Instructor:

Subject: Purposive Communication

Course: EDUCATION 1

TEACHING GUIDE

Week 1

Learning Competencies:
Content/ Topic:
- The learners will describe the principles and processes of
communication as embodied in the communication models
provided.
- The learners will understand the importance of
communication in society by writing a reflective essay.
- The learners will relate the communication models in their
experiences and apply them to their own communication
processes.
Communication Models and Communication Ethics

Introduction of the course  Communication Models

The following topics will be discussed:

Instruction/ Delivery
 Communication Models
 Aristotle’s Model of Communication
 Shannon-Weaver’s Model of
Communication

Motivation  Small Group Discussion

 Group Presentation with Rubrics
 Group Presentation with Rubrics
Practice (Each group will present to the class the task
given to them to)
 Reflection
(Students will reflect with the conversation they
have had in the past. They will share to the class
what they have realized about how they
communicate with other people)
 Message Relay
(Students are expected to relay the correct
message to the receiver. In doing so, they will
know how important communication is)
 Written Output with Rubrics
(Students are ask to write the lesson they have
learned in the activity in connection with the topic
being discussed)

Enrichment  Students will be asked with the following

questions:
 Why is communication important to you?
 Why is communication important to society?
 Why do you think communication skills are
considered to be essential in being good citizens?

 Relate the communication models to their

Evaluation experiences and apply them to their own
communication processes. ((Essay)
 Apply the ethical principles to their
communication process.
Week 2

Learning Competencies: -Know the principles and processes of communication as

embodied in the communication models provided.

- Understand the importance of communication in society.

- Apply these ethical principles to their communication

process.

Content/ Topic: Communication Models and Communication Ethics

Introduction of the course  Communication Models

Instruction/ Delivery The following topics will be discussed:

 Communication Models
 Osgood- Schramm Model of Communication

 White’s Stages of Oral Communication

Motivation  Students will be asked to draw on a paper how

they communicate in their everyday life.

 They will be asked to explain these to the class.

Practice  Individual Oral Recitation

(Students will be asked several questions that will

allow them to express their own thoughts and
ideas)

Enrichment  Students will be asked with the following

questions:
 What problems can happen when there are
communication breakdowns?
 What does Berlin mean when he says “(in
teaching writing), we are teaching a way of
experiencing a world, a way of ordering and
making sense of it”?
 Is this only true for writing?

 Individual Application of Communication Models

Evaluation
 Students will explain each communication model.
 They will use their own examples to explain the
model.
 They will illustrate the model through a skit, which
shows both successful communication and a
failed communication.
Week 3

Learning Competencies: -Know how to communicate in an ethical manner.

-Apply the ethical principles to their communication process.
Content/ Topic: Communications Ethics

Introduction of the course Ethical principles of communication

The following topics will be discussed:

Instruction/ Delivery
 The four (4) ethical principles of communication
 First. Advocate truthfulness, accuracy, honesty,
and reason as essential to the integrity of
communication.
 Second. Freedom of expression, diversity of
perspective, and tolerance of dissent to achieve
the informed and responsible decision-making
fundamental to a civic society.
 Third. Condemn communication that degrades
individuals and humanity through the expression
of intolerance and hatred.
 Fourth. Accept responsibility for the short- and
long-term consequences of our own
communication and expect the same of others.

 Students will be grouped into 4.

Motivation They will have a role playing of a task given to
them.

 The class will be divided into 5 groups.

Practice Each group should prepare a skit that will show
one ethical principle and what could happen
when it is violated. Groups are encouraged to get
real-world examples from current events.
 Group 1: The first ethical principle
 Group 2: The second ethical principle
 Group 3: The third ethical principle
 Group 4: The fourth ethical principle

 Students will be asked by the following questions:

Enrichment  Why is it important to be ethical in
communicating today?
 Is honesty still a virtue valued today? Why or
why not?
 When you think of politicians today, would you
say that they have been communicating in an
ethical manner?
 Who comes to mind on the subject of violating
the ethics of communication?

 Individual (Essay writing)

Evaluation  Why do people communicate in an unethical
manner? What consequences can you think of
because of this?
 Give historical examples that show how
intolerance of dissent has been a problem for
certain sectors of society?
 Give historical examples that show why hate
speech is a problem?
Week 4

Learning Competencies: -Understand the implications of globalization on

communication.
-Being able to explain the notion of World Englishes in the
context of English being a global language.
-Use Standard English and bias-free language in writing.

Content/ Topic: Communication and Globalization

Introduction of the course Globalization on communication

Instruction/ Delivery The following topics will be discussed:

 Communication and Globalization
 Globalization
 World Englishes
 Readings in World Englishes
 Culturally Sensitive and Bias-Free Language
 Race and Ethnicity
 Gender and Sexual Orientation
 Social Class
 Age
 Disabilities

Motivation  Audio Visual Presentation

 Watch “The History of English in Ten Minutes”

posted by The Open University on YouTube.
After watching it, come up with your own list of
the factors that led English to take on its global
status.

Practice  Students will be asked to go to the library and look

for a video clip on YouTube of a person speaking
a variety of English that you like. They will share
the video with their classmates and list and
describe at least three features of accent/
pronunciation, word choices, and unique
expression.

Enrichment  List examples of the following characteristics of

Philippine English:
 Two pronunciation features
 One grammatical features
 Two unique expressions from Philippine English
and their more commonly understood equivalent.

Evaluation  Explain the notion of World Englishes in the

context of English being a global language
 Debate regarding the description of autistic
persons or person with autism.
Instructor: Ms. Celeste B. Montibon
Subject: Purposive Communication
Course: EDUCATION 1

TEACHING GUIDE

Week 5

Learning Competencies: - Students will be able to use Standard English and

bias-free language in writing.
-Know the general principles to follow when referring to
different culture.

Content/ Topic: Culturally Sensitive and Bias-Free Language

Introduction of the course  Importance of awareness in practicing cultural

sensitivity.

Instruction/ Delivery The following topics will be discussed:

 Culturally Sensitive and Bias-Free Language
 Race and Ethnicity
 Gender and Sexual Orientation
 Social Class
 Age
 Disabilities

Motivation  Interactive Classroom Reporting

 Group Presentation with Rubrics

 Group Presentation with Rubrics
Practice (Each group will present to the class the task
given to them to)

 Message Relay
(Students are expected to relay the correct
message to the receiver. In doing so, they will
know how important communication is)
 Written Output with Rubrics
(Students are ask to write the lesson they have
learned in the activity in connection with the topic
being discussed)

Enrichment  Students will be asked with the following

questions:
 Why is communication important to you?
 Why is communication important to society?
 Why do you think communication skills are
considered to be essential in being good citizens?

 Relate the communication models to their

Evaluation experiences and apply them to their own
communication processes. ((Essay)
 Apply the ethical principles to their
communication process.
Instructor:
Subject: Purposive Communication
Course: EDUCATION 1

TEACHING GUIDE

Week 6

Learning Competencies: - Know the principles and methods of and research in the
twenty-first century.
- Know the characteristics of academic writing by reading
excerpts from academic papers.

Content/ Topic: Academic Research and the Documented Essays in

the Twenty-First Century

Introduction of the course Academic Research and the Documented Essays

 Interactive Classroom Discussion/Reporting

Motivation
 Organize bibliographic information from a variety
of sources into a sample reference list
 Brainstorming

The following topics will be discussed:

Instruction/ Delivery
 Specific and Clear Language
 A Balanced and Credible Voice
 Socially and Culturally Relevant Topics
 Documented Essays
 Documented Essays versus Standard Essays
 What is Plagiarism?
 Telltale sign of plagiarism
 Effects of plagiarism
 The Principles of Documentation
 Writing a Documented Essay and Avoiding
Plagiarism
 Sample Documented Essay

 Written Output with Rubrics

Practice
 Write a paragraph using a register (language and
style) appropriate to the academic context.

Enrichment  Writing and organizing the bibliography

 Organize bibliographic information from a variety
of sources into a sample reference list.
 Write a paragraph using a register
Evaluation
(language and style) appropriate to the academic
context.
 Writing a documented essay
Week 7 FIRST TRINAL EXAMINATION
Instructor:
Subject: Purposive Communication
Course: EDUCATION 1

TEACHING GUIDE

Week 8

Learning Competencies: -Conceptualize an original argument or thesis on a

relevant social or cultural issue

-Organize supporting ideas into a working plan or

Outline

Content/ Topic: Critical Thinking, Collaboration and the Writing Process

And Concepts of Social and Cultural

Introduction of the course The writing process

Motivation Small Group Discussion

Instruction/ Delivery The following topics will be discussed:

 Writing as a Process
 The Pre-Writing Stage of the Writing Process
 Asking Research Questions and Establishing
the Significance of One’s Research
 Composing a Thesis Statement
 Preparing a Writing Outline
 The Writing Stage of the Writing Process
 The Rewriting Stage of the Writing Process

 Concepts of Social and Cultural Significance in

the Philippines
 Writing about Concept

Practice  Output Presentation with Rubrics

 Oral Recitation

Enrichment Pre-writing, Writing and Rewriting a Documented

Paragraph

Evaluation  Individual Assessment

 Write a paragraph that integrates original

ideas with properly documented quotations,
paraphrases, and/or summaries from a variety
of supporting sources.
 Writing a concept paper
Instructor:
Subject: Purposive Communication
Course: EDUCATION 1

TEACHING GUIDE

Week 9-10

Learning Competencies: - Know the principles that guide professional communication

Content/ Topic: The Principles of Professional Communication

Introduction of the course Professional communication

Motivation Interactive Classroom Discussion

(Graded Oral Recitation with Rubrics)

Instruction/ Delivery The following topics will be discussed:

 Corporate Culture and Professional

 Communication
 Professional Purpose
 Audience of Professional
 The Style of Professional Writing
 Professional Language
 Genres of Professional Writing
 Business Letter Template
 Memo Template
 The Design Principles of Professional Writing

Practice  Role playing

(Using appropriate language for every situation
given)
 Reflection about the activity conducted

 Worksheet Activities
Enrichment (Applying the Principles of Professional Communication)
 Writing business letters
 Writing memorandums

 Apply these principles by revising professional

Evaluation
documents or excerpts from these
 Describe the purpose and features of the register
of professional communication
 Writing business letters and memorandum in
accordance with the principles of professional
writing.
Instructor:
Subject: Purposive Communication
Course: EDUCATION 1

TEACHING GUIDE

Week 11

Learning Competencies: Understand the importance of considering culture in workplace

communication in the twenty-first century

Content/ Topic: Intercultural Issues in Workplace Communication

Introduction of the course Workplace communication in the twenty-first century

Motivation  Small Group Discussion

 Skit presentation (By group)
(The class will be divided into 6 groups. Each group will
present a play with regards to the topic being discussed)
 Each group will have a representative to share to
the class of what they have learned in the
presentation.

Instruction/ Delivery The following topics will be discussed:

 Communication and the Twenty-First Century

 Workplace
 Cultural Differences
 Effective Intercultural Communication
 Directness Versus Circumlocution
 Personal/Friendly Language Versus
 Respectful Language

Practice  Writing Professional Correspondence

 Group activity

Enrichment  Individual Assessment

(Identify the cultural factors that influence intercultural or
cross-cultural communication.)

Evaluation  Individual Assessment

Apply the principles of effective intercultural
communication in the writing of professional
correspondence.
 Paper-pen Assessment (Quiz)
Week 12 SECOND TRINAL EXAMINATION
Instructor:
Subject: Purposive Communication
Course: EDUCATION 1

TEACHING GUIDE

Week 13-14

Learning Competencies: - Construct basic workplace documents based on the

principles of corporate/professional communication

- Effectively introduce oneself and answer questions in a

scenario simulating the job interview.

Content/ Topic: The Philippine Workplace

Introduction of the course Simulating the Philippine Workplace

Motivation  Interview with rubrics

(Draw lots for the type of interview)
(By group and each group should have a representative)

Instruction/ Delivery The following topics will be discussed:

 Professional Correspondence
 Memos
 Business Letter

 Work Email
 The Job Application Process
 Cover Letter and Resume

 Job Interview
 Before the Interview
 During the Interview
 Mock Job Interview

 Write an effective cover letter and resume based

Practice
on the guidelines for the job application process.

 Writing workplace documents

Enrichment
 Cover letter
 Resume
 Memo

 Mock Interview with rubrics

Evaluation
Individual Assessment
 Effectively introduce oneself and answer
questions in a scenario simulating the job
interview
Instructor:
Subject: Purposive Communication
Course: EDUCATION 1

TEACHING GUIDE

Week 15

Learning Competencies: -Know how to create a solid argument

- Understand several logical fallacies and how to spot them

Content/ Topic: Persuasive Speech

Introduction of the course The Importance of Persuasive Speech

Motivation  Small Group Discussion

(Each group will view the given videos from YouTube

and discuss which ones the class considered to be more
or less persuasive)

 Each group has a representative to discuss their

output to the class.

Instruction/ Delivery The following topics will be discussed:

 The Basics of Argumentation

Practice  Interactive Classroom Discussion/Reporting

 Output Presentation with Rubrics
 Oral Recitation

Enrichment  Individual Assessment

 Each student will have to present a persuasive

speech.

Evaluation  Oral Presentation

 Give persuasive speeches with excellent

logical reasoning and argumentation
 Reflection of the activity
Instructor:
Subject: Purposive Communication
Course: EDUCATION 1

TEACHING GUIDE

Week 16

Learning Competencies: -Know how to create a solid argument

- Understand several logical fallacies and how to spot them

- Take part in a corporate conference

Content/ Topic: Persuasive Speech

Introduction of the course Persuasive Speech in Private and Public Institutions

Motivation  Group Presentation with Rubrics

 Product presentation
 Reflection of the activity

Instruction/ Delivery The following topics will be discussed:

 Pitch a project

 Market a product

 Insight papers

Practice  Pitching a project (small group activity)

 Audio Visual Presentation

Enrichment  Graded Oral Recitation

 Essay Writing

 Participate in a Marketing Fair

Evaluation
(small group activity)
 Organizing a Corporate Conference
(group activity)
 Paper-pencil assessment (Quiz)
 Essay writing
(Compare and contrast Persuasive Speech in Private
and Public Institutions)

Week 17 THIRD TRINAL EXAMINATION