MIDTERM MODULE

IN
PURPOSIVE COMMUNICATION

1|Purposive Communication
 UNIVERSITY OF CAGAYAN VALLEY
Tuguegarao City, Cagayan
SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

Name of Student: ____________________________________________________Year/Section: _______________

Subject: ______________________________________________________________ Instructor: _________________

MODULE- CHAPTER 3
COMMUNICATION AND GLOBALIZATION

Overview/ Introduction

The English language, being the country’s second language, is the language
used when we are in a multicultural or international setting. Knowing that the country
has a number of different languages and dialects, it is the English language that
bridges the communication process in a multicultural setting to attain understanding.
But although the use of the English language has been present for the longest time
already, many Filipinos are still not confident in using it especially when they are in a
multicultural setting.

Since you are a non-native speaker of the English language, there is always this
small voice that tells you that the message you have in mind will not be expressed the
way you intended it to. Because of this, you hesitate to express using the wrong words;
you do not give proper emphasis resulting to alteration of tone; you stutter because
you cannot find the correct words, etc. when this happens, you may use the non-verbal
form of communication to augment the encoding of your message.

Non-verbals may not have the same meanings in different cultures or different
countries but understanding these differences may help you get your message across.
In your generation, it is important to realize that interacting with people of different
cultures and race is something you must master because of globalization.

Learning Outcomes

1. Explain how cultural and global issues affect communication.

2. Appreciate the impact of communication in society and in the world.
3. Accomplish various tasks in relation to the different language registers and
factors affecting intercultural communication.

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Learning Objectives

At the end of the chapter, learners will be able to:

a. explain how cultural and global issues affect communication;

b. appreciate the impact of communication in society in the world; and
c. accomplish various tasks in relation to the different language registers and
factors affecting intercultural communication.

Learning Activities

 Discussion

What is Globalization?

GLOBALIZATION , as defined by the business dictionary, is the worldwide

movement toward economic, financial, trade, and communications integration. This
movement resulted to the formation of the global village. The global village would have
something to do with interactions relating to the exchange of goods, use of
transportation for business, development of technology to support the expanding
transactions, integration of investment, and flow of international trade.

Communication and Globalization

In communication, globalization would mean the increase in the social

connectedness of the expansion of one’s social community and the mutual reliance or
dependence of peoples and nations; the evolution of a language that could be
understood by most countries; and the development of the global communication skills
or the ability to send message across cultures through four macro skills (e.g . speaking,
listening, reading, and writing) and the use of non- verbal communication. Developing
one’s global communication can lead to cultural diversity. CULTURAL DIVERSITY refers to
people from different cultures or nations respecting each other’s differences.

HOW TO COMMUNICATE IN A MULTICULTURAL SETTING?

It is important to know and adapt the different communication style with the people
that you will meet in a given situation.

High Context Communication Low Context Communication

It is used predominantly in collectivist It is used predominantly in individualistic
cultures and reflects a holistic thinking cultures and reflects an analytical
style, where the larger context is taken thinking style, where most of the

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 into consideration when evaluating an attention is given to specific focal objects
action or event. independent of the surrounding
environment.
Most of the information is either in the Most of the meaning is conveyed in the
physical context or internalized in the explicit verbal code.
person, with very little information given
in the coded, explicit, transmitted part of
the message.

Communication styles can also be direct or indirect, self-enhancing or self –effacing.

1. Direct or Indirect. It is a direct communication style if message reveal the

speaker’s true intention and indirect if the message camouflage the intention.

2. Self-enhancing or self-effacing. It is a self-enhancing communication style if the

message promotes positive aspects of self and self- effacing if the message
deemphasizes aspects of self.

3. Elaborated or Understated. It is elaborated communication styles if there is a use

of rich expressions and understated if there is an extensive use of silence, pauses, and
understatements.

What is intercultural communication?

Intercultural communication is the sharing of meanings with and receiving and

interpreting ideas from people whose cultural background is different from yours.

Samovar and Porter (2001) enumerated some of the variations of intercultural

communication as follows.

1. Interracial Communication is the interaction among people of different races.

Examples:
 A tourist guide conducting a tour for a group of people with different
nationalities.
 A Chinese national visited Boracay and asked some locals the directions of his
hostel.

2. Inter-ethnic Communication is the interaction among people who have different

ethnic groups.
Examples:
 An international correspondent interviewing the aborigines of Australia for a
television documentary.

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  A group of social workers educating the members of the tribes from Baguio
about the benefits that the government allotted to them.

3. International Communication is the interaction between persons representing

different political structures.

Examples:
 President Duterte recently visited the President of China, Xi Jinping.
 Senator Manny Pacquiao met President Donald Trump.

4. Intra-cultural Communication is the interaction that includes all forms of

communication among members of the same racial, ethnic, and sub-culture groups.
Examples:
 The head of the Manobo tribe meeting his constituents
 The organization of the criminology students is having an acquaintance party.
VARIETIES AND REGISTERS OF SPOKEN AND WRITTEN LANGUAGE

FROZEN REGISTER INFORMAL REGISTER (CASUAL)

 The most formal register, the  The language is laidback and
language use is fixed and constant conversational, the language uses
and the nature of the language do slangs, jargons and contractions.
not require feedback.  Examples are friendly letters,
 Examples are national anthem, The diaries and journals, chat with
Lord’s Prayer, preamble to the friends, most blogs and text
constitution. messages.
FORMAL REGISTER INFORMAL REGISTER (INTIMATE)
 The language requires formal  The language is casual and
English because it is used in official personal and uses terms of
and ceremonial setting and the endearment, slangs and/or terms
language is written without understandable only to the
emotion. person.
 Examples are essays, official  Examples are lovers, mother
speeches, court proceedings, giving pet names to their children
swearing in ceremony and an and best friends formulating
interview. slang.
CONSULTATIVE REGISTER NEUTRAL REGISTER
 The language is used specifically  The language sticks to facts and
for the purpose of soliciting aid, deals with non-emotional topics
support, or intervention. In the and information.

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 setting, one person in an expert  Examples are technical writing,
and the other person is the reviews, article (news article).
receiver of expertise.
 Examples are client and doctor
consultation, teacher and student
conversation and employee and
employer conversation.

FACTORS THAT MAY AFFECT INTERCULTURAL COMMUNICATION

The non-verbal used by people from different countries and by people from
different cultures may vary. The following factors can help you understand better these
variations.
1. Cultural Identity
- Filipinos in general value the importance of close family ties while
Westerners strongly believe in individuality.

2. Racial Identity
- Racial identity refers to the place or country where the person was born
or the race that has a greater influence on his personality.

3. Social Class
- Refers to the status hierarchy of the person in the society.

4. Gender and Role Identity

- Gender refers to the perception of the roles of men and women in the
society. Role identity, on the other hand, refers to the part or character
you play in society.

An example of gender identity, You are a woman and you perceive

yourself as equal of man. While an example of role identity, you are a
student, a brother and a son.

5. Age
- Most of the Asian Countries pay great respect to their elders and listen to
their opinion.

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 6. Individual Personality
- Refers to the distinct personality of an individual.

7. Proxemics
- Refers to the use of space when communication with diff. people.

8. Clothing and Physical Appearance

- An example of this an Indian women wear the Sari.

9. Paralanguage
- Refers to the factors of speech such as accent, pitch, range, volume or
articulation.
- Consider silence, when in Greece silence means you are refusing
something, while in Egypt silence means you are consenting to
something.

10. Facial Expressions and Eye Contact

- Refers to how we move our facial muscles to send messages.
- In Western Countries like Australia and the US it is important to maintain
eye contact during conversation as they see it as confidence, show of
interest and honesty.

11. Gesture and Body Stance

- Refers to the body movements we use to send a message.
- In most countries, sticking your tongue out is taken as a sign of mockery,
while in Polynesia, this gesture is used to greet people.

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II. TASK/ACTIVITIES

3.1. In two to four sentences, narrate the different experience that you had using the
different variations of intercultural communication. Note: For those who have books,
you may answer it on page 71. (5 points each)

INTERRACIAL COMMUNICATION INTERETHNIC COMMUNICATION

INTERNATIONAL COMMUNICATION INTRA-CULTURAL COMMUNICATION

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3.2. Spend few minutes observing people within your family or by watching a talk show
on your TV and/or Youtube. Note: For those who have books, you may answer it on
pages 91-92.

Place:
Time:
People involved:
Gender and age:
Relationship

Other relevant characteristics:

_______________________________________________________________________
______________________________________________________________________.

Narrative: (narrate what happened)

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________.

My interpretation: (Your realizations on what happened)

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________.

Evaluation: (What have you learned in relation to intercultural communication?)

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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_______________________________________________________________________
______________________________________________________________________.

RUBRICS:

Narrative techniques 30%

- Introduction engages the reader and first person point of view is
consistent.
Organization 30%
- Events are in chronological order.
Style 20%
- Details are elaborated making people, events, place seem real.
Writing Convention 20%
- Spelling, punctuation, capitalization, grammar and sentence structure.
Total 100%

3.3. Identify what language register will be proper for each of the listed situation. For
those who have books, you may answer it on page 95.

___________________1. A student was summoned by the prefect of discipline because

of an offense he committed.
____________________2. You were tasked to scout for different venues for the event
that your company will be sponsoring.
____________________3. A television news anchor reporting late night news.
____________________4. A government official representing the country in a
convention in England.
____________________5. A weekend at home with family members.
____________________6. The Student Affairs Director orienting the students about
school policies.
____________________7. You are working on a school project with your group mates.
____________________8. A student delivering the valedictory address.
____________________9. An interview between the employer and an applicant.
____________________10. Students delivering their study in a research colloquium.

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3.4. List down slang words that you are familiar with and put the corresponding
meanings of these words and use the words in sentences. Note: For those who have
books, you may answer it on page 96. (2 points each)

Example: TMI – Too Much Information

o I don’t want to share my secrets with John because he shares TMI on his
social media accounts.
1. ____________________________________________________________
____________________________________________________________
2. ____________________________________________________________
____________________________________________________________
3. ____________________________________________________________
____________________________________________________________
4. ____________________________________________________________
____________________________________________________________
5. ____________________________________________________________
____________________________________________________________

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 UNIVERSITY OF CAGAYAN VALLEY
Tuguegarao City, Cagayan
SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

Name of Student: ____________________________________Year/Section: _______________

Subject: ___________________________________________ Instructor: _________________

MODULE- CHAPTER 4
EVALUATING MESSAGES AND/OR IMAGES

Overview/Introduction

This chapter will focus on knowing who your audience is; the various ways you
can present your ideas or messages; and understanding the message via listening,
reading and viewing critically.
Critical thinking is the ability to create an opinion with factual supporting
evidences that are rational. It involves visualizing the message, analyzing the message,
and logically assessing the meaning of the message. It is referred to as independent
thinking because you need to direct, discipline, and monitor yourself before you can
attain critical thinking.
To be a critical thinker, you should be able to analyze information or messages
and sort through persuasive appeals; discriminate between faulty arguments and valid
reasoning; follow ideas to logical conclusions; and appreciate a diversity of opinions and
presentation styles.

Learning Outcomes
1. Evaluate multimodal texts critically to enhance receptive skills (listening, reading,
viewing).
2. Convey ideas through oral, audio-visual, and/or web-based presentations for
different target audiences in local and global settings using appropriate registers.
3. Adopt awareness of audience and context in presenting ideas.

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Learning Objectives
At the end of the chapter, the learners will be able to:
a. evaluate multimodal texts critically to enhance receptive skills (listening, reading,
viewing);
b. convey ideas through oral, audio-visual, and/or web-based presentations for
different target audiences in local and global settings using appropriate registers;
and
c. adopt awareness of audience and context in presenting ideas.

Learning Activities

 Discussion/Analysis:
 What is a Message?
- it is the final concept of the idea by the sender.
- it may be encoded in various forms like spoken words, written words,
non-verbals, pictures, films, advertisements, memes, visual and
performing arts, etc.
- messages sent by different sources have their specific purpose.

 Three (3) PURPOSES OF MESSAGE

1. to inform/educate – When your purpose is to inform or educate, your
message should be neutral and unbiased. At present, it is unfortunately very
common that informative write-ups in social media, specifically Facebook,
are not neutral or unbiased. You should learn how to be vigilant in
identifying or filtering fake news on social by using critical thinking.
The usual platforms for this purpose of message are newspaper articles,
magazine features, news blogs, travel blogs, radio broadcasts, television
newscasts, documentaries, online video tutorials, seminars or conventions,
and classroom lectures.

2. to entertain – When your purpose is to entertain, your message should

give your audience an enjoyable and relaxing feeling. In oral
communication, your message should be light and short. In movies, it could
be a romantic comedy. Whatever medium it is that you use, always

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 remember that you are pleasing your audience and holding their attention
while making a point.
The message may be humorous but you do not need to be funny all the
time just to entertain. In oral communication, you can share interesting
stories or an anecdote that is relevant to the occasion. The usual platforms
for this purpose of message are music, movies, television sitcoms, sports
broadcasts, social networks and entertainment media.

3. to persuade - When your purpose is to persuade, your message should

be able to influence your audience towards your point. This may be the
most challenging purpose of message because you have to change the
mindset of your audience and let them believe the idea you are offering.
A post on Facebook may influence you to think one way by narrating only
their side of the story. As a media literate individual, you should be able to
detect biases and read critically.
The usual platforms for this message are advertisements, political
speeches, political blogs, and social media posts.

 Who Controls the Transmission of these Messages?

- In the mass, interactive and emerging media, the ones transmitting
and controlling most of the messages you receive are corporations,
government and individuals.

- CORPORATIONS are also called MEDIA CONGLOMERATES

because most of them own different media forms that we consume
like television, radio, film, music, websites. These corporate-owned
media’s main goal is to prosper their respective business, that is why
their messages are motivated by commercial interests, which are
gained through advertising. As a consumer of media, you must
remember to listen, read, and view critically to be able to weigh if the
message you are receiving is serving your best interests, or the
interests of these conglomerates.

- GOVERNMENT, also known as STATE-OWNED MEDIA, are media

produced or funded by the government. When watching messages
from state sponsored media, you must carefully evaluate them for
propaganda.

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 - INDIVIDUALS refer to the INDEPENDENT MEDIA. These forms
of media are free from the influence of the corporate government.
Citizen journalism for instance, has gained following because of the
social media. This platform enabled everyday people to report current
events to a wide audience.

 How to Convey the Message?

- Everyday, you connect or communicate with different people of
various personalities and culture for different purposes. The way
you communicate with them would depend on your purposes.
Listed below are the basic components to consider in order for you
to communicate with purpose.
1. Have an Objective – identify the purpose why you will
communicate with the person. Is it to inform, to entertain, or
persuade? What are your expectations from the person/audience?

2. Consider your Audience – Message will be given properly

depending on the audience in a situation.

3. Be Clear – Make your message short and direct. Make sure that
there are no irrelevant information, no unfamiliar jargons, and no
ambiguous terminologies.

4. Check for Understanding – Make sure that conversations are

given in a two-way process. Listen to an interaction, ask questions,
give or answer clarifications if there is.

Note: Knowing the purpose of your communication is the

key to a successful communication process. Keep on
practicing your skills in identifying purpose and planning
how to communicate messages.

Three (3) Receptive Skills (Critical Reading, Listening and Viewing)

I. Critical Reading – is a more active way of unveiling information and ideas

presented by the text. In the process of unveiling, you ,must be aware of your biases
and prejudices so that you can honestly evaluate the text. The steps involve in critical
reading are : analysis, interpretation, and evaluation.

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Note: To become a purposeful, active, critical reader, you may take into
consideration the following strategies:

1. Monitor Comprehension
- It cannot be denied that you do know your limits when it comes to vocabulary,
understanding the important idea/s presented, connecting ideas to form a
logical conclusion, etc. Monitoring comprehension does not mean merely
knowing what your limitations are. You must be open to enhance your skills by
applying strategies to fix your limitations.

2. Metacognition
- Besides knowing your limitations, you should also be aware of how you process
thinking. Be clear about the purpose of your reading before starting to read.
While reading, be aware of how fast or slow you read and understand the text.
After reading, you try to assess how much of the text were you able to
understand. Try to assess what part made it hard for you to understand and
then find a way to fix this.
You may use the listed steps below. It may be hard ar first but by regular
practice, you could be better.

a. Identify where the difficulty occurs.

b. Identify what the difficulty is.
c. Restate the difficult sentence in your own words.
d. Look back through the text.
e. Look forward in the text for tge information that might help you resolve the
difficulty.

3. Graphic Organizers
- If you are a visual learner, you may use graphic organizers to make it easy for
you to understand the text. Maps, graphs, frames, clusters, webs, storyboards,
and Venn diagrams are some examples of graphic organizers. Use them to
understand and link concepts.

4. Answering Questions
- If you are the student who would speed read a text given by the teacher
because you wanted to get the answers to the questions posted on the board
as soon as you can, then this strategy will work for you. Asking questions will
give you a purpose for reading critically. You can start by asking explicit
questions first and then move to implicit questions.
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 Four (4) types of questions you may use:
a. Questions found right in the text.
b. Questions based on the recall of facts that are directly found in the text.
c. Questions where you can make use of what you already know against what
you have learned from the text.
d. Questions based on your experiences.

5. Recognizing Story Structure

- This strategy can be used when you are reading fiction. You can draft the story
structure by identifying the characters, setting, significant events, conflict,
climax, denouement, and resolution. You may combine this strategy with
graphic organizer.

6. Summarizing
- This strategy can be used when writing research. You determine what is
important or what the main idea is in the text and write it using your own
words. After identifying main ideas, you can start connecting them to complete
your study. Do not forget to eliminate unnecessary information to avoid
confusion.

II. Critical Listening – is a logical process of scrutinizing what you listened to. It
involves analyzing, interpreting and evaluating, just like in critical reading. It sometimes
involves problem solving ot decision-making.

Note: Here are some steps that you can follow to develop your listening skills
and be a critical listener.

1. Be attentive but relaxed.

- being attentive means being not only physically present but mentally
present, too. Focus on what the speaker is saying by mentally screening out
distractions. Make eye contact but do not stare at the speaker.
If you are doing something while in conversation, you can turn your face
to the speaker from time to time to show courtesy and to tell him/her that you
are listening. If you are talking to a person from another culture, be sure to
know if there are issues on eye contact as what has been discussed in the
previous chapter.

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 Another way to show the speaker that you are paying attention is by
repeating what he/she has said. You can use a question form of sentence
when repeating the speaker’s statement. You may say “Did you day that….” or
“I believe there is… when you said that” or “I agree when you said …”

2. Avoid interrupting the speaker and imposing your ideas.

- Interrupting the speaker just to impose your ideas is not a characteristic of a
good listener. A good listener will encourage you to say more. You can do this
by asking open-ended questions like “Why?” This will prompt the speaker to
go on and continue speaking.

3. Wait for the speaker to pause before you ask clarifying questions.
- Asking clarifying questions show the speaker that you are listening. It is
better to clarify some things that you did not grasp than to look foolish
reacting or responding incorrectly because you did not clarify. When can you
ask questions to clarify things? Do not ask questions while the speaker is in
the middle of his/her statements. You may ask questions when he/she pauses.

4. Pay attention to non-verbal cues and look beyond the spoken

message.
As the receiver of the message, it is a must that you learn to decode not just
the spoken message but also the non-verbal signs that go together with the
message sent.

5. Keep and Open Mind and be emphatic.

- Do not let your biases and prejudice affect the way you listen to speaker.
Avoid mentally criticizing the statements or the gestures of the speaker. You
will not be able to listen well if you keep on criticizing the person.

6. Listen and try to visualize what the speaker is saying.

- Create visuals in your mind while listening to the speaker. The design of your
visuals depends on your creativity. If the statements are too long, try to flash
significant words in your mind to help you focus on the message.

7. Give the speaker regular feedback.

- Nodding, smiling, frowning, and other gestures may be used to give the
speaker feedback. Paralanguage can also be used to show that you are
following the thought of his/her message. You do not have to speak in order

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 to give feedback. Sometimes, it is better to use non-verbal communication for
feedbacks.
If you are to give a spoken feedback, make sure that you reflect the feelings
of the speaker to show him/her that you understand his message.

III. Critical Viewing- entails comprehension, interpretation, and evaluation of the

information presented by television, film, and other visual media. In the process of
interpreting, you will be facing symbols like light, sound effects, editing, script, music
and morw.

Note: The following can help you evaluate a film, a television show, or
video.

BEFORE VIEWING:

1. Know your purpose before viewing the film, television show, or video.
2. If you are viewing a film, predict sequence of events, the point of view of the
creator, etc.
3. Connect the film or video with other media like books, blogs, etc. that
describes a similar idea.
4. Concept map the video topic in a self-selected context.
5. Create self-produced guiding questions

DURING VIEWING:

1. To be able to understand the film or video, you can pause it to monitor

comprehension or rewind to clarify the comprehension.
2. You can re-watch the film or video with new purpose and perspective.
3. Form relevant questions based on viewing.
4. Make meaningful inferences.

AFTER VIEWING:

1. Retell what happened.

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 2. Summarize the main idea.
3. Recall own thinking and/or emotions during video (metacognition).
4. Infer social context with respect to total views or social shares.
5. Separate explicit and implicit ideas.

EXTENDED:

- Extended comprehension strategies are meant to provide extended

learning around video and streaming content, as well as
opportunities for more complex thinking about the content.

1. Reflect on your purpose and the evaluation of the film or video.

2. Compare and contrast film or video with similar video or film
content.
3. Create anticipation guide for viewers who have not seen the film or
video yet.
4. Identify the ‘big idea’ or the film o the video.
5. Roughly determine the history of the film topic.
6. Evaluate the roles played, the audience, the format, the
topic/theme.

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II. TASK/ACTIVITIES:

I. Activity No.1: From a newspaper/magazine/pamphlets, cut out an

article/picture that informs, educates, or persuades. Place it on a short
bondpaper. Label the article/picture depending on the message it conveys
based on its purpose.

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II. Activity No.2: CRITICAL VIEWING: Watch a television advertisement that
you would like to analyze. After watching the TV ad, answer the questions
below or in your book on page 119-121.

AUDIENCE
Which group of people will this
advertisement appeal to?

Which part of the advertisement tells you

this?

Explain which part of the advertisement

would appeal to the audience.

PURPOSE AND MAIN MESSAGE

What is the purpose of this
advertisement?

How did the advertisement seek to this

purpose?

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 Explain how the advertisement seeks to
persuade or inform readers about the
main message.

EFFECT ON AUDIENCE
What effect does the particular
visual/phrase have on readers?

Explain how the text and/or the visual

elicit(s) a specific emotion, thought or
action in readers.

DESIGN (VISUAL)
What parts of the advertisement caught
your attention?

What particular part stood out?

Rate the film photography.

DESIGN (LANGUAGE)

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 What was the most prominent
line/dialogue in the advertisement?

What was the catch phrase of the

advertisement?

How was the catch phrase related to the

product?

DISCUSSION ABOUT EMBEDDED SOCIAL VALUES

Identify two points of interest identified
earlier. Present your argument on these
points of interest.

Relate the advertisement to real life

situations.

What values held by society did the

advertisement touch?

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 UNIVERSITY OF CAGAYAN VALLEY
Tuguegarao City, Cagayan
SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

Name of Student: ____________________________________________________Year/Section: _______________

Subject: ______________________________________________________________ Instructor: _________________

MODULE- CHAPTER 5
COMMUNICATION AIDS AND STRATEGIES USING TOOLS OF TECNOLOGY

Overview/ Introduction

Presentations are according to Duarte (2014), “considered one of the most

powerful mediums of communication.” Most of the public communications are done to
give a lecture, present a new product, persuade people to act, build goodwill, or inform
the public.

When doing presentations, you need to have the skills needed to make your
presentation effective. Presentation skills do not only include your stance on stage and
your public speaking ability but also the structure of your presentation that you are
going to use. If you plan to be an effective presenter, you should never let yourself be
a victim of poor technology, poor visual aids, or poor understanding of the audience,
instead, be able to connect your ability to speak, the audience needs, and the
communication aids you will use.

This chapter focuses on the use of communication aids using tools of technology
to help the presenter in delivering his message to an audience.

Learning Outcomes

1. Convey ideas through oral, audio-visual, and/or web-based presentation for

different target audiences in local and global settings using appropriate registers.

2. Adopt awareness of audience and context in presenting ideas.

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 3. Accomplish varied tasks in designing communication aids and the use of
technology tools.

Learning Objectives

At the end of the chapter, learners will be able to:

a. convey ideas through oral, audio-visual, and/or web-based presentation for

different target audiences in local and global settings using appropriate
registers.

b. Adopt awareness of audience and context in presenting ideas.

Learning Activities

I. Lecture/Keypoints:
Communication Aids- these are visual support that presenters use to make their
presentation interesting and effective. There are a number of applications available for
supporting presentations but one tool will fit all presentations. That is why, you need to
decide which communication aid to use to fit your audience and topic.

Examples of communication aids available which could help you enhance your
presentation:

POWERPOINT

PREZI

SLIDESHARE

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 BRAINSHARK

[Link]

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 Prezi and Powerpoint are the popularly used communication aids.

Powerpoint presentation has been the most common type of communication

utilized by presenters. However, it is also the most abused and misused communication
aid to date.

How to Use Powerpoint Presentation as a Communication Aid

1. Make your template as simple as possible.

2. Consider light and color. When the venue is dark, you may use a dark
background with light-colored texts. But when the venue is well-lighted, use a
light background with dark-colored texts.
3. Check your font size and style from the perspective of your audience.
4. Check the pictures you use. Make sure, it is of high quality and look for
copyrights.
5. Use words or phrases, not sentences. Be sure to get the keywords or important
details only regarding the topic which you will present.
6. Do not kill your audience with bullets. Make sure that every bullet only consists
of six words.
7. Limit the use of animations in validating an important concept. Animations are
only used for entertainment, if overused, it may cause distraction on the part of
your audience..
8. Highlight to emphasize the important words on your presentation.
9. Slides and handouts are not one and the same. Slides are used to emphasize
your point while handouts are supposed to be the summary of your presentation
which the audience can take home.

Designing Posters, Billboards, and Tarpaulins

Print advertisement like posters, billboards, and tarpaulins are mediums of

communications which have the purpose of, more often than not, persuasion. You are
posting these mediums because more likely, you would want people to buy your
product. Since you wanted to persuade people, it is both challenging and interesting to
design messages for these mediums.
Here are guidelines to help you design your message:
1. Start with a good idea.
2. Use your life as a motivation.
3. Do good in using the medium.

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 4. Dirty your hands.
5. Remember the “rule of fives.”
6. Love the brand.
7. Use the magic of scales and proportion.
8. Forget conventions.

Designing Product Packages

1. Make the packaging reusable. It serves as an added factor to push the sales on
your product.
2. Make sure the packaging does no harm to the product.
3. Use the “Special Edition” effect.
4. Think out of the box.
5. Use less to have more.
6. Integrate trends with the packaging design.
7. Study your market and design for them.
8. Make it fun. Make your packaging cute.
9. Your best competition is yourself, so compete with your products present
packaging and outdo it.
10. Easy carry makes money.
11. Strategically, use color to outdo competitions.
12. Let them see the product.

II. TASK/ACTIVITY:

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 1. Come up with your own product. Using a sketch/drawing, design an
advertisement for your product. Use a short bond paper in accomplishing this
activity.

Rubrics:
 Originality of Product 50%
 Impact to the Audience 40%
 Cleanliness of Piece 10%
100%

2. On another sheet of short bond paper, create and design your product
packaging. You may use the draft provided below for your design.

Product: ____________________________________
Description of the Product:
_______________________________________________________________

Target Audience: (specific description)

Packaging Description:

Packaging Design: (illustrate the packaging which you want to work on)

Rubrics:
 Originality of Packaging Design 50%
 Product an Packaging Description 40%
 Cleanliness of Piece 10%
100

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