Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY

Main Campus, Sogod, Southern Leyte
Website: www.slsuonline.edu.ph/
op@slsuonline.edu.ph
Telefax: (053) 577 – 8299

Institute of Arts and Sciences

SELF – PACED LEARNING PLAN
PURPOSIVE COMMUNICATION
APRIL 13 – 17, 2020

TITLE OF CONTENT OF THE LESSON/SHORT SELF – LEARNING GUIDE IN THE MAKING OF

OBJECTIVES
TOPIC READINGS/EXPLANATION ACTIVITIES ACTIVITY
Chapter IV:  Define Lesson 3: Writing a Memorandum A. Write a memo up to A. Students will be asked to produce
Communicatio memorandum. three paragraphs long for a memo following the instructions of
n for Work  Elements of an Effective Memo the following scenarios the activity. They will write their
Purposes  Produce a  Types of Memos below. Decide who the “memo” in a one whole sheet of
memorandum.  Format and Organization Strategy memo should be sent to and paper.
Lesson 3:  Style, Tone and Common Memo what the subject of the
Writing a Writing Situations message is. Add your own
Memorandum DISCUSSION POINTS: information to the body of
the memo.
 A memo, or memorandum, is one of
the most common forms of business
communication.
 A memo (or memorandum, meaning
“reminder”) is normally used for
communicating policies, procedures,
1. You are the office
or related official business within an
manager and want to
organization.
remind everyone to clean up
 It is often written from a one-to-all
 perspective (like mass after themselves in the
communication), broadcasting a lunchroom. There was
message to an audience, rather than recently an infestation of
a one-on-one, interpersonal cockroaches. The building
communication. has since been fumigated
but you still require the
LESSON SUMMARY: cooperation of staff to
 A well-written business letter is prevent a re-infestation.
made up of seven basic parts, which
may include an enclosures line as Note: State the purpose of
needed. The format of a memo is the memo, your reasons for
much simpler. You write “Memo” sending it (i.e. the kind of
or “Memorandum” at the top, behavior you have noticed
followed by a To line, a From line, a and what actions you want
Date line, a Subject line, and then to be taken.
the actual body of the message.
 It is best to write in an extremely 2. Write a memo about a
crisp, to the point, businesslike tone. topic of your choice. Tell
Memos are often used for internal recipients the purpose of the
company communications. memo, your reasons for
 The memorandum’s message should sending it and what actions
start with a declaration of purpose: (if any) you want to be
“I am writing to inform you….” taken. Provide suggestions
“The purpose of this memo is to….” in your memo if
Then summarize the information appropriate.
relevant to the matter at hand. You
can close the memo with a call to
action, repeating the request you
made at the beginning of the memo.
 A salutation and signature are no
longer necessary, because the point
is to convey needed information or
 communicate a call to action as
quickly and efficiently as possible.

Prepared by: Noted: Approved:

ARTCHEL L. MONDALA ELVIE D. DURAN, Ed. D DR. FRANCIS ANN R.

SY
Name & Signature of Faculty/Staff Director, Institute of Arts and Sciences Concerned VP/Campus Director

Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY
Main Campus, Sogod, Southern Leyte
Website: www.slsuonline.edu.ph/
op@slsuonline.edu.ph
Telefax: (053) 577 – 8299
 Institute of Arts and Sciences
SELF – PACED LEARNING PLAN
SPEECH & ORAL COMMUNICATION
APRIL 13 – 17, 2020

TITLE OF CONTENT OF THE LESSON/SHORT SELF – LEARNING GUIDE IN THE MAKING OF

OBJECTIVES
TOPIC READINGS/EXPLANATION ACTIVITIES ACTIVITY
Symbol 1. Identify,  Segmentals or Individual Sounds Pronunciation Drills Teacher directly tells the students
Systems describe and - Consonants  Using of “I Do-We what is expected, provides models
articulate the - Vowels Do-You Do” method. and opportunities for the students to
vowels, - Diphthongs practice the skills with ongoing
consonants and feedback.
diphthongs with DISCUSSION POINTS: Note: Handouts are already - “I Do-We Do-You Do”
an acceptable  Consonants refer to the basic speech presented in the course’s method (“I Do” means that the
English accent. sounds in which the breath is at least LMs. teacher is the model, “We Do”
partly obstructed and which can be means that the teacher and the
combined with a vowel to form a students will do the activity
syllable. together and “You Do” means
 Vowels are syllabic speech sounds that the teacher should
pronounced without any stricture in gradually release the
the vocal tract. Vowels are one of responsibility to the students so
the two principal classes of speech that the students then may be
sounds, the other being the able to do the task
consonant. Vowels vary in quality, independently).
in loudness and also in quantity.
 Diphthongs are sounds formed by
the combination of two vowels in a
single syllable, in which the sound
begins as one vowel and moves
toward another.
 LESSON SUMMARY:
 A segment is "any discrete unit that
can be identified, either physically
or auditorily, in the stream of
speech".
 Segments are called "discrete"
because they are, at least at some
analytical level, separate and
individual, and temporally ordered.
Segments are generally not
completely discrete in speech
production or perception, however.
The articulatory, visual and
acoustic cues that encode them
often overlap.
 Segmentals are also called
"phonemes." These are units of
sound that can be analyzed. So
individual sounds of the consonants
and vowels are segmentals.
 Every language has its own sounds
mostly recognized as vowels and
consonants, which are combined to
a form of syllables that finally build
into meaningful words according to
the phonetic grammar of the
language.

Prepared by: Noted: Approved:

URIEL G. MAGLINES ELVIE D. DURAN, Ed. D DR. FRANCIS ANN R.
SY
Name & Signature of Faculty/Staff Director, Institute of Arts and Sciences Concerned VP/Campus