LEARNING TASK SHEETS
in
PURPOSIVE
COMMUNICATION
Academic Year 2020-2021, 2nd Sem
Module 1
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PURPOSIVE COMMUNICATION LEARNING TASK SHEETS
ACADEMIC YEAR 2020-2021, 2nd Sem
Module 1
LEARNING TASK SHEET # 1. Student Profile
LEARNING TASK SHEET # 2. Course Related Materials
LEARNING TASK SHEET # 3. Concept on Communicative Competence
LEARNING TASK SHEET # 4. Communication Analysis (Components of Competence)
LEARNING TASK SHEET # 5. Characteristics of formal and Informal Language
LEARNING TASK SHEET # 6. Examples of Informal Language in the Context of Film
Conversation and Talk Show
LEARNING TASK SHEET # 7. Gestures Around the World
LEARNING TASK SHEET # 8 Critical Analysis of Fake News.
LEARNING TASK SHEET # 9 Reflections on Fake News
LEARNING TASK SHEET # 9C. Critical Evaluation of Blogs
LEARNING TASK SHEET # 10. TEDTALK Analysis
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LEARNING TASK SHEET # 1: Student Profile
Complete Name: Magno, Dencel Anne A.
Family Name First Name Middle Initial
Course, Year & Section: 1st Year BSBA 1E Landline/Mobile #:09770625621
Father’s/Mother’s/Guardian’s Complete Name: Dennis J. Magno
Father’s/Mother’s/Guardian’s Mobile Number: Celeste A. Magno
Complete Name of Junior High School/Senior High School: Negros Occidentay National Science
Highschool
Name of Relative/s Employed in USLS: None
Comment on FLEXIBLE LEARNING in the form of printed modules: (What do you expect of this
new learning platform? Give a two-sentence answer.)
Well, I think submission thru online is more easy than printed modules. It saves time and
enhances our knowledge with the use of technology.
LEARNING TASK SHEET # 2: On Course Related Materials
Instructions: After knowing what Purposive Communication (PCom) is all about, write your
thoughts/reflections on the following. Limit your answers to only two sentences.
1.What is Purposive Communication? (In your own words)
Purposive Communication is where we are able to figure out the use of language for various
audiences and purposes in writing, speaking, and presenting. In other words, it’s a course that
will enable us to communicate more effectively with our listeners/readers/receivers.
2. What are the skills that you may gain from studying this course?
Listening, comprehending, critiquing, and responding to live or recorded discussions, confidently
speaking publicity, explaining authentic passages or text in your own words with illustrations in
various forms, writing technical reports and academic papers, and preparing a presentation are
among the activities.
1. How will these skills help you? (Be specific. Refer to your answer in # 2)
Through multimodal exercises that provide opportunities for us to communicate effectively and
appropriately to audience in a local or global setting, and increases communicative competence
and promotes our cultural and intercultural awareness.
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3.1 In your dealings with people and situations.
You will be able to avoid conflicts and create possible solution and response in every situation,
because you are able to understand the message that a sender delivers. It also helps in
exchanging information, developing and strengthening relationship with one another.
3.2. In your future career
No matter what industry you work in, being able to communicate effectively with clients,
coworkers, and bosses is critical. Good communication strengthens teams, motivates employees
to perform at their best, and improves the workplace culture. Employers who invest time and
effort in establishing open channels of communication can quickly build employee trust, resulting
in increased productivity, performance, and overall morale.
LEARNING TASK SHEET # 4. Communication Analysis (Components of Communicative
Competence)
Instructions: Analyze the communication contexts found in PCOM Manual then, identify the
competences or components which are implied in the communication process. Check the
appropriate box that corresponds to your answer. Provide only one answer for each communication
context by choosing the component which stands out in the given situation.
Components of
Communication Communication Communication Communication Communication
Communicative Context #1 Context #2 Context #3 Context #4 Context #5
Competence
Linguistic
Competence
Discourse
Competence
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Sociolinguistic
Competence
Strategic
Competence
LEARNING TASK SHEET # 5. Characteristics of Formal and Informal Language
Instructions: Watch the videos or read the video transcripts on Formal and Informal Language,
then, enumerate the characteristics of each on the template below. Have bullets for your
answer/s.
Informal Formal
Video #1 or Video Transcript Informal English uses more Formal language uses passive
#1 common words and more structures over active.
phrasal verbs.
It's more common in informal Use more complex structures
language to use
abbreviations, contractions,
shortened forms of verbs.
Informal English has short,
simple sentences that are
much more common.
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Video #2 or Video Transcript Informal language are use at Formal language includes no
#2 home on the sports field with contractions, a lack of
your friends with family a personal pronouns, longer
mud kids and teenagers at the more complicated sentences,
park or playground any place bigger and more
that is casual some traits of sophisticated words that
informal language include follow etiquette guidelines
contractions personal and sound extremely polite
pronouns slag in idioms fillers phrases.
like her shorter sentences
shortened or less complicated Formal language is a type of
words sometimes less proper language you using more laid-
or polite phrases. back and casual situations
LEARNING TASK SHEET # 6: Examples of Informal Language
Instructions: Read the content of the transcripts of Film Conversation and Talk Show, then judge
whether the following expressions /lines taken from the transcripts manifest the characteristics
of formal or informal language. Write formal or informal.
A. Film Conversation
Informal 1. I don’t wanna tell you again.
Informal 2. How the hell is this dude still alive?
Informal 3. You should choose words more carefully.
Informal 4. We swore an oath to protect the Time Stone with our lives.
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Informal 5. There’s no time for a thing.
Informal 6. You’re one sandwich away from fat.
Informal 7. Holy shit! We’re all gonna die!
Informal 8. Whog! Hey! Language! Wow!
Informal 9. How many did we win?
Informal 10. I’m muscular.
B. Talk Show
Informal 1. Cat’s whiskers.
Informal 2. Is that really an expression?
Informal 3. I use it for everything.
Informal 4. Yeah, if I’m depressed.
Informal 5. Yes, I kind…You know.
Informal 6. No, there are some good mimes.
Informal 7. Well, that’s not a mime.
Informal 8. I kid you not.
Informal 9. Listen, I’ve never met you before.
Informal 10. I love ya…
LEARNING TASK SHEET # 7. Gestures Around the World
Instructions: In the blank provided, write the country where the gesture has the corresponding meaning.
Finland 1. Crossing your arms means arrogance.
Middles East 2. The thumbs up gesture is equivalent to the middle finger.
UK 3. The V-sign means an insult.
Asia 4. Bowing is a form of formal greeting.
Turkey 5. A handshake is a form of bargaining.
Italy 6. The horn means your wife is unfaithful.
India 7. They wobble their heads side to side to say ‘Yes’.
Philippines 8. They point with their lips.
Greece 9. They toss their heads up to say ‘No”.
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Australia 10. Using one finger to call a woman over can be a serious insult.
Korea 11. When accepting money, gifts or drinks always use both hands.
America 12. A firm classic handshake is important.
Asia 13. When the palm points down, it means ‘come here’.
America 14. Pushing your nose up means someone is snobby.
Japan 15. They wave their hand in front of their nose to say ‘no’.
LEARNING TASK SHEET # 10. Ted Talk Analysis
PART 1. UNDERSTANDING THE CONTENT OF THE TEXT.
Instructions: Check the sentences which reflect Brown’s ideas or his purpose in communication through
the TEDtalk.
1. Climate change cannot be solved in one country, but has got to be solved by the world working
together.
2. We can achieve great accomplishments through the sharing of credible information through the
web as it illuminates to people the interconnectedness of the Earth.
3. One of the major challenges in our time is climate change
4. Conflicts between or among countries would have been prevented if all the countries involved
could have communicated well.
5. He hopes that his sharing of knowledge can help inspire solutions and urgency for the climate
crisis.
6. Communication on the web should benefit the majority and result in a better global society.
______7. The world becomes better if we choose leaders who are effective and charismatic in their
communication skills.
______8. Censorship is a hindrance to the idea of using the web to fight global problems.
9. We can use today’s interconnectedness to develop our shared global ethic — and work together
to confront the challenges of poverty, security, climate change and the economy.
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10. He expresses the need to create global institutions that reflect our ideas of fairness and
responsibility especially to the poorest part of the world.
PART 2. UNDERSTANDING THE STRUCTURE OF THE TEXT.
Instructions: Gordon Brown has successfully organized his ideas cohesively and coherently in his talk by
providing the INTRODUCTION, BODY, and CONCLUSION. Your task is to identify the strategies applied or
the ideas expressed in the different parts of the TedTALK. The different parts of the talk are already
identified through the numbering of the different segments of the text as your guide.
INTRODUCTION ( Segments #1-2)
How does the talk start? What strategy is applied in the INTRODUCTION?
Gordon Brown began his speech by showing photographs that would help him open up about the subject.
He used a verbal and non verbal form of communy and gave a quick overview of the scenario and used a
visual presentation to engage the audience.
BODY OF THE TALK ( Segments 3-13)
The Body of Brown’s talk contains three major points which are substantiated by many examples and
situations. These examples and situations are provided to support each major idea. Read carefully the
examples and situations and discover how these supporting details effectively reinforce the major ideas.
Provide the major ideas found in the body of the talk. Each major idea should be stated in one complete
sentence.
Major Idea 1 (Segments 3-7)
We now have the capacity to find common ground with people who we will never meet, but who we will
meet through the Internet and through all the modern means of communication; that we now have the
capacity to organize and take collective action together to deal with the problem or an injustice that we
want to deal with; and I believe that this makes this a unique age in human history, and it is the start of
what I would call the creation of a truly global society.
SUPPORTING DETAILS
Now look at what’s happened in the last 10 years. In Philippines in 2001, President Estrada a million
people texted each other about the corruption of that regime, eventually brought it down and it was, of
course, called the "coup de text."
Then you have in Zimbabwe the first election under Robert Mugabe a year ago. Because people were able
to take mobile phone photographs of what was happening at the polling stations, it was impossible for
that Premier to fix that election in the way that he wanted to do.
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Or take Burma and the monks that were blogging out, a country that nobody knew anything about that
was happening, until these blogs told the world that there was a repression, meaning that lives were being
lost and people were being persecuted and Aung San Suu Kyi, who is one of the great prisoners of
conscience of the world, had to be listened to.
● Gordon Brown mentioned a problem that actually occurred in the accompanying details. This
allowed the audience to feel and reflect on the situation as well as the experiences of those who
came into contact. He used a real-life example to demonstrate how essential his speech is since
we might all utilize or experience it.
Major Idea 2 (Segments 8-11)
Take, therefore, what modern technology is capable of: the power of our moral sense allied to the power
of communications and our ability to organize internationally.
SUPPORTING DETAILS
We are the first generation which is in a position to do this. Combine the power of a global ethic with the
power of our ability to communicate and organize globally, with the challenges that we now face, most
of which are global in their nature. Climate change cannot be solved in one country, but has got to be
solved by the world working together.
So the great project of our generation, it seems to me, is to build for the first time, out of a global ethic
and our global ability to communicate and organize together, a truly global society, built on that ethic but
with institutions that can serve that global society and make for a different future.
● He discussed a global issue that the world is currently dealing with. As a result, the audience will
be able to relate to his specific point and engage in critical thinking. He is diverting his audience's
attention by involving them in the topic he is discussing.
Major Idea 3 (Segments 12-13)
We must then build a proper relationship between the richest and the poorest countries based on our
desire that they are able to fend for themselves with the investment that is necessary in their agriculture,
so that Africa is not a net importer of food, but an exporter of food.
SUPPORTING DETAILS
Take the problems of human rights and the problems of security in so many countries around the world.
Burma is in chains, Zimbabwe is a human tragedy, in Sudan thousands of people have died unnecessarily
for wars that we could prevent.
In the Rwanda Children's Museum, there is a photograph of a 10-year-old boy and the Children's Museum
is commemorating the lives that were lost in the Rwandan genocide where a million people died.
● He next addressed the issue of human rights, which is contemporary and vital to all countries. This
type of yopic is, in some ways, one of the world's issues.
CONCLUSION (Segments 14-15)
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The Concluding part of the talk applies a strategy/ies which make/s the reader/listener understand the
major points of the speaker. What did the speaker do in the CONCLUSION part of his talk?
Brown laid out his case and discussed how we may make a difference in our global community. He then
moved on to the objective of global institutions' efforts in the areas of the environment, finance, security,
and development. He encourages us not to be blinded and to confront the world's challenges.
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