Republic of the Philippines

Zamboanga City State Polytechnic College

COLLEGE OF TEACHER EDUCATION
R.T. Lim Blvd., Baliwasan, Zamboanga City
Tel. No. 991-3815 / 991-1502

VISION MISSION INSTITUTIONAL OUTCOMES

A world – class polytechnic university. Produce globally competent human capital and research Develop and sustain the cultures of innovation, collaboration,
innovations for quality lives. responsiveness, and excellence.

CORE VALUES

Love of God and Country; Social Responsibility; Commitment/ Dedication to the Service; and Accountability

Goals of the College of Teacher Education

The College of Teacher Education shall aim to:

a. Produce graduates equipped with knowledge and skills of the teaching profession;
b. Equip students with teaching competencies in meeting the ever-changing needs of the environment;
c. Provide opportunities to become globally competitive professionals;
d. Continuously improve programs in order to produce employable graduates;
e. Provide students the skills to undertake research work contributive to the enhancement of quality teaching methodology;
f. Equip students with appropriate moral and ethical values of the teaching profession; and
g. Provide students opportunity to undergo community immersion and services.
 College Goals
Program Outcomes
a b c d e f g
1. Demonstrate the competencies required of the Philippine TVET Trainer-Assessors Qualification Framework (PTTQF);  
2. Demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood education;   
3. Apply with minimal supervision specialized knowledge and skills in technology and livelihood education;  
4. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;  
5. Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their
  
students;
6. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes.  
7. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational
  
assessment, and teaching approaches); and
8. Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject
  
matter, and other factors affecting educational processes in order to constantly improve their teaching knowledge, skills and practices.

Course Description:
Course Code: GE 115
Purposive Communication is about writing, speaking, and presenting to different audience and for various
Course Title: purposes (CMO 20 s 2013). Purposive Communication is a three unit course that develops students
Purposive Communication in English communicative competence and their cultural and intercultural awareness through multimodal tasks that
Pre-requisite none provide them opportunities for communicating effectively and appropriately to a multicultural audience in a local
or global context. It equips students with tools for critical evaluation of a variety of texts and focuses on the
power of language and the impact of images to emphasize the importance of conveying messages
responsibly. The knowledge skills, and insights that students gain from this course may be used in their other
3 units, academic endeavors, their chosen disciplines and their future careers as they compose and produce relevant
Course Credit:
3 hrs./wk. (18 weeks, 54 hrs. total) oral, written audio-visual and/or web-based output for various purposes.

COURSE LEARNING OUTCOMES (CLOs) and BTI Alignment Alignment to POs

At the end of the course, the students can: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
1. Describe the nature, elements and functions of verbal and non-verbal communication in various and multicultural   
contexts.
2. Explain how cultural and global issues affects communication   
3. Determine culturally appropriate terms, expression, and images   
4. Evaluate multimodal text critically to enhance receptive (listening, reading, viewing) skills.   
5. Summarize the principles of academic text structure.
6. Convey ideas through oral, audio-visual and/or web-based presentations for different target audience in local settings   
using appropriate registers 2. Create clear, coherent, and effective communication materials.
7. Present ideas persuasively using appropriate language registers, tone, facial expression and gestures.   
8. Write and present academic papers, papers using appropriate tone, style, conventions, and reference styles.   
9. Adopt cultural and intercultural awareness and sensitivity in communication of ideas.   
10. Appreciate the differences of the varieties of spoken and written language.   
11. Adopt awareness of audience and context in presenting ideas.   
12. Appreciate the impact of communication on society and the world.
Learning Plan

Time Content/Topic Intended Learning Outcomes B.T. Teaching Learning Activities Assessment of Learning B.T.
Frame I. (TLAs) Outcomes I.
Week
1-2  Communication  Describe the nature  Lecture and class
process, principles elements , and functions of discussion on elements  Quizzes and seatwork
and ethics. verbal and non- verbal and types of on identifying elements
communication in various communication of communication (e.g.
and multicultural contacts  Group work on sender, message,
identifying elements of channel, receiver, etc.)
 Exhibit understanding of the communication in
nature of communication various text  Writing Assignment:
through plotting the key Collaborate: your
elements of the writing group has been
communication process in a asked to design a
mind map museum to
commemorate the
history of the people (or
 Employ critical and reflective group of people) in your
thinking in analyzing existing college community
models of the communication
process and coming up with a
modified model.

Week
3-4  Communication and  Class discussion of  Reaction paper
Globalization  Identify the barriers to essays “Flight from and/or discussion
effective communication conversation” or video forum on the impact
across borders “Connected but alone” of globalization on
and “How social media how people
 Explain how Cultural and can make history” or communicate, and
global issues affects “Wiring a web for vice versa.
communication global good”

 Discuss the challenges

 Appreciate the impact of
 communication on society of communicating in
and the world the global place

Week
5-6  Local and Global  Determine culturally  Lecture and class  Research and report
Communication in appropriate terms, discussion on using on various cultural
multicultural settings expressions, and images culturally appropriate and intercultural
(sensitivity to gender, race, terms, expressions and modes of
class, etc.) images; varieties and communication (e.g.,
registers of language words/gestures
 Adopt cultural and  Discuss the used in a particular
intercultural awareness and intercultural region or country to
sensitivity in communication of communication: show
ideas studying culture and respect)and/or
intercultural various issues in
 Discuss steps that can improve communication: communication (e.g.,
Improving Skills use of politically
intercultural communication
 Class discussion of correct words in
skills
cultural today’s world;
appropriateness in gender sensitivity
multicultural setting through language)
Week
7-8  Varieties and registers  Explain varieties and registers  Lecture and class
of spoken and written of spoken and written language discussion using  Quiz and seatwork
language culturally appropriate on using culturally
 Differentiate the varieties and terms, expressions and appropriate terms,
registers of spoken and written images; varieties and expressions, and
language registers of language images; varieties
and registers of
language
MID-TERM EXAM
Week  Invitation to people
9-10  Evaluating messages  Evaluate multimodal text to join cause -
and/or images (e.g. critically to enhance receptive  Lecture and class oriented events
pictures, illustrations (listening, reading, viewing) discussion on critical using various media
of different types of skills. reading and listening such as email, social
texts reflecting  Give exercises on media, print, and/or
 different cultures analyzing content of
(regional, Asian,  Convey ideas through oral, various texts
Western, etc.) audio-visual and/or web  Compare the strengths
1. What is the message? based presentations for and weaknesses of the
2. What is the purpose of the different target audiences in print and electronic electronic
message? local and global settings using media available for advertisements
appropriate registers short messages
3. How is the message
conveyed by the text
and/or image?  Identify the qualities of an
effective email subject line
Week
11-12  Communication aids  Explain and identify the  Lecture and class
and strategies using audience, purpose, and scope discussion on  Oral, audio -visual,
tools of technology preparing audio visual and/or web -based
and web -based presentations to
 Create clear, coherent and
presentations promote cultural
effective communication
values (e.g., respect
materials
 Group work and class for elders,
discussions on bayanihan spirit,
 Treat e-mail as a professional identifying problems etc.)
communication medium with the research
presentation in the
video

Week
13-14  Communication for  Present ideas persuasively  Present lecture and
using appropriate language class discussion on  Public
various purposes
registers, tone, facial informative, announcements
1. to obtain, provide,
expressions and gestures (audio/video, social
and disseminate persuasive, and
media) about
information argumentative disaster
 Adopt awareness of audience communication preparedness
2. To persuade and and context in presenting ideas  Give lecture and  Editorial about
argue
discussion of Types of environmental
Speeches and Public issues
Speaking (Read,  Formal One -minute
Memorized, Speech based on
 Impromptu,/Extempor current issues
aneous) (Extemporaneous)
 Provide short  Compose a historical
exercises: asking for analysis in which
information through you explain how the
inquiry letter or issue became an
interview, response to issue
queries, incident
reports
Week
15-16  Communication for  Provide lecture and  Written and/or oral
work purpose (e.g.  Create clear, coherent, and class discussion on presentation (group
healthcare, education, effective communication effective reporting) of a
business and trade, materials. communication and medical
law, media, science and oral presentations in case/business
technology  Present ideas persuasively the workplace proposal/media
using appropriate language  Present analysis of campaign
registers, tone, facial different proposal/program
expressions, and gestures. communication or project proposal
materials for addressing a
 Adopt awareness of audience  Write exercises on health
and context in presenting communication issue/problem
ideas. materials for the (using
workplace (e.g. communication aids
minutes, memo, and strategies -tools
requests, of technology)
business/technical/inc
ident reports, letters)
Week
17-18  Communication for  Write and present academic  Provide lecture and  Analysis Papers (e.g.,
academic purposes papers using appropriate tone, class discussion on literary analysis,
(e.g. research-based styles, conventions and communication for political science
journal or magazines reference styles academic purposes analysis paper)
article, etc.) and/or Technical
 Present ideas persuasively  Present independent Papers (for journal
using appropriate language research (topic article or magazine
registers, tone, facial proposal, literature article) on political,
review, data gathering,
 expressions, and gestures. data analysis) social, cultural,
economic or health,
 Adopt awareness of audience environment issue
and context in presenting  Academic
ideas. Presentations (e.g.,
paper presentations
for a
local/international
conference; lecture
presentations for a
local/international
forum) of
analysis/technical
paper
 Final project:
Multimodal
Advocacy campaign
(print, audio, visual,
% EQUIVALENT NUMERICAL
web-based)
RATING current
addressing
97-100 1.0
issues tackled in
previous tasks (e.g.,
94-96 1.25
good governance,
91-93 responsible
1.5
citizenship, disaster
88-90 preparedness,
1.75
environmental
85-87 preservation,
2.0
poverty reduction,
82-84 2.25
etc.)
FINAL EXAM 79-81 2.50
Grade Components and Corresponding Weight:
76-78 2.75

75 3.0

BELOW 75 5.0
Final Rating
Lacks Requirements and /or final exam INC

Dropped DRP
Midterm Grade ……………………….40%

Final ……………………………………….60%

Criteria for Assessing Students’ Competence

Written Works (Quizzes, Assignments, Activities) 20%

Performance-Based Assessment 60%

a. Work Attitude 5%
b. Observance of Safety Measures 5%
c. Performance
(reporting/hands-on/practical exam) 30%
d. Projects 20

Term Exam or Quarterly Assessment (mid/final) 20% Total : 100%

REFERENCES:
 Competency -Based Learning Materials
Prepared by: Verified by Concurred by: Approved by:

VALERIE L. BETACHE IVY M. NAZARETH, Ph.D. ROLANDO P. MALALAY Ph.D.

Visiting Lecturer Associate Dean Dean, CTE