Learning Material

PURPOSIVE COMMUNICATION

S.Y. 2023 - 2024

 TABLE OF CONTENTS

COURSE OVERVIEW

TABLE OF CONTENTS

I. PRELIMINARY
COMMUNICATION IN THE GLOBAL WORLD

Lesson 1: Communication Processes, Principles, and Ethics

Lesson 2: Communication and Globalization

Lesson 3: Local and Global Communication in Multicultural Settings

Lesson 4: Forms of Language Registers

II. MIDTERMS
WRITTEN COMMUNICATION FOR WORK PURPOSES

Lesson 5: Subject-Verb Agreement

Lesson 6: Writing an Application Letter

Lesson 7: Writing a Resume

Lesson 8: Writing a Memorandum

III. PRE-FINALS
SPOKEN COMMUNICATION FOR ACADEMIC AND WORK PURPOSES

Lesson 9: Introduction to the Sounds of English

Lesson 10: Tips for Presentation

Lesson 11: Tips for Interview

IV. FINALS
BECOMING BETTER COMMUNICATORS

Lesson 12: How to Avoid Plagiarism by Colonia, 2023

Lesson 13: Public Announcements (Audio, Video, Audiovisual)

PRELIMINARY
COMMUNICATION IN THE GLOBAL WORLD
Course Purposive Communication

Term Preliminary

Lesson No. 1

Topic Communication Processes, Principles, and Ethics

Objectives At the end of the lesson, the students should be able to:
➢ Explain the process and principles of communication,
➢ Practice the ethical considerations in communication, and
➢ Illustrate the process of communication through a diagram.

LESSON PROPER

INTRODUCTION

Communication is inevitable. Our need for self-expression leads us

to communicate not only our thoughts but also our feelings.
Communication could be done verbally or nonverbally. A simple “Good
morning!” is a verbal expression of respect and recognition to another
person. A simple yawn of a student during class is a non-verbal
expression of boredom or uninterest to the teacher. Therefore, it can be
said that the words we say and the actions that we do are our forms of
communication.

In this lesson, we will delve into the process of communication, the

principles of communication, and the ethical considerations in
communication.

PRE-DISCUSSION ACTIVITY

Answer the questions briefly.

THE COMPONENTS OF COMMUNICATION PROCESS

1. SOURCE. The sender crafts the message. They are the writer,
speaker, or doer of the message.

2. MESSAGE. The message is the content or meaning shared

between the sender and the receiver.
 3. CHANNEL. The channel is the means by which the message is
delivered. It could be through written letters, chats/texts, emails,
audio call, video call, or face-to-face.

4. RECEIVER. The receiver is the person who receives the message.

They are expected to carefully read or listen to the sender to
understand the message and construct feedback.

5. FEEDBACK. In any communication, feedback is essential to

confirm that the message was successfully delivered by the sender
and was clearly understood by the receiver. However, feedback is
not always present in all communication processes.

6. INTERFERENCE. This refers to any barriers that prevent effective

communication such as a) psychological barriers, b) physical
barriers, c) cultural barriers, and d) mechanical barriers.

THE PRINCIPLES OF EFFECTIVE COMMUNICATION

Michael Osborn (2009) claims that certain standards must be met for
communication to be effective. The following are the principles of effective
communication:

CLARITY. Fuzzy language is absolutely forbidden such as jargon,

cliche expression, euphemisms, and doublespeak language.

CONCRETENESS. Messages must be supported by facts such as

research data, statistics or figures. To achieve concreteness,
abstract words must be avoided.
COURTESY. It involves being polite in terms of approach and
manner of addressing an individual.

CORRECTNESS. Glaring mistakes in grammar obscures the

meaning of a sentence. Also, the misuse of language can damage
your credibility.

CONSIDERATION. Messages must be geared towards the

audience. The sender of a message must consider the recipient’s
profession or level of education when delivering a message.

CREATIVITY. It means having the ability to craft interesting

messages in terms of sentence structure and word choice.
 CONCISENESS. Simplicity and directness help you to be concise.
Avoid using lengthy expressions and words that may confuse the
recipient.

CULTURAL SENSITIVITY. With the increasing emphasis on

empowering diverse cultures, lifestyles, and races and the pursuit
for gender equality, cultural sensitivity becomes an important
standard for effective communication.

CAPTIVATING. You must strive to make messages interesting to

command more attention and better responses.

ETHICAL CONSIDERATIONS IN COMMUNICATION

1. Respect the audience.

2. Consider the result of communication.
3. Value truth.
4. Use information correctly.
5. Do not falsify information.

POST DISCUSSION ACTIVITY

Course Purposive Communication

Term Preliminary

Lesson No. 2

Topic Communication and Globalization

Objectives At the end of the lesson, the students should be able to:
➢ Describe the concept of globalization, and
➢ Examine how communication impacts globalization.
 LESSON PROPER

INTRODUCTION

Globalization is the communication and assimilation among

individuals, ethnicities, races, institutions, and governments supported by
technology and compelled by international trade. Due to globalization, you
become more exposed to diversity. You start appreciating the uniqueness
or differences in gender preference, color, age, religious affiliation,
ethnicity, education, social and economic status and political beliefs.
Globalization is not a new process or concept. Years before the advent of
technology, societies had been interacting with each other through the
proess of trading.

PRE-DISCUSSION ACTIVITY

Image from: https://www.stickpng.com/img/people/hands/hand-holding-earth

COMMUNICATION AND GLOBALIZATION

Communication has since been increasingly global, blurring

boundaries among countries. The ability to communicate effectively in a
global setting can be a challenge. Hence, to effectively communicate in a
global context, a general understanding of the differences in conducting
communication from one country to another or from one culture to another
helps avoid miscommunication.

People's background and experiences influence their view of the

world and the values, beliefs and behavior patterns assumed to be good.
The following are possible cultural barriers to effective communication in a
global environment:

1. Lack of knowledge of others' culture

2. Discrimination and harassment
3. Language differences

To get the desired outcome or response, the above barriers must be

properly addressed. It is the responsibility of the parties involved in the
communication process to eliminate the possible hindrances in their
exchange. The goal of effective global communication is to achieve
communication that gets the desired response leading to harmonious
connections. Krizan (2014) suggests these strategies to become an
effective communicator in the globalized world.

1. Review communication principles.

2. Analyze the message received.
3. Learn about cultures and apply what is learned.
4. Consider language needs.

POST DISCUSSION ACTIVITY

Course Purposive Communication

Term Preliminary

Lesson No. 3

Topic Local and Global Communication in Multicultural Settings

Objectives At the end of the lesson, the students should be able to:
➢ Explain the concept of multiculturalism,
➢ Differentiate local and global communications, and
➢ Defend their stance on the impact of culture to human connection.

LESSON PROPER

INTRODUCTION

Effective communication is as simple as sending a message to a

receiver, and the receiver decoding the message and understanding it,
and the sender gets appropriate feedback in return. However, due to
individual differences, such as age, gender, personality, and culture, the
message sent is sometimes interpreted incorrectly.

PRE-DISCUSSION ACTIVITY
WHAT IS CULTURE?

Culture is often defined as the learned patterns and attitudes shared

by a group of people (Martin & Nakayama, 2010). According to Geert
Hofstede (1984), a noted social psychologist, culture is "the programming
of the mind." He said:

Every person carries within him or herself patterns of thinking,

feeling, and potential acting which were learned throughout [his or
her] lifetime. Much of [these patterns are] acquired in early
childhood, because at that time a person is most susceptible to
learning and assimilating.

Hofstede (1984) described how patterns are learned and developed

through one's day to day interactions with his surroundings with his family,
community, school, work, and so on (Martin & Nakayama, 2010). Culture
shapes one's perceptions and ideas, which in turn, would also shape how
one interacts, gives meaning to and draws meanings from the signs,
symbols, and messages he or she may encounter every day.

INTERCULTURAL COMMUNICATION

The differences of cultures and backgrounds affect communication.

In fact, culture becomes a significant determiner of how people approach
any form of communication. One's environment can significantly change
their perception about certain issues in society which in turn would also
determine how they would communicate the ideas they want to tackle.

In addition, people from different backgrounds often encounter

difficulties in processing meanings and understanding messages due to
the difficulties in understanding certain factors of communication such as
language, context, and meaning. Communication problems often occur
when there is a lack of understanding about how certain cultures "work."

Ultimately, the only way to lessen miscommunication in an

intercultural context is to understand that no two individuals are alike and
that every person comes from a background that may be different from
one another. It is only by observing and learning the cultures of other
people that one can possibly lessen the gap created by cultural
differences.
 IMPROVING INTERCULTURAL COMMUNICATION SKILLS

● Participate in intercultural group interactions

● Learn about cultural sensitivity and awareness
● Be open-minded and receive feedback
● Go travel! Either physically or virtually

POST DISCUSSION ACTIVITY

Course Purposive Communication

Term Preliminary

Lesson No. 4

Topic Forms of Language Registers

Objectives At the end of the lesson, the students should be able to:
➢ Differentiate the forms of language registers, and
➢ Write dialogues using different registers.

LESSON PROPER

INTRODUCTION

Essays in exams and application forms are usually evaluated based

on content, communicative achievement, organization, and language.
Communicative achievement focuses on how appropriate the writing is for
the task and whether the writer has used the appropriate register.
Language register is the level of formality with which you communicate.
Different situations and people call for different registers. When writing
essays and letters, you, as a candidate, need to think carefully about who
the target reader is and try to write in an appropriate style and tone.

PRE-DISCUSSION ACTIVITY

FORMS OF LANGUAGE REGISTER

Language register is the form and style of your writing. The following
are the different forms of language registers:

A. Formal Register. This form of language register is most

appropriate in professional and business writing. It is impersonal
which means that it requires strict implementations of rules in
standard writing and is written without considering emotions.

Examples: business letters, business reports, announcements,

official speeches, professional emails

B. Informal Language Register. Informal writing is written in the way

we talk to our friends and family. This form is used when writing to
someone you know very well.

Examples: personal emails, short notes, most blogs, phone texts,

friendly letters, diaries, journals, chats

C. Neutral Register. Some writings are written in a neutral language,

which means that they are not specifically formal or informal,
positive or negative. It is used with non-emotional topics.

Examples: reviews, some letters, technical writing, articles, some

essays, some reports
 D. Static Register. This type of communication rarely or
never changes. It is “frozen” in time and context.

Examples: prayers, pledge of loyalty, vows, rituals, the Bible

E. Consultative Register. Here, users engage in a mutually accepted

structure of communication. It is formal, and societal expectations
accompany the users of this speech. This is for professional
discourse.

Examples: doctor and patients, lawyer and client or judge, teacher

and students, etc.

F. Casual Register. This is an informal language used by peers

and friends. Slang, vulgarities, and colloquialism are normal. This
is called a “group” language. One must be a member to engage in
this register.

Examples: buddies, teammates, chats, emails, blogs, and letters

G. Intimate Register. This communication is private. It is reserved for

close family members or intimate people.

Examples: intimate partners, boyfriends, girlfriends, close relatives

POST DISCUSSION ACTIVITY

MIDTERMS
WRITTEN COMMUNICATION FOR WORK PURPOSES
Course Purposive Communication

Term Midterms

Lesson No. 5

Topic Subject-Verb Agreement

Objectives At the end of the lesson, the students should be able to:
➢ Understand the rules of subject-verb agreement,
➢ Identify phrases that violate the rules of SVA, and
➢ Create sentences employing the rules of SVA..

LESSON PROPER

INTRODUCTION

Subject-Verb Agreement is a fundamental aspect of English

grammar as it ensures clear and effective communication. It establishes a
harmony between the subject and the verb in a sentence, ensuring that
they agree in number and person. The agreement between the subject
and verb forms the structural foundation of a sentence which contributes to
its coherence and grammatical correctness.

In this lesson, learning Subject-Verb Agreement is not merely an

academic exercise but a practical skill that will allow you to enhance your
communication. As you delve into the rules of Subject-Verb Agreement,
you will gain the ability to construct sentences that are not only
grammatically correct but also convey your ideas with precision and clarity.
Understanding its grammar concept will allow you to express yourselves
confidently in various contexts such as in academic writing, professional
communication, or everyday conversation.

PRE-DISCUSSION ACTIVITY
 VERBS
NOUNS PRONOUNS
BASE FORM S-FORM

Ex She rides

RULES IN SUBJECT-VERB AGREEMENT

Subjects and verbs must agree in number. It is important to use

appropriate verbs for each subject to form a coherent sentence.

1. If the subject is singular, the verb must be singular too.

Example: She writes every day.

Exception: When using the singular "they," use plural verb forms.

Example: The participant expressed satisfaction with their job.

They are currently in a managerial role at the organization.

2. If the subject is plural, the verb must also be plural.

Example: They write every day.

Sometimes, however, it seems a bit more complicated than this.

3. When the subject of the sentence is composed of two or more

nouns or pronouns connected by and, use a plural verb.

Example: The doctoral student and the committee members

write every day.

Example: The percentage of employees who called in sick and the

 number of employees who left their jobs within 2 years are
reflective of the level of job satisfaction.

4. When there is one subject and more than one verb, the verbs
throughout the sentence must agree with the subject.

Example: Interviews are one way to collect data and allow

researchers to gain an in-depth understanding of participants.

Example: An assumption is something that is generally accepted

as true and is an important consideration when conducting a
doctoral study.

5. When a phrase comes between the subject and the verb,

remember that the verb still agrees with the subject, not the
noun or pronoun in the phrase following the subject of the
sentence.

Example: The student, as well as the committee members, is

excited.

Example: The student with all the master’s degrees is very

motivated.

Example: Strategies that the teacher uses to encourage

classroom participation include using small groups and clarifying
expectations.

6. When two or more singular nouns or pronouns are connected

by "or" or "nor," use a singular verb.

Example: The chairperson or the CEO approves the proposal

before proceeding.

7. When a compound subject contains both a singular and a

plural noun or pronoun joined by "or" or "nor," the verb
should agree with the part of the subject that is closest to the
verb. This is also called the rule of proximity.

Example: The student or the committee members write every day.

Example: The committee members or the student writes every

day.
8. The words and phrases "each," "each one," "either," "neither,"
"everyone," "everybody," "anyone," "anybody," "nobody,"
"somebody," "someone," and "no one" are singular and
require a singular verb.

Example: Each of the participants was willing to be recorded.

Example: Neither alternative hypothesis was accepted.

Example: I will offer a $5 gift card to everybody who participates in

the study.

Example: No one was available to meet with me at the preferred

times.

9. Noncount nouns take a singular verb.

Example: Education is the key to success.

Example: Diabetes affects many people around the world.

Example: The information obtained from the business owners was

relevant to include in the study.

Example: The research I found on the topic was limited.

10. Some countable nouns in English such as earnings, goods,

odds, surroundings, proceeds, contents, and valuables only
have a plural form and take a plural verb.

Example: The earnings for this quarter exceed expectations.

Example: The proceeds from the sale go to support the homeless

population in the city.

Example: Locally produced goods have the advantage of shorter

supply chains.

11. In sentences beginning with "there is" or "there are," the

subject follows the verb. Since "there" is not the subject, the
verb agrees with what follows the verb.
 Example: There is little administrative support.

Example: There are many factors affecting teacher retention.

12. Collective nouns are words that imply more than one person
but are considered singular and take a singular verb. Some
examples are "group," "team," "committee," "family," and
"class."

Example: The group meets every week.

Example: The committee agrees on the quality of the writing.

POST DISCUSSION ACTIVITY

Course Purposive Communication

Term Midterms

Lesson No. 6

Topic Writing an Application Letter

Objectives At the end of the lesson, the students should be able to:
➢ Write an application letter, and
➢ Use the right tone in persuading a prospective employer.

LESSON PROPER

INTRODUCTION

Having no experience in the job or position you are applying for may
be dreadful and frustrating for an applicant. Even though you do not have
those experiences, you would be able to get the job if you develop your
personal brand which you will be articulating not only in your resume and
interview but also in your application letter.

PRE-DISCUSSION ACTIVITY

Meet Mr. A and Ms. B.

Mr. A likes designer clothes. He comes from an affluent family who has
been in the clothing industry for decades. Unfortunately, Mr. A has been
more focused on his social life and failed to get a degree. Now, he wants
to work in the clothing industry.

Ms. B is passionate about clothes. She lives a well-to-do life and partakes
in a lot of part-time job opportunities to support her studies. Now, Ms. B
holds a degree in fashion and marketing. She also wants to work in the
clothing industry.

WHAT IS AN APPLICATION LETTER?

The application letter is generally the first thing an employer would

see, and it should motivate them to read your resume. It should provide a
positive impression since it contains your claims that you have the
qualifications that they are looking for.

An application letter serves as a formal introduction of yourself to the

employer and it goes with the resume. It must leave a favorable
impression on the employer so you can get an interview. This will be
achieved based on how the letter is written and presented.

Below is an example of an application letter which cites details that

are specifically tailored to a particular position.

FEATURES OF AN APPLICATION LETTER

1. Qualifications

In an application letter, you should indicate the skills you possess

that match the expectations of the company you want to work for. It
should clearly discuss the reasons why they should want to meet
you for an interview.

2. Pleasing Tone

You need to go beyond simply stating your accomplishments. It is

essential that you demonstrate that you will be the kind of
 employee the company would want to hire. Presentation is also
important, your letter should be neat and error-free.

3. Format

Application letter typically follows a prescribed format which is a

conventional businesslike format. The most common is the block
format shown in the example. It includes the applicant’s address,
the date, the recipient's name and address, a situation, the
message, a closing, and a signature.

GUIDELINES FOR WRITING AN APPLICATION LETTER

1. Focus

An application letter is not a personal letter and should not be

chatty. Keep it focused. When you are applying for a position, only
include information relevant to the position.

2. Stay on topic

State the reason for the letter. Unlike essays, letters need to
directly introduce their reason for being written, usually in the first
paragraph. For instance, when you are applying for a particular
position, you should state the purpose of your letter in the first
sentence: “I am writing to apply for the [Job Position] at [Name of
Company].”

3. Think of your letter as an argument

Writing an application letter is like creating an argument. Since you

are making a claim that you are qualified for a certain position, you
need to support your claim by providing reasons and evidence.

4. Choose an appropriate salutation

Make sure to use the appropriate salutation to address the

recipient of the letter. A salutation is a greeting or expression of
goodwill that is used at the beginning of a letter, email, or other
forms of written communication. It is a way to address the recipient
in a polite and respectful manner. Common salutations include
"Dear," "Hello," "Hi," "Greetings," or other similar expressions.
 5. Proofread

Employers frequently receive numerous applications, making it

challenging to thoroughly review each one. Instances of typos or
grammar mistakes can create a negative impression and bias
against applicants. Such errors may lead the employer to question
the applicant's commitment to the position, as meticulous
proofreading is viewed as an essential aspect of the application
process. In order to stand out, aspiring candidates should aim for
perfection in their application letter.

POST DISCUSSION ACTIVITY

Course Purposive Communication

Term Midterms

Lesson No. 7

Topic Writing a Resume

Objectives At the end of the lesson, the students should be able to:
➢ Identify the features of a resume, and
➢ Write an appropriate print and scannable resume.

LESSON PROPER

INTRODUCTION

In writing a resume, you start by doing an inward assessment of

yourself and by asking the questions, “How can I encourage the employer
to pay attention to my resume?” and “What kind of resume should I use?”.
These questions may be your starting point in fitting your qualifications,
skills, and experiences in creating your effective resume.

PRE-DISCUSSION ACTIVITY

WHAT IS A RESUME?

A resume is a persuasive summary of your qualifications for

employment. If you are in the job market, having a resume makes you look
well organized and prepared to your prospective employers. Together with
this text is an application letter or a cover letter that introduces you to
these employers. Writing these two texts may also serve as an
ego-building experience: the person who looks so good on paper is you!

When you send both to your prospective employers, you are making
an argument for why those employers should want to meet you or even
hire you. Moreover, writing a resume and application letter is like writing an
advertisement selling your skills, talents, and abilities to the employers
who will likely sift through many applications to decide whom to grant an
interview. Thus, resumes and application letters require a level of care that
few other documents do.

Types of Resume

1. Print resumes are printed on paper for potential employers to

scrutinize. They are designed to emphasize key information using
bold or italic typeface.
2. Scannable resumes are designed to be read by computers;
 hence, the format should only include a single typeface and without
italics or bold letters.

Print Resume Scannable Resume

FEATURES OF A RESUME

1. Organization

There are different ways on how you can organize your resume
depending on your goals, experiences and qualifications. You can
organize a resume chronologically, functionally, or targeted.

a. Chronological resume is the general listing of all your

academic and work experience from the most recent to the
oldest.

b. Functional resume is organized around various kinds of

experience. If you wish to demonstrate a lot of experience
in more than one area and if you wish to downplay dates,
you may write this type of resume.

c. Targeted resume generally announces the specific goal up

to top, just beneath your name, and offers information
selectively. You can show only the experience and skills
 relevant to your goal.

2. Succinctness

A resume must be concise. Entries may not be written in sentences

but should be parallel. For instance, "Organized inventory records"
rather than "I organized inventory records." For a print resume, use
action verbs (organized, designed, etc...) rather than nouns
(organizer, designer etc...) to emphasize your accomplishments.
For a scannable resume, use nouns rather than verbs as key
words.

3. Comprehensiveness

A resume must present all important details that can gain the nod
of the prospective employer. In giving details, however, carefully
choose the words that you use. You may use the exact words in
the advertisement provided that they really reflect your experiences
or qualifications. Check all the information you provided - from the
contact information down the references. Make sure that all
information is reflected correctly and that those whom you placed
in the references know that you placed them as sources of
information for your employment before sending the resume.

4. Design

The resume should be reader-friendly and be professionally

packaged. For print resume, use appropriate spacing, section
headings, and uniform typeface for each headings. Scannable
resume, on the other hand, shall only have one standard typeface.

POST DISCUSSION ACTIVITY

Course Purposive Communication

Term Midterms

Lesson No. 8

Topic Writing a Memorandum

Objectives At the end of the lesson, the students should be able to:
➢ Explain the functions of a memorandum,
➢ Identify the key parts of a memorandum, and
➢ Construct a sample memorandum.

LESSON PROPER

INTRODUCTION

Memorandum, usually shortened to memo, is a Latin word for

“something to be remembered.” The Latin meaning points to the memo’s
chief function: to record information of immediate importance and interest
in the busy world of work. Memos are often brief but can contain official
announcements that serve a variety of functions, including

● making an announcements,
● giving instructions,
● clarifying a policies, procedures, or issues,
● changing a policies or procedures,
● alerting staff to problems,
● sending recommendations,
● providing a record of important matters,
● calling a meeting, etc.

Memos are usually written for an in-house audience. It keeps track of

what jobs are done where, when, and by whom; they also report on any
difficulties, delays, or cancellations and what the organization needs to do
about correcting or eliminating them.
PRE-DISCUSSION ACTIVITY

HOW TO WRITE MEMOS

1. Be timely. Don’t wait until the day of the meeting to announce it.
2. Be professional. Make sure that your memo is professionally
written, clearly organized, and properly spelled and punctuated.
3. Be tactful. Be polite and diplomatic. Do not be bossy and whiny.
4. Be mindful of your audience. Send your memos to the
appropriate individuals. Do not send your memo to those who don’t
have to read them.

PARTS OF A MEMO

Basically, the memo consists of two parts: the header, or the

identifying information at the top, and the message itself.

I. Identifying Information

This identifying information includes four easily recognized parts:

TO, FROM, DATE, and SUBJECT lines.

● TO. Write the name and job title of the individual(s) who will receive
your memo.
● FROM. Insert your name and your job title.
● DATE. Include the complete date when the memo was published.
● SUBJECT. The subject line serves as the title of your memo; it
summarizes your message. Be concise and be accurate.
II. The Message

In order for the memo to be effective, it should contain all the

necessary information that needs to be conveyed. It should answer the
following questions:

● WHO? Who is involved? Who will be affected by your message?

How many people are involved?
● WHEN? When did it happen? Is it on, ahead of, or behind
schedule? When does it need to be discussed or implemented?
● WHERE? Where did it take place or will it take place?
● WHY? Why is it an important topic?
● WHAT’S NEXT? What are the next steps that should be taken as a
result of the issues discussed in the memo? What are the
implications for the product, service, budget, staff?

Sample Memorandum
POST DISCUSSION ACTIVITY
PRE-FINALS
SPOKEN COMMUNICATION FOR ACADEMIC
AND WORK PURPOSES
Course Purposive Communication

Term Pre-Finals

Lesson No. 9

Topic Sounds of English

Objectives At the end of the lesson, the students should be able to:
➢ Memorize the 44 sounds of English,
➢ Recognize the subtle differences of each sound, and
➢ Demonstrate the pronunciation of the sounds with an American
accent.

LESSON PROPER

INTRODUCTION

Learning the sounds of English, or how we pronounce words, is a

key skill for effective communication. It involves understanding how
different sounds are made and how they impact the way we speak and
listen. It helps us say words correctly and grasp variations in pronunciation
that reflect different accents and dialects. This skill is particularly useful in
a world where communication often goes beyond language borders.

Additionally, knowing the sounds of English improves listening skills

which makes it easier for us to understand different accents and speech
patterns. This skill is beneficial in various areas, including language
interpretation, public speaking, and everyday conversations. As we
explore the sounds of English in this lesson, we acquire a better
understanding of how language works and further develop clear and
effective communication.

PRE-DISCUSSION ACTIVITY

GIVEN WORD SIMILAR SOUNDING WORD

LIT BIT
 MAD

BURN

PET

FEET

LOW

THE 44 SOUNDS (PHONEMES) OF ENGLISH

A phoneme is a speech sound. It’s the smallest unit of sound that

distinguishes one word from another. Since sounds cannot be written, we
use letters to represent or stand for the sounds. A grapheme is the written
representation (a letter or cluster of letters) of one sound. It is generally
agreed that there are approximately 44 sounds in English, with some
variation dependent on accent and articulation. The 44 English phonemes
are represented by the 26 letters of the alphabet individually and in
combination.

Phonics instruction involves teaching the relationship between

sounds and the letters used to represent them. There are hundreds of
spelling alternatives that can be used to represent the 44 English
phonemes. Only the most common sound / letter relationships need to be
taught explicitly.

The 44 English sounds can be divided into two major categories –

consonants and vowels. A consonant sound is one in which the air flow is
cut off, either partially or completely, when the sound is produced. In
contrast, a vowel sound is one in which the air flow is unobstructed when
the sound is made. The vowel sounds are the music, or movement, of our
language. The 44 phonemes represented below are in line with the
International Phonetic Alphabet.
 LEARNING TASK!

Watch this video on the pronunciation of the 44 phonemes in the English

language using an American accent. Practice and familiarize each sound.

Learn 44 Phonetic symbols (IPA) | American Accent

Course Purposive Communication

Term Pre-Finals

Lesson No. 10

Topic Tips for Presentation

Objectives At the end of the lesson, the students should be able to:
➢ Appraise the value of presentation,
➢ List the tips for a good presentation, and
➢ Present a problem or issue in class.

LESSON PROPER

INTRODUCTION

Mastering the art of delivering a compelling presentation is a

valuable skill that goes beyond academic or professional settings—it is a
fundamental aspect of effective communication. In this lesson, you will
learn some techniques to help you engage and impress your audience,
making your message clear and memorable.

Understanding these presentation tips is essential because they

apply to various situations. Whether you're presenting at work, school, or
even sharing ideas with friends, the ability to communicate effectively is a
valuable asset. These tips not only build confidence but also ensure that
your message comes across well and create a lasting impact on your
listeners.

PRE-DISCUSSION ACTIVITY
WHAT IS A PRESENTATION?

A presentation is a means of communication where a person, often

referred to as the presenter, shares information, ideas, or a message with
an audience. This activity typically involves an individual speaking in front
of a group of people with the help of visual aids such as slides, charts, or
any multimedia resources to support and enhance the spoken content.
Presentations can take different forms such as business pitches, academic
lectures, training sessions, or informal talks. They are also commonly used
in professional, educational, and social settings to convey information or
persuade an audience.

PRESENTATION TIPS

Effective presentations are characterized by clear communication,

engagement with the audience, and the ability to deliver the intended
message in a compelling manner. The following are some tips to make
your presentation effective and remarkable.

1. Keep it simple. Remember that less is more. Make your

presentation as simple as possible. You may follow the “10-20-30”
rule, which is to use 10 or fewer slides, keep your presentation
under 20 minutes and use at least 30-point font. This ensures a
clear and concise presentation.

2. Prepare and practice. When you are done putting together your
presentation, do not forget to dedicate time to practice. Be sure to
practice but not memorize your speech. If you memorize every line
of your presentation, it can be easy to get off track when you are
nervous or forget a word or two. Instead, prepare simple talking
points that can direct your presentation. Speak openly and be
confident in your knowledge on the subject.

3. Start strong. To captivate the attention of your audience, you can

start your presentation by doing the following.

● Present an interesting question, problem or anecdote.

● Quote an influential or interesting person
● Share a story that leads to the main topic of your
presentation.
● Show an interesting statistic, chart or image.
● Play a brief video that sets up your presentation.
 ● Make a statement that generates curiosity or shocks the
audience.

However you decide to start your presentation, make sure that it is

relevant to your presentation and supports the main message you
want your audience to remember at the end.

4. Show enthusiasm. It is necessary to show enthusiasm about your

topic. Displaying your interest and care for the topic or information
you are presenting will engage and capture the audience's
attention. People enjoy listening to people who are genuinely
excited about sharing their knowledge with others.

5. Learn from other people. It can be helpful to learn from other

great speakers. You can look for someone who you think has
exceptional skills in presenting and ask them for advice. Also, there
are countless online videos, classes and other resources dedicated
to improving presentation skills. Take time to study other
presentations, mimic the qualities you find effective and apply it in
your own presentation.

6. Improve body language, facial expressions and eye contact.

Your nonverbal communication is just as important as your written
and verbal content of your presentation. Below are some
techniques to leverage your body language, facial expressions and
eye contact.

● Move around the stage calmly instead of staying in one

place.
● Do not hide behind a podium or a table.
● Make eye contact with the audience to make your
presentation personal and conversational.
● Use gestures and facial expressions when explaining a
concept or showing excitement about a topic.
● Stand straight with your shoulders back and arms unfolded
to display confidence.

7. Use visuals. It is important to consider that there are people who

are visual learners. If a concept can be supported or more easily
explained with a visual aid, use them in your presentation.

8. Support your audience. Always consider the needs of your

audience by asking yourself, “What would make this learning
 experience the most enjoyable and effective possible?” You could
do it by explaining a difficult concept in more detail, moving around
the stage, or inviting your audience to participate in some way.

9. Use your voice. When speaking in front of an audience, make

sure that they can hear your voice properly. It is important that you
do not make your audience either strain to hear you or struggle to
pay attention to a speaker that is too loud.

10. Relax and enjoy. Being able to present a topic or information is a

huge accomplishment. In this case, you should enjoy yourself
during the process. If you are feeling anxious beforehand, place
your feet shoulder-width apart with fists on your hips, your chin
held high and a soft smile. Doing so increases confidence and
reduces nerves. Take several deep breaths.

There are many ways you could put up a great presentation in front
of a group of people but the discussion in this lesson will surely equip you
with useful tools for better communication. Whether you are talking in a
meeting, giving a talk, or just chatting with friends, these practical
strategies help you express yourselves clearly and confidently. By
understanding the importance of visuals, articulation, and conviction, you
essentially gain skills that go beyond presentations.

POST DISCUSSION ACTIVITY

Course Purposive Communication

Term Pre-Finals

Lesson No. 11

Topic Tips for Interview

Objectives At the end of the lesson, the students should be able to:
 ➢ Define interview and the interview process,
➢ Enumerate the tips for a successful interview, and
➢ Execute the tips in a mock in-person interview.

LESSON PROPER

INTRODUCTION

Interviews can be a bit intimidating but they are key moments that
can shape your career in the future. Understanding the importance of an
interview is simple – they prepare you for a big part of your career journey.
It is a gateway to jobs and opportunities, and how you present yourself can
make a big difference.

In a competitive job market, where first impressions count, knowing

interview tips is crucial. It is an investment in yourself, making you better at
explaining your experiences and skills in a way that impresses employers.

PRE-DISCUSSION ACTIVITY

The following questions are common during interviews. Try

answering them as best as you can.
WHAT IS AN INTERVIEW?

In the context of employment, interviews are commonly used by

employers to evaluate a candidate's qualifications, skills, experience, and
overall fit for a particular position within the organization. Interviews may
take various forms, including face-to-face meetings, phone interviews,
video interviews, or panel interviews with multiple interviewers.

The primary purpose of an interview is to allow the interviewer(s) to

learn more about the applicant and for them (applicant) to also learn more
about the job. During an interview, questions are asked to assess the
applicant’s capabilities, problem-solving skills, communication abilities,
and how well they might fit into the company or working environment. The
interview process is a critical step in the hiring process which helps
prospective employers to make informed choices about the most suitable
candidates.

THINGS YOU SHOULD DO TO PULL OFF A JOB INTERVIEW

The impression you make on the interviewer often can outweigh your
actual credentials. Your poise, attitude, basic social skills, and ability to
communicate are evaluated along with your experience and education.

You and the interviewer must engage in a conversation - a mutual

exchange of information and ideas. Only through such a dialogue can you
both determine if you, the organization, and the job are well matched.
Preparation is the key.

● Research the company. Knowing the mission and vision of the

company gives you an edge.
● Read the job description. Make sure that you understand the
roles of the job you are applying for.
 ● Be on time. This often means 10-15 minutes early. Interviewers
often are ready before the appointment.
● Know the interviewer’s name, its spelling, and pronunciation.
Use it during the interview. If you don’t know the name, call
beforehand and ask the secretary. Also, note the secretary’s name
in case you have to call back. Secretaries can influence the hiring
decision!
● Have some questions of your own prepared in advance. There
is nothing wrong with having a short list of questions and thoughts-
it shows you have done your research and want to know more
about the organization and the position.
● Greet the interviewer with a handshake and a smile. Remember
to maintain eye contact (which does not mean a stare down).
● Expect to spend some time developing rapport. Don’t jump
right in and get down to business. Follow the interviewer’s lead.
● Focus. On your attributes, your transferable skills, and your
willingness to learn; don’t apologize for a lack of experience;
describe your strengths in terms of what you can do for the
organization.
● Listen carefully to the interviewer. Be sure you understand the
question; if not, ask for clarification, or restate it in your own words.
Answer completely and concisely. Stick to the subject at hand.
● Be prepared for personal questions. Some interviewers may not
know what they can and cannot ask legally. Anticipate how you will
handle such questions without losing your composure.
● Close on a positive, enthusiastic note. Ask what the next step
will be. Thank the interviewer for his/her time and express your
interest in the job. Leave quickly and courteously with a handshake
and a smile.
● No interview is complete until you follow up with a thank-you
note. Express your appreciation for the interview and, if true,
reaffirm your interest. This last step can make a difference. Don’t
forget it.

POST DISCUSSION ACTIVITY

FINALS
BECOMING BETTER COMMUNICATORS
Course Purposive Communication

Term Finals

Lesson No. 12

Topic How to Avoid Plagiarism by Colonia, 2023

SPECIAL TOPIC

HOW TO AVOID PLAGIARISM? - Colonia, 2023

Whether you’re interviewing a subject matter expert or introducing

key findings from a report, third-party sources can lend extra authority to
your work. There’s a difference, however, between weaving external
sources into your writing for clout and misrepresenting the source’s ideas
or words as your own.

WHAT IS PLAGIARISM?

According to the Merriam-Webster dictionary, the verb to plagiarize

means:
“to steal and pass off (the ideas or words of another) as one’s
own : use (another’s production) without crediting the source”

The inclusion of the word “steal” in this definition, includes instances

when another’s ideas or words are intentionally used without crediting the
source. Even accidentally using another’s ideas or words without proper
citation, due to carelessness, falls under this definition since your work
tries to “pass off” another’s work as your own.

In our tech-forward culture, the simple act of copy-and-paste can

seem harmless, but it has serious consequences in academic and
professional settings.

WHY AVOID PLAGIARISM?

At its core, plagiarism is an ethical issue. A writer who submits

plagiarized work is committing theft with the hope of benefiting from that
theft. This is true whether you’re turning in a school paper to get an “A” or
are a writer by trade expecting monetary compensation.

Avoiding plagiarism is paramount as a writer because it

compromises your integrity. Aside from losing the respect of your mentors
and peers, it could cost you valuable professional referrals and future
career advancement. If you’re still in school, plagiarism may result in lost
financial aid or leadership roles.

Additionally, it takes credit or profit away from the original creator of

the work which may mean more trouble if the source takes legal action
against you.

5 WAYS TO AVOID PLAGIARISM

Fortunately, it’s not all scary. Avoiding plagiarism is actually easy to do

now that you have a foundational understanding of what it is. To help you
steer clear of this taboo, here’s how to avoid plagiarism in your writing.

1. Cite your source

When alluding to an idea or wording that’s not your own, add a
citation in your writing that identifies the full name of the source, the
date it was published, and any other citation element that’s
required by the style guide you’re adhering to.

2. Include quotations
If you insert a source’s words into your writing, verbatim, one of the
most simple yet obvious ways to avoid plagiarism is by using
quotation marks around the text to denote that the words aren’t
your own. A direct quote should also cite the source so that
readers know who the quote is from.

3. Paraphrase
Paraphrasing is rewriting a source’s ideas or information into your
own words, without changing its meaning. But be
careful—paraphrasing can slip into plagiarism if done incorrectly.
Successfully paraphrasing without plagiarizing involves a bit of a
dance. Reword and format your writing in an original way, and try
to avoid using too many similar words or phrases from the source.
The key is to do so without altering the meaning of the idea itself.
Remember, you’re still using another’s idea so you’ll need to
include a citation to the source.

4. Present your own ideas

Instead of parroting the source’s ideas or words, explore what you
have to say about it. Ask yourself what unique perspective or point
you can contribute in your writing that’s entirely your own. Keep in
mind that if you’re alluding to a source’s ideas or words to frame
 your own point, you’ll still need to apply the guidelines above to
avoid plagiarizing.
If you’re writing on the same topic for multiple assignments, it can
be tempting to recycle some of your previous words—this is called
“self-plagiarism”. The risk involved with self-plagiarism is just as
high if the publisher or your instructor didn’t give you permission to
reuse your old work.

5. Use a plagiarism checker

While conducting your research on a topic, some phrases or
sentences might stick with you so well that you inadvertently
include them in your writing without a citation. When in doubt, using
an online plagiarism checking tool can help you catch these issues
before submitting your work.

Reference:

Calonia, J. (2023, April 25). How to avoid plagiarism: 5 easy methods |

Grammarly. How to Avoid Plagiarism: 5 Easy Methods | Grammarly.
https://www.grammarly.com/blog/5-most-effective-methods-for-avoiding-pl
agiarism/

Course Purposive Communication

Term Finals

Lesson No. 13

Topic Public Service Announcements (Audio/Visual, Social Media)

Objectives At the end of the lesson, the students should be able to:
➢ Explain the function of PSAs in communication,
➢ Implement the guides to an effective PSA, and
➢ Produce an effective PSA.

LESSON PROPER

INTRODUCTION

“Wag! Masisira ang buhay mo.”

 "You are not alone. Call for help!"

“Drunk driving leads to heaven. Stop!”

These slogans share one thing in common: they are all call-to-action
messages. The first calls for people not to use drugs. The second
encourages people to seek help in times of despair. The last one tells
people to stop driving while drunk.

While the above examples are part of what we call public service
announcements (aka PSA). A PSA is a great inexpensive way to get your
message out to the public.

PRE-DISCUSSION ACTIVITY

Look at the posters below and explain what message they want to
convey to their readers.
WHAT IS A PSA?

Public service announcements, or PSAs, are short messages

produced using audio, visual, or the mix of both. They are usually
published on television, radio, or social media and are disseminated for
free in order to raise awareness of, and change public attitudes and
behaviors towards a social issue.

PSAs are inexpensive to produce and have been proven to be

effective at encouraging the audience to do something -- for example, call
a phone number for more information, use condoms, or have your pet
spayed or neutered.

GUIDE TO AN EFFECTIVE PSA

PSAs take a lot of forms. It can be a simple poster posted on walls or

published on social media platforms, a detailed audio recording played on
the radio, or an elaborate short film played on television or video sharing
platforms such as YouTube.
For the purpose of this module, we will only be focusing on the PSAs
in the form of a film. The following are guides and tips in creating an
effective PSA:

1. Decide whether a video PSA is the right format for your

message. Nowadays there are many avenues for getting the word
out to audiences about an issue. Before moving full speed ahead,
 determine whether the benefits and costs of creating a video PSA
are appropriate for your cause.
2. Identify your topic. Pinpoint the topic you want to focus on.
Develop the key message(s) you want your audience to absorb.
Specify what action you want viewers to take after seeing the PSA.
Are there current events or news stories that make some topics
particularly relevant?
3. Research the topic. Make sure that any data or claims you plan to
include in the PSA are backed by research and evidence.
4. Identify your audience. Clarify whom the PSA’s main message is
for. Researching and understanding what this audience cares
about can help target your message and final product
5. Determine the “hook” of your PSA. In order for your PSA to be
memorable, you have to think of a message that will hook your
audience. “Wag! Masisira ang buhay mo.” is a great example.
6. Create an outline or a storyboard. Write down the major points
you want to convey in the PSA, and start to structure the flow of the
video. Also, decide an appropriate length for the PSA. Typically,
they are 30 or 60 seconds in length only.
7. Write a script. Write the narration and/or dialogue for the PSA.
Use simple, conversational language. Keep your sentences
concise and to-the-point. Read your script aloud slowly and time its
length to make sure you’re on target. It also may be helpful to
create a script with two columns: one for the video’s audio content,
and one to describe visuals that accompany the audio. If your PSA
doesn’t 1 have any talking, you’ll still want to write out any text that
appears on screen and create storyboards to organize the flow of
text and images.
8. Film and produce the video. Make sure that your video is
professionally taken and edited. The quality of your video
production will be the make or fall of your PSA.

POST DISCUSSION ACTIVITY