Lesson 5

Culturally Sensitive and Bias- Free Language

Overview

This lesson is about the importance of culturally sensitive and bias-free

language when communicating with people from different cultures and discourse
communities.

Learning Outcomes:

At the end of the lesson, 80% of the students can:

1. Discuss the principles in bias-free language.

2. Give appreciation to the significance of bias-free language.
3. Construct a poster which promotes bias-free language.

Materials Needed: Paper and pen, projector, laptop, chalk/marker, chalk/white board

Duration: 180 minutes

Learning Content:

Here are some general principles to follow when referring to different groups or
categories:

1. Race and Ethnicity

Racism is a form of discrimination against person/persons of a different race.

In general, it is best to avoid identifying people by race or ethnic group. Race is an
emotionally charged topic. Words that reinforce stereotypes and that imply all people of
a particular race of ethnic group are the same should be avoided. For example,
although the assessment is positive in the sentence, “Naturally, the Asian students won
the math contest.” The word “naturally” reinforces the stereotype or generalization that
Asians have superior aptitudes in Math.

Next, one should be attuned to the current technology by which racial and
ethnic groups refer to themselves. This may be done by reading newspapers and
watching television news. According to Kitty Locker and Donna Kienzler (2013), one
should “refer to a group by the time it prefers,” which means some research is required
to find out about acceptable and preferred terms. For example, for a long time, “Native
American” has been considered the politically correct term for the indigenous peoples of
the Americans, over the label “Read Indian.” But today, most Native American people
prefer to be referred to by their specific notion or tribe. In the Philippine context, there
have been shifts in the preferences for terms that the Filipinos of Chinese ancestry use
to describe their identity from Tsino, to Chinoy, to Filipino Chinese.

It is also important to be sensitive to religion when referring to various ethnic

groups. For example, not all Arabs are Muslims, not all Muslims are Buddhists, and not
all Filipinos are Roman Catholics.

2. Gender and Sexual Orientation

Sexism refers to the prejudice and discrimination based on sex or gender.

To be inclusive of all people in general references, one should favour gender-neutral
words and phrases over gender-biased words. For example, rather than “man-made”,
one can say “manufactured”, “synthetic”, or “artificial”, in addition, it is more appropriate
to use “chairperson” in place of “chairman”, flight attendant” in place of “stewardess”
and “labour” in place of “manpower”.

Pronouns may also be gender-biased, for example, when the masculine

“he” is used as genetic one or both genders. Gender-biased pronouns can be avoided
by a) dropping pronouns that signify gender and restating the sentence, b) changing to
plural “one” or “you”.

3. Social Class

Class discrimination or classism is a form of prejudice against person or

people because of their social class. For example, the American term “white trash”,
which is not only a racial slur but a classist one that refers to white people, usually from
the rural Southern United States, coming from a lower social class inside the white
population. There may also be a kind of classism against those who are economically
privileged. The rich are sometimes referred to by “preppie” or “yuppie,” both of which
connote not just wealth but arrogance.

In the Philippines, the informal terms “conyo” ang “jologs” both refer to
class. The first is used to describe young people from the upper class who speak an
idiosyncratic mix of English and Tagalog, connotes vanity and consciousness about
social status. The second, now perhaps replaced by the term “jejemon,” is used to
describe persons who look poor and out of style.

Classism may also appear even in more formal terminology. For example,
instead of “the owning class”, one can use the “upper class” and instead of “the
underclass,” one can say “the less privileged” or describe a condition of “chronic
poverty.” In the Philippines, “informal settlers” is now the more politically correct term for
“squatters.”

4. Age

Ageism is a form of discrimination against other peoples because of their

age, or assuring that older people are less physically, intellectually, or emotionally able
that other age groups. The capabilities of younger people should also not be
underestimated on the basis of their age.

According to the American Psychological Association, writers should be

specific when referring to males and females in terms of their age: females 18 years or
older are women, not girls. “Girls” refers to those in high school or younger (under 18).
The same is true for “boys” and “man.”

5. Disabilities

Discrimination arises because of lack of understanding and awareness. A

Guide to Bias-Free Communications published by the University of Wisconsin Madison
defines the terms “impairment” as a psychological condition, “disability” as the
consequences of an impairment”, and “handicap” as a social implication of a disability; a
condition or barrier imposed by society, the environment, or oneself. Thus, according to
these definitions, a “limp” is an impairment in which a leg of foot is damaged or stiff. A
disability that may result from arthritis is difficulty in walking, or walking unevenly and
haltingly.

Finally, when referring to people with disabilities, the focus should be on

the person, not the condition (Arinto, 2009). In Patricia Arinto’s English for the
Professions (2009), writers should avoid hurtful expressions, such as “retards” or even
the seemingly neutral description “the mentally retarded” and use people with vision
impairments,” and “cancer patients” for “people being treated for cancer.”

Learning Activity:

I. Write a composition about 50-100 words about the impact of globalization

to communication following the presented principles.

Criteria Excellent (15 Best (10 pts.) Good (5 pts.) Points

pt.)

Message The message The message The message

of the of the of the
campaign campaign campaign
poster is clearly poster is poster is not
 expressed expressed expressed

Appropriateness The message The message The message

expressed is expressed is expressed is
very appropriate less
appropriate with assigned appropriate
with the principle to the with the
assigned group. assigned
principle to the principle to the
group. group.

Attractiveness The campaign The campaign The campaign

poster looks poster looks poster looks
very attractive attractive and less attractive
and very pleasant. and less
pleasant. pleasant.

TOTAL

Learning Evaluation:

Imagine that you are invited to speak in an event with different types of audience.
The group of people is composed of distinct ethnic groups, LGBT community, young
and aged people, from lower middle and upper classes of people and physically
impaired individuals. How would you address your speech with these kinds of crowd?

References:

Books
Sygaco, S. (2018).Principles and Competencies in Purposive Communication. West
Avenue, Quezon City: Great Books Publishing.

Web
http://www.campmembers.com/media/cms/
121_mod2_ch8_effective_communication_63afca8970d4.pdf
 MIDTERM

Lesson 6
The Public Speaking

Overview:

In this lesson, there will more specific approach in dealing with communication
and reporting in the age of information. Students, in this lesson, will undergo series of
speech delivery for them to develop their self-esteem and public speaking skills.

Learning Outcomes:
At the end of the lesson, 80% of the students can:
1. Give appreciation to the importance and history of public speaking.
2. Speak in public in an organized and competent manner.
3. Analyze speeches on the perceived strengths and weaknesses.

Materials Needed: laptop, cellphone, projector

Duration: 360 minutes

Learning Content:
The Public Speaking
The importance of public speaking cannot be denied. Great speeches have
moved nations to war and revolution: they inspire and move people to act. What people
say, and how they say it, can get them elected in public office or create a new
movement in society. For the Greeks, public speaking was political in nature, and the
spoken word was thought to be such an important skill that citizens were taught the art
of rhetoric.
 Public speaking is an important life skill, yet few people master it. In fact, many
people are afraid of speaking in public. However, the significance of public speaking has
only gotten stronger in contemporary times. Public speaking platforms, such as TED
Talks and YouTube, have captured and disseminated public speech to an
unprecedented scale, and what one says at the spur of the moment can live forever on
the internet. Great speeches have created hope in perilous situation, and have made
people change their minds about the world and their places in it.
According to acclaimed public speaker Dale Carnegie and Joseph Berg Esenwein
(2007), “Public speaking is public utterance issuance, of the man himself: therefore, the
first thing in time and importance is that the man should be and think and feel things that
are worthy of being given forth.”

A Short History of Public Speaking

The most well-known public speaking traditions come from the West, specifically
from the Greco-Roman tradition. The Greeks studied the art of rhetoric on the island of
Sicily, and it began with a practical need. Their government had been overthrown, a
new democracy was formed, and the Greek courts were filled with clashing property
claims. The Greek teacher of rhetoric, Corax, and his student, Tisias, proceeded to help
citizens when it came to speaking persuasively in the courts of law, and this led to the
expansion of the teaching of rhetoric to mainland Greece. According to Corax, a basic
speech has three parts, the introduction, evidence and conclusion, and this simple
organization of speeches has endured throughout the ages (Morreale, 2010).

Other famous Greek teachers were Protagoras, the father of debate, who made
his students argue for and against issues of the day, to sharpen their reasoning skills
and appreciate different sides of an issue. And there was the famous Greek
philosopher, Aristotle, the father of modern communication. Aristotle wrote a treatise
entitled “Rhetoric,” where he discussed the use of logos (logical argument). Pathos
(emotional argument) and ethos (the speakers character and credibility) in the use of
persuasive speaking (Morreale), 2010).
 According to Greenville Kleiser (2009), in Successful Methods in Public
Speaking, “The great orators of the world did not regard eloquence as simply an
endowment of nature, but applied themselves diligently to cultivating their powers of
expression.” The most famous orator in Ancient Greece was Demosthenes. In the
beginning, he had many flaws when it came to public speaking, chief among them were
his stammer and weak voice. According to Kleiser (2009), Demosthenes practiced
earnestly by “declaiming on the seashore with pebbles in his mouth, walking up and
downhill while reciting,” and that his speeches were known for their deliberation and
forethought.

On the other hand, the most famous Roman orator was Cicero, whose eloquence
was described as a “resistless torrent” (Kleiser, 2009). Cicero was a statesman who
argued that the teaching of rhetoric should be considered an art form, and that this
could be useful in all practical and public affairs. Cicero believed that in order to prepare
a speech, one should first think of one’s listeners and their interests, and to use certain
strategies, such as using humor, questions, etc. to engage the audience (Morrredle,
2010).

The Roman lawyer and educator, Quintilian, also forwarded the idea that public
speakers should be ethical. According to Morreale (2010), the ideal speaker was a good
man speaking well… a good speaker is ethical and of high character, and speaking
wellmeant being well-informed and presenting the speech effectively.”

It is interesting to note that during these times, women were not allowed to speak
publicly in these countries, and that for a long time, this was true for women in other
areas of the world. However, during pre-colonial times, the Philippines was one of the
few places that allowed women to speak in public for the purpose of presiding over
religious rituals. These women were known as the babaylan, priestess of the
community, and along with the warriors of the community, the mandirigma, they were
the leaders of pre-colonial Philippines (Mallari, 2013). Although most of the babaylan
were women, babaylan priests also existed, wearing feminine clothing and adopting a
feminized role in Philippine society.

The Philippines actually has its own tradition of public speaking. It is called
different words in different regions in the Philippines. According to Montemayor (n.d),
among the Tagalogs, the Karagatan is said to be a game wherein young men and
women duel with each other using words when it comes to talking about love, while the
“Huwego de Prenda…is used to entertain guests and bereaved in young family during
wakes.” During the American period, the more widely known Balagtasan was also
staged, in order to honour Francisco Balagtasan, a well-known Filipino poet. The
Balagtasan is “like an ordinary debate, except that one has to reason and argue in
verse. Two master poets are assigned to defend the pros and cons of an issue, and a
board of judges sits to determine the winner,” at first, this whole enterprise was scripted
and staged, but thereafter, they were made in a more impromptu manner.

When the Americans brought public education in the Philippines, they also
brought their public speaking traditions along with them. The Americans wanted to
distinguish themselves from the Spanish colonizers by emphasizing public education,
and did so on a massive scale. They did this using the medium of the English language,
which has its own peculiarities and forms, foremost among them is the dictum to be
straightforward. It is anchored on the public speaking tradition founded on Western
Civilization, which is based on the Greek and the Roman traditions.

In this manner, the Filipino public speaking tradition brings with it the flamboyant,
poetic manner that flourished under Spanish colonization and the simpler, methodical
speaking traditions of the West.

Learning Activity:
✔ The class will be grouped into five.
✔ Each group will read the speech entitled “Balagtasan Has Fallen” by Salvador P.
Lopez.
 ✔ Each group will analyze certain lines from the speech to give meaning to the
audience/listener/reader.
✔ In a worksheet given to the different words used in the speech in order to
breakdown how the speech was able to create singular effect with the words
chosen for the speech.

Group Name:
Paragraph Words Used Denotat Connotatio Effect on
Number ion n Reader

2 “The world will long (1) (2) (3)

remember the epic
struggle that the Filipino
and American soldiers
put up in the jungle
fatness and along the
rugged coast of Bataan”

6 “But the spirit that made it (4) (5) (6)

stand – a beacon to all
liberty – loving people of
the world – cannot fall”

8 “Today, on the (7) (8) (9)

commemoration of the
Resurrection, we can
humbly and without
presumption declare our
faith and hope in our own
inevitable victory”

9 “But we know that the (10) (11) (12)

patient and watching
 men, who said their
simple prayers in the hills
of Bataan, have not lost
faith, and we know that
the hushed
congregations in the
churches throughout the
land, drew from the
gospel at mass renewed
hope in their
resurrection.”

10 “When the trumpets (13) (14) (15)

sound the stone before
the tomb and the tyrant
guards shall scatter in
confusion.”

List of Members:
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________

“Note: The class will complete the KWLS chart upon finishing discussing the lesson.

Learning Evaluation:
 Answer the following question briefly. (2 pts. each)
1. According to Corax, what are the three parts of a speech?
2. According to Aristotle, what components make a speech persuasive?
3. What is Balagtasan?
4. What is the difference between Western and Filipino public speaking
traditions?
5. What are your thoughts and feeling about public speaking?

References:
Books
Sygaco, S. (2018).Principles and Competencies in Purposive Communication. West
Avenue, Quezon City: Great Books Publishing.
Web
http://www.ted.com/talks/shereen_el_feki_pop_culture_in_the_arab_world
http://www.celsalangues.wordpress.com/2015/01/29/it-aint-right-innit-about-language-
register-in-english
 Lesson 7
The Tools Needed in Critical/Creative Reports

Overview
Students, in this lesson, would be introduced to the best practices of public
speaking. They will practice delivering critical and creative reports as part of their
training in public speaking matters.

Learning Outcomes:
At the end of the discussion, 80% of the students are able to:
1. Create a credible, logical report that is thoroughly researched and fact-
checked.
2. Deliver a report using effective verbal and non-verbal communication.
3. Augment the report with relevant and eye-catching visual aids.

Materials Needed: laptop, cellphone

Duration: 360 minutes

Learning Content:
A) Best Practices of Public Speaking
❖ Introduction. What makes a speech electric? What makes a speech so effective
it can make the audience have goose bumps or make them flush in rage or joy?
Some speeches can be so effective they trigger adrenaline, while other
speeches, just as effective, trigger a sense of peace and calm in the midst of
chaos. Great speakers have been called hypnotic, magnetic, and charismatic,
 and this is not just because they have a compelling message, but because of
the captivating manner they deliver these speeches, as well.

❖ Performance. Speeches are performance, and they are delivered best when
they have the feel of authenticity and earnestness. People respond when they
think that one speaking is being honest and sincere, and they respond even
more strongly when they feel that they can relate to the speaker in question.
Because of this, a sense of humour helps break the ice, and strategic shows of
vulnerability and concern can make an audience feel closer to the speaker.

❖ Plan the Speech. It is important to express oneself in an expressive and

articulate manner. It is best to choose one’s words carefully, and to ensure that
one’s speech builds on the foundations of logos, pathos, and ethos. To come
across as articulate, one must also nurture a speaking style that is effective,
and this style varies from one person to another.

❖ Eye Contact. One way of coming across as authentic is the ability to make
good eye contact with the audience, and to speak in a manner that touches
them. It is important to engage the audience, and eye contact helps in doing
that. Some people, however, have a hard time making eye contact. Should this
be the case, it would help pick out three people from the audience, placed in a
mental triangle from one’s position, and try to make eye contact with them
instead of the rest of the people in the room. If one is truly hesitant to look at
people’s eyes, one may look at their foreheads instead; this creates the illusion
of making eye contact with people without actually doing it, on the other hand, if
one is comfortable making eye contact, it would help to pick out people who
seem to be friendly or accommodating to look at, so that when one speaks, one
feels confident and at case.

❖ Speaking Style. Different people have different speaking styles, and one can
only find one’s personal style through constant practice. Some people seem to
 be more effective when they come across as calm, trustworthy, and
reasonable, and their hand gestures seem more open and thoughtful. Others,
on the other hand, can get away with bursts of passion and bombast, infecting
the audience with their fervour and enthusiasm. This is usually matched with
pointing and/or punches thrown in the air, to punctuate their speeches and
make a strong impression on the crowd.

❖ Hand Gestures. Whatever kind of speaker one may be, it is always best to be
more purposeful when it comes to choosing hand gestures. Hand gestures can
create as much of an impact as the content of the speech itself. They must
always look smooth and natural, rather than robotic or artificial. Hand gestures
can be useful signposts in making a point, such as the usual when both hands
are stretched towards the audience palm up, or division, such as when there
are sweeping they are extremely useful when used effectively, and note that
these gestures are also culturally informed. Some hand gestures are
considered rude, and it is important to be able to match the appropriate hand
gestures to one’s audience.

❖ Recording the Speech for Feedback. One of the best practices in public
speaking is to videotape speakers, and then have these speakers watch
themselves. It might surprise them that they use hand gestures or mannerism
that distract from or lessen the impact of their speeches. Some hand gestures
are so exaggerated to look like policeman directing traffic, some people pepper
their speeches with too much nervous laughter, or filters like “Umm” and “Uhhh”
in their speech. They can watch for the flaws of their performances, instead of
being too dependent on the teacher or their peers when it comes to
constructive criticism.

❖ Peer Evaluation. Unfortunately, not all schools have the means to record their
student’s speeches. Should this be the case, it is important to have discerning
teachers, coaches, or peers to provide feedback when it comes to the effectivity
 of one’s speech. It is not enough to be given a grade for the speech, or just be
accorded high praise. Feedback from people is important, and this will be a
great toll in improving one’s speech and one’s speaking style in general.
Observation can range from the speaker’s posture, one’s facial expressions,
and one’s general appearance. This can also be done alone with the speaker
rehearsing their speech in front of a mirror.

❖ Appearance. When it comes to appearance, it is important to look credible and

worthy of respect. In the real world, this depends a lot on one’s audience, as
the way one’s dresses should match the kind of audience one wants to
impress. Whether one’s audiences are corporate clients or creative directors,
this should have an influence on the appearance one presents.

❖ Clothing. Traditional audiences often call for more formal clothing. For men, this
would mean donning a suit and tie at the most formal level, or at the very least,
the use of long-sleeved button-down shirts, slacks, and leather shoes. In the
Philippines, the use of a barong and slacks is acceptable. For the women, a
pantsuit or a formal coat and skirt ensemble should suffice. In less formal
instance, a dress or blouse and skirt (or slacks) outfit should do as well.

❖ Good Grooming. In addition, good grooming is a must, and that extends to

one’s hair to one’s nails. As long as one looks neat and clean, that should be
enough to satisfy most audience’s requirements. Some audiences, however,
may require women to wear more (or less) make-up, don a hijab, or wear high
heels – in these instances, it is always best to know the cultural expectations of
the audience and the venue.

❖ Visual Aids. Since we live in a world that is more dependent on information

technology, it has become de rigueur for audiences to expect speeches to be
accompanied with visual aids, such as PowerPoint presentations, video or
 audio clips, and info graphics. Any of these are acceptable, and in most cases,
commendable, as long as they are relevant to the topic at hand.

❖ PowerPoint Presentation. When it comes to the use of PowerPoint, one should

ensure that the font size of the next is not too small. An acceptable size font
would be type 24 or larger, and the next should be in dark colors for easier
reading. The best PowerPoint presentations are not next-heavy; instead, they
are visually oriented, which is why the use of photographs, illustration, charts,
and the like would better serve one’s use of the medium. Video clips may or
may not be embedded in the presentation, as well as audio clips and animation.
The University of Leicester gives a few guidelines about the use of PowerPoint,
as well. When it comes to color, it is best to be consistent and to have the same
color and background schemes for each slide. It also mentions the “six by six
rule,” whereby, “slides should have no more than six bullet points and each
bullet point should be no more than six words long”. Although it is good to use
animation, it would be best not to overuse this feature. Once the PowerPoint
presentation is finished, one can view it several ways; one can view it in the
“Notes” tab to see the comments and another is the “slide sorter” view to see
the visual of the presentation. A good rule of thumb is one slide for every two
minutes. One should also rehearse the speech while using the presentation,
and check the infrastructure (such as the room, laptop, and projector) before
the speech (2017).

❖ Hand-outs. It would be best to have hand-outs ready for one’s audience, so that
members of the audience will not have to scramble when taking notes during
the presentation. These should be written succinctly, and should have
appropriate citations.

❖ Feedback. Although the speech is a performance, it is also one where its

audience can participate, often by the speaker asking rhetorical or directing
actual questions to the audience. It is always good to read the verbal and non-
 verbal cues from the audience, such as whether they agree with what one is
saying or whether they are resisting to certain ideas, mirrored by their use of
body language. The speaker is seen as more responsive and sympathetic to
the audience when they modify their speeches to match the audience’s visual
cues.

❖ Conclusion. In the end, public speaking is a dynamic performance that is meant

to disseminate information, create greater awareness, and evoke emotions in
the audience.

Learning Activities:
I.
⮚ The learners will deliver a speech individually. Each will memorize the speech
entitled “The Filipino is worth dying for“ by Benigno S. Aquino Jr.
⮚ The class will recite the speech on the schedule time and day.
⮚ The speakers must wear accordingly.
Scoring Rubric
Criterion Excellent Good Satisfactory Needs Scor
e
10 pts. 8 pts. 6 pts. Improvement
4 pts.

Appearan Wears a Wears semi- Wears a The

ce formal and formal attire casual attire speaker’s
appropriate for the for the appearance
attire for the speech; with speech; is not suited
speech; good posture; for the
maintain posture; well- presentable. speech.
proper groomed.
posture; well-
groomed.
Introductio (1) Gets Meets any Meets any Meets only
n attention three of the two of the one of the
four criteria four criteria four criteria
(2) Clearly

Identifies
topic

(3)
Establishes
credibility

(4) Previews

the main
points.

Body Main points Main points Main points Main points

are clear, are need clarity are not clear
somewhat and support and have no
Well
clear, some lack of support and
supported,
support, sources and no sources or
and sources
documentatio documentatio documentatio
are
n n n
documented

Conclusio (1) Reviews Reviews Bring closure Does not

n main points main points, bring closure;
brings the audience
(2) Brings
closure is left
closure
hanging
(3)
Memorable

Eye Eye contact Eye contact Eye contact Little or no

Contact with with with eye contact
audience audience audience
 virtually all less than less than
the time 80% of the 75% of the
(except for time time
brief glance
at notes)

Body Body Body Body Body

language language language, language, language,
gestures, and gestures, and facial gestures, and
facial facial expressions facial
expressions expressions and gestures expressions
adds greatly message lack variety are lacking or
to the and inappropriate
message spontaneity

Clarity Speaks Speaks Speaks Often

clearly and clearly and clearly and mumbles or
distinctly all distinctly distinctly cannot be
the time with most of the most of the understood
no time with no time with no with more
mispronounc more than more than than three
ed words two two mispronounc
mispronounc mispronounc ed words
ed words ed words

TOTAL
POINTS

II. News Report Delivery

 News reports are still the best samples when it comes to delivering the best
reports. In this topic, two news report will be taken up, one is historical and another one
more recent. News reports that will be taken up are available on the internet, and which
can be read or viewed and discussed. The following are the more recent news reports
that have made an impact on readers and viewers and will be analyzed with the class,
as well.

1. “The Marcos Million” (Jim Laurie [20/20, ABC News])

Jim Laurie published this newscast on YouTube on August 3, 2016. It features
Hugh Downs and Barbara Walters on ‘20/20’ reporting on the Marcos wealth, shortly
after Pres. Ferdinand Marcos and his family were forced to leave the Philippines on
February 26, 1986. Pres. Marcos died in Hawaii on September 28, 1989. This report
focuses on the extravagance of Imelda Marcos, now aged 88 and in retirement in the
Philippines.

Watch the news report at this address:

https://www.youtube.com/watch?v=y3259VEA01s (retrieved March 19, 2019).
After Watching Questions:

1) Do you think this report is still relevant? Why or why not?

2) What footage made the most impact for you? Explain why.

3) Why were the interviews included? How do they help the report

4) What facts about the report is reliable. Why or why not?

5) What can you learn from this report, when it comes to delivering a good
report?

2. “Duterte’s Drug War: Manila’s Brutal Night shift” (Raffy Lerma[bbc]

Watch the News Report at this address:
http://www.bbc.com/news/magazine-38181753 (retrieved March 19, 2019)
 After Watching Question:

1) What effect did the footage have on you? Why?

2) Do you think it was a fair report? Why or why not?

3) Did the report seem reliable? Why or why not?

4) Was the report based on facts?

5) Do you think drug users should be given a second chance? Why or why
not?

III. Motive Question

Sleeping Pandas
✔ Each student possesses a number. They will act as if they are sleeping and
whose number will be called will wake up and answer the question of the
teacher.
o From your experience as a student who listens to teachers in classrooms,
what is the difference between a good public speaker and a bad public
speaker?
o Who among the many public figures do you consider to be a good public
speaker?
o What do you think makes a person a good and effective public speaker?
o What are the worst traits of a public speaker?
o How do bad traits of public speaker affect his/her audience?

Learning Evaluation
✔ Students will give an informative report in front of the class.
✔ The topic should be something interesting. When researching one’s report, it is
not enough to report on what one already knows.
 ✔ Bear in mind that to find out what other people have written about the topic, and
that is probably one of the chief distinctions between an academic report and a
non-academic report. For academic reports, one must know the literature
surrounding one’s subject, so when one reports, the details come from a broad
spectrum of knowledge instead of just speaking from one subjective experience
or regurgitating what may be found in one’s echo chamber (as found in one’s
Facebook newsfeed).
✔ Make sure that all the preparations discussed in this lesson are incorporated in
the report, such as using good visual aids, preparing and delivering a report with
PowerPoint presentation effectively, and paying attention to one’s audience.

Scoring Rubric
Criteria Percentag
e

Matter includes logic, credible sources, and 40%

evidence.

Manner includes persuasive ability, posture, eye 40%

contact, hand gestures, and effectiveness in the
use of one’s voice.

Method includes the organization of the speech 20%

and the clarity of the arguments.

References:
Book
Uychoco, M. & Santos, M. (2018).Communication for Society Purposive
Communication. Manila, Philippines: Rex Book Store.
Web
http://www.really-learn-english.com/language-register.html
http://www.uni-due.co/SVE
http://mindspeaceintuition.files.wordpress.com/2015/01/cross-cultural.jpg
 Lesson 8
TED Talks and Critical/Creative Thinking in Today’s Society

Overview
For the lesson, students will do reports in a modern way. People from all
over the world share their knowledge on various media platforms, whether they
are amateurs from YouTube or experts on TED Talks.

Learning Outcomes:
At the end of the discussion, 80% of the students are able to:
1) Discuss the features of a good TED talk.
2) Watch an example of TED talk.
3) Perform a good TED talks using visual aids.
4) Give talk in front of a corporate or academic audience, in a business
or in an academic conference.

Duration: 360 minutes

Materials: Projector, laptop, cellphone, PowerPoint presentation

Learning Content:

Let’s Watch this!

⮚ The class will watch the video “What Reality Are You Creating or Yourself?”
(Isaac Lidsky)

Before Watching Questions:

1. What are the five senses? Which one do you consider

the most important? Why?

2. Do you think that reality is something that we are in or

is reality something that we create? What is the difference
between the two?

Watch this TED Talk at this address:

http://www.ted.com/talks/isaac_lidsky_what_reality_are you creating for yourself#-
692833 (retrieved March 20, 2019)

After Watching Questions:

1) What did you think of TED Talks?

2) How can people affect their reality?
3) What was the most surprising thing for you in the talk?
4) What made it so effective?
5) How does it personally affect you?
6) What hand gestures did you consider to be effective? Why?
7) What was his only visual aid? Why did he use it?
 8) How did he prove that he was able to change his reality?
9) What can you learn about public speaking from listening to the talk?
10) What can you learn about life?

Learning Activities:
⮚ Individually, the students will decide a topic for the TED Talk which
interests them most taking into consideration that the topic is worth
sharing for.
⮚ Each student will research important information and related articles to
provide solid bases for their chosen topic.
⮚ A script will be generated from the researched ideas for the purpose of
TED Talk.
⮚ Make sure the script is good for 10 minutes only.

Scoring Rubric

Relevance of the Topic 10 pts.

Appropriateness of Data 10 pts.

Clarity of the Statement 10 pts.

Organization of Ideas 10 pts.

Total 40 pts.

Part 1: First TED Talk

✔ Students will use their own script for their TED Talk. They will give a TED Talk in
the classroom. There should be cameras ready, a laptop and a projector. They
 will be given 10 minutes to talk. Students should remember to cater their speech
towards the audience.
✔ The teacher and the class will critic. After listening to the talk and watching the
recorded video, comments and suggestions from the whole class will be
discussed.
✔ Even the speaker will be give chance to reflect on his/her own performance
through writing a reflection paper.

Learning Evaluation:

Corrective TED Talk

After giving the first public talk and hearing the feedback , the students will now record
their improved TED Talk and will upload to Facebook or YouTube for publication and
checking of the teacher.

Scoring Rubric
Criterion Excellent Good Satisfactory Needs Scor
e
10 pts. 8 pts. 6 pts. Improvement

4 pts.

Appearan Wears a Wears a Wears a The

ce formal and semi- formal casual attire speaker’s
appropriate attire for the for the appearance
attire for the speech; with speech; with is not suited
speech; good good for the
maintain posture; well- posture; speech.
proper groomed presentable
posture; well-
groomed

Introductio (1) Gets Meets any Meets any Meets only

n attention three of the two of the one of the
four criteria four criteria four criteria
(2) Clearly
identifies
topic

(3)
Establishes
credibility

(4) Previews
the main
points

Body Main points Main points Main points Main points

are clear, are need clarity are not clear
well somewhat and support and have no
supported, clear, some lack of support and
and sources support, and sources and no sources or
are some documentatio documentatio
documented documentatio n n
n

Conclusio (1) Reviews Reviews Brings Does not

n main points main points, closure bring closure;
brings the audience
(2) Brings
closure is left
closure
hanging
(3)
Memorable

Eye Eye contact Eye contact Eye contact Little or no

Contact with with with eye contact
audience audience audience
virtually all less than less than
 the time 80% of the 75% of the
(Except for time time
brief glances
at notes)

Body Body Body Body Body

language language, language, language, language,
gestures, and gestures, and facial gestures, and
facial facial expressions facial
expressions expressions and gestures expressions
adds greatly compliment lack variety are lacking or
to the message and inappropriate
message spontaneity

Clarity Speaks Speaks Speaks Often

clearly and clearly and clearly and mumbles or
distinctly all distinctly distinctly cannot be
the time with nearly all the most of the understood
no time with no time with no with more
mispronounc more than more than than three
ed words one two mispronounc
mispronounc mispronounc ed words
ed word ed words

Use of Uses visual Use visual Use visual Use visual

visual aids with aids which aids with less aids which do
Aids great effects help fairly to help to the not help at all
to the TED the TED TED Talk. to the TED
Talk. Talk. Talk.

TOTAL POINTS

References:
Books
Sygaco, S. (2018).Principles and Competencies in Purposive Communication. West
Avenue, Quezon City: Great Books Publishing.
Web
http://www.ted.com/talks/
clay_shirky_how_cellphones_twitter_facebook_can_make_history
http://www.ted.com/talks/gordon_brown
http://www.ted.com/talks/shereen_el_feki_pop_culture_in_the_arab_world

Lesson 9
Guidelines in Business Meeting
Overview:
This lesson is about the basic guidelines in business meeting. This also tackles
about the giving of the minutes of the meeting that includes its templates.

Learning Outcomes:
At the end of the lesson, the students can:
1. Explain the steps in doing the business meeting:
2. Apply the steps in doing the business meeting through a role-play; and
3. Give the relevance of studying the steps in doing the business meeting.

Materials Needed: laptop, cellphone

Duration: 90 minutes

Learning Content:

Step 1: Call the meeting to order according to the schedule time.

Step 2: Pass an agenda during the meeting so that co-workers will be guided.
Step 3: Provide a summary of the previous meeting as the secretary reads the
undertakings.
Step 4: End the meeting on time and an agenda should list all the points to be taken
during the discussion.
Step 5: Ask the secretary to take the minutes of the business meeting for the decisions
made, documentation, and review in the next meeting.
Step 6; Prohibit members from insulting each other when the issue gets hot and
intense.
Step 7: End the business meeting with optimism. Assign what each member must do
and the issues to be tackled during the assembly.
Template of Basic Meeting Notes
Meeting of the (Name of Work Group of Project

Date:

Local:

Agency:

Names of People Who Attended the Meeting:

Names of Group Members Who Were Absent:

Discussion:

Announcement (if any)

Decisions Made (if any)

Items for Follow-up:

Name of the Person Taking the Minutes:

Learning Activity:

Role-play about a business meeting by applying the given steps, and then, make
sure to have the minutes of the meeting.
Rubric
Preparation 5 pts.
Presentation of Character 5 pts.
Content 15 pts.
Use of Non-verbal Cues 5 pts.
Creativity 15 pts.
45 pts.

Learning evaluation:

● Ask the class the following questions: What was interesting and/or
challenging about this material on agendas and minutes? o What
questions do you have about agendas and/or meeting minutes?
● Highlight what students have learned from this lesson. Students can now
identify key elements of successful meetings.
● Distribute the homework assignment and explain that each small group
will use its notes from the in-class meeting activity to prepare one set of
meeting minutes collaboratively.

References:
Books
Uychoco, M. & Santos, M. (2018).Communication for Society Purposive
Communication. Manila, Philippines: Rex Book Store.
 Lesson 10
Business Communication
Overview:
This lesson is all about the business communication such as the use of business
letter, memorandum, e-mail, cover letter, and resume. This also tackles about some tips
in the job interview.

Learning Outcomes:
At the end of the lesson, the students can:
1. Describe the business letter, memorandum, e-mail, cover letter, and resume;
2. Using the given templates, write their own business letter, memorandum, e-
mail, cover letter, and resume; and
3. Give the importance of communication in workplace.

Materials Needed: laptop, cellphone, worksheets

Duration: 360 minutes

Learning Content:
Business Letter Template
Company Letterhead

(two or more blank lines)

Date of letter

(two or more blank lines)

Name of recipient

Position/Designation of recipient

Address of recipient

(one blank line)

Dear + courtesy title + Recipient’s last name:

(one blank line)

First single-spaced paragraph

(one blank line)

Second single-spaced paragraph

(one blank line)

Third single-spaced paragraph

(one blank Line)

Complimentaryclose, such as “Respectfully

yours,”

(three blank lines for the sender’s signature)

Name of sender

Title/Designation of sender
A business letter is a “document that conveys information to a member of one
organization from someone outside of that organization.”

It is a form of external communication. It is formatted to contain, among others, an

inside address and a signature block that specify the recipient and sender respectively.
It also contains standard formulas of openings and closings called salutation and
complimentary close. The standard salutation format consists of “Dear” followed by the
title (Mr., Ms., Dr., Prof., etc.) of the recipient, his or her last name, and a colon.
Conventional complimentary closes for business letters today are: Sincerely,
Respectfully, Best regards, Kind regards, and Yours truly. Finally, it is formatted in a
way that makes relevant information easy to see and understand.

Memo Template
(two inches of blank space)

Memorandum or Memo

To: Reader’s names (individual or group names) and designation/job titles

(one blank line)

From: Writer’s name and designation/job title

(one blank line)

Date: current date

Subject: What the memo is all about.

(two blank lines)

First

A memo is an internal communication which immediately gives the date, the addressee
and sender, and the subject of the memo in a standard format. There is no need for a
salutation, complimentary close, and signature block.
Work Email Sample
From: Samuel Allison <Samuel.allison@xyz-Inc.com>

To: Karen Jones Karen.jones@lmno-inc.com

Subject: Marks report

Salutation ___________ Dear Karen:

Message Content _____ Have you completed a revision of the Marks report, and if so,
may I have a copy of it? I would like to take it to my meeting with Rachel tomorrow. I will
be in my office until noon if you have any questions.

Closing ______________ Regards,

Sam

Signature File Samuel Alllison

Director, Marketing

XYZ, Inc.

123 Anywhere Street

New York, NY 10024

Tel: (212) 555-1234

Fax: (212) 555-3456

 Samuel.allison@xyz-inc.com

www.xyz-inc.com

Mary Ellen Guffey (2000) notes in Essentials of Business Communication that email
message and memos are “standard forms of communication written within
organizations” and “will probably become [the] most common business communication
channel.” Email message allow professionals to send, forward, and receive many
messages quickly and efficiently, and they are designed for simultaneous circulation.

Like memos and business letters, email message should be warm, and friendly, but not
too conversational, emotional, or intimate. The goal is a professional tone-neither too
formal nor too conversational.

Workplace emails still follow the standard format, minus the automatic components:
email systems automatically insert the date of incoming messages, the name, and the
email address of the sender. The writer inputs the name and email address of the
recipient, as well as the subject which, as in memos, should summarize the central idea
of the message. Work emails have salutations that use the colon at the end, but in
certain contexts when sender and recipient have a close working relationship, titles are
dropped and first names are used. Paragraph organization is the same as for memos
and business letters, and the information given should be only what is necessary.
Opening fillers (there is, It is,) long lead-ins (I am writing this memo to inform you that),
and wordy phrases should be avoided. Lastly, it is best to compose emails offline or to
at least proofread the message before sending it.

Sample Cover Letter and Resume

April 26, 2021

DR. BAI HEJIRA NEFERTITI S. LIMBONA

Chancellor
Mindanao State University-Maguindanao
 Dalican, Datu Odin Sinsuat, Maguindanao

Through: TAHIR K. SALIPADA

Human Resource Management Officer

Dear Ma’am:
I, Almira Kusin, a graduate of Bachelor of Arts in Islamic Studies, Major in Shariah at
Mindanao State University - Maguindanao, am applying for a teaching job in your
institution.

I will be glad to answer your further clarification about my credentials at your most
convenient time. Attached is my resume, transcript of records and other necessary
documents for your references.
Thank you very much for your time and consideration. More power and Allah bless you.
You YYou may reach me at these mode of contacts: 09972794347 or kusinalmira@gmail.com.

Truly yours,

ALMIRA KUSIN
Applicant

RESUME

ALMIRA KUSIN
Dalican, Datu Odin Sinsuat, Maguindanao
Contact Number: 0916085002
E-mail: mhotmaguid1823@gmail.com

EDUCATION
Post Graduate(2017 -Present) Mindanao State University- Maguindanao
Graduate School
Master of Arts in English Language
Teaching

Tertiary (2008-2012) Mindanao State University-Maguindanao

 Bachelor of Secondary Education-
English
Outstanding Performer of the Year

Secondary (2004-2008) Maguindanao National High School

Class Valedictorian

Elementary (1999-2004 Linantangan Elementary School

Class Valedictorian

WORK EXPERIENCE
2012-2016 Datu Odin Sinsuat Educational and
Development Foundation Inc.
INTEREST
Books
Movies
Foods
HOBBIES
Reading
Listening Music
Watching Movies

SKILLS
Singing
Dancing
Hosting
Drawing
Acting

Job Interview
It can vary from structured or formal with a set of specific questions to
unstructured with more freewheeling conversation. Among several types of interviews,
the following are the most common:
● The traditional one-on-one interview – The candidate is interviewed by one
person.
● The panel interview – The candidate is interviewed by a group or panel.
● The group interview – The candidate is interviewed along with fellow candidates.
 The stress interview – The candidate is asked a series of difficult and intimidating
questions to see how he or she handles stress.

Before the interview

Have the right mind-set. Remember that the primary goal of the interviewer is to
learn whether you have the skills, training, experience, and interest necessary to fulfil
the requirements of the position. Answer their questions honestly so that you may both
find out if you can meet the company’s needs.

Research. Gather information about the company you are applying to so that
you can adjust your responses to fit that company. Find out specifically about the
company’s leaders, its mission and vision or business philosophy, its products, service,
or customers, and its competition. Think about why the company would be interested in
you. Finally, think about what the job involves in terms of duties, hours, wages, and
opportunities for advancement.

Know the typical question asked. Below is a table of questions collated from
various sources but mainly based on those from The Professional Development
Seminar Junior and Senior Course Workbook (Nicholls College Professional
Development).

Getting-to-know-you question Tell me about yourself. What was your

course and major in college, and why
did you choose it? If you could do it
over again, would you stay in the same
field? Why? What are you greatest
strengths? What are some things you
enjoy doing in your spare time? What
are your hobbies, sports, or interests?

Question about your qualification What specific qualifications do you

 have for this job? Can you talk about
your previous work experience,
whether part time jobs or internships?
What were your biggest achievements
in college? Why should we hire you
when there are other applicants with
better credentials or more experience?

Forward-looking questions Where do you see yourself five years

from now? If you were hired for this
position, what would you do to ensure
that you fit in? Do you plan to continue
your education?

Tough question What are your greatest weaknesses? Is

there anything you would like to change
about your personality? What is this,
and why? How did you prepare for this
interview? Do you feel that you
achieved the best grade-point average
of which you were capable in college?
Have you ever faced an ethical
dilemma? What did you do and how did
you feel about it? If a superior gave you
specific instructions to do something in
a particular way, and you knew that
way was wrong, what actions would
you take?

Questions about money What kind of salary do you expect?

How much did you previously earn?

 How much are you presently earning?

By age___, how much money do you

expect to earn? Can you take a pay cut
from your current (or previous) job?

Learning Activity:

With the given templates and samples, write your own:

● Business letter
● Memo
● Email
● Cover letter
● Resume

Learning Evaluation
Prepare for a mock interview.
Rubric
Resume and Cover Letter 25 pts.
Attire 10 pts.
Skill 40 pts.
Delivery 25 pts.
100 pts.

References:
Books
Sygaco, S. (2018).Principles and Competencies in Purposive Communication. West
Avenue, Quezon City: Great Books Publishing

Web
http://www.omafra.com.gov.on.cal/english/rural/facts/03-033.htm
http://www.campmembers.com/media/cms/
121_mod2_ch8_effective_communication_63afca8970d43.pdf