired
it is?

Express
TIPS your thoughts
IN USING in a 2-minute
PRESENTATION sound recording or video recording.
MEDIA
1. Practice with your Media. 
2. Consider your room and audience.
3. Speak to your audience not your media. 

REMEMBER THIS:
 10 – 20 -30 - 10 slides, 20 minutes, 30 font size
 1-6-6 - 1 main idea, 6 bullet points, 6 words per bullet
 7 - 7 – 7 slides, 7 words
 9P’s – Prior Proper Preparation Prevents Poor Performance of the Person

Application

Express your thoughts!

Congratulations! You have successfully completed the activities and tasks of

lesson 4. This is the final lesson of your Module 1. Should there be questions and
clarifications in some part of the lesson, kindly message your instructor through the
contact details provided during the orientation.

If you do not have any questions or clarifications, you are now prepared to
move on to the next module. Enjoy and keep working! GOD Bless.
Page 32 of 33
Page 33 of 33