Name: Alcala Angel Grace G.

__________ Year and Section: _BSN1-

B________ 

UNIT 1 WORKSHEETS 
COMMUNICATION IN THE GLOBAL AGE 

Lesson 1
● Assessment
Directions: Read and analyze the following questions. Choose the letter of the
correct answer. Highlight or bold the letter and the answer. (1 point each) 

1. Which is NOT a basic element of communication? 

a) Source 
b) Destination 
c) Medium 
d) Language 

2. Which statement best defines communication? 

a) It is the exchange of messages through common systems of signs
and symbols.
b) It is the art of creating ideas. 
c) It is the use of language in sharing information. 
d) It involves at least two person 

3. Which element of communication is the vehicle used to send a message or

information? 
a. Channel 
b. Feedback
c. Receiver 
d. Sender
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4. A static over a phone line, misinterpreting a local custom, and language

differences are a few examples of: 
a. Feedback 
b. Noise 
c. Context 
d. Message 

5. Which term is generally used to define the interference that affects the messages
being exchanged during communication? 
a) Context 
b) Noise 
c) Medium 
d) Feedback 

6. What pertains to the setting or situation in which communication takes place

a) Context 
b) Noise 
c) Medium 
d) Feedback 
7. It is the use of language particularly the readily understood spoken words and
expressions. 
a) Verbal Communication 
b) Nonverbal Communication 
c) Written Communication 

d) Oral Communication 
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8. Which statement does NOT describe decoding process? 

a) It is deciding on the medium to use in transmitting a message. 

b) It involves interpretation. 
c) It is assigning meaning to the message. 
d) It is usually done by the receiver in a communication process 

9. When does encoding take place? 

a) When the receiver interprets the message 

b) When the sender translates ideas into perceivable messages 
c) When both sender and receiver want to exchange messages 
d) When the sender recognizes the communication style of the other 

10. You deliver a speech about the importance of higher education to a group
of high school students. What is the message in the communication
situation? 

a) The high school students 

b) You 
c) Importance of higher education 
d) Your voice and language 

Lesson 2 
● Learning Task 1 
Exploring Diversity
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Directions: Think of a person whose cultural background differ from your own. Answer 
the following questions with respect to the person on your list. (5 items x 5 points

1) How do the individual’s feelings about socialization differ from your own? 

2) How does the individual’s concept of self, compare with yours? 

3) To what extent do the individual’s values and attitudes differ from yours? Worksheets

4) which of your behaviors did the individual have difficulty understanding

or accepting? Which of his or her behaviors did you have difficulty with?
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5) Which of the individuals you interacted with did you find most like you? Most unlike
you? Can you identify your points of similarity and difference?

Rubric for scoring:

CRITERIA DESCRIPTION POINTS POINTS

Content Provided pieces of

evidence, supporting
details, and factual 2
Scenarios. 2

Grammar Used correct grammar, punctuation,

spelling, and Capitalization.
2

Organization of Ideas Expressed the points in clear and logical

arrangement of ideas in the paragrah
1

TOTAL 5
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Activity: It Makes Sense 

Going abroad though is not as simple as you think. Crucial that you are
prepared to interact with different cultures. 

Let us see how well you know some distinct manners and practices of different
cultures. Write TRUE if the statement expresses truth about the countries’ distinct
practices; otherwise, write FALSE. Most of these items are taken from
“Multicultural manners: New rules of etiquette for a changing society.” Of Dresser
(1996). The reading material was uploaded in your stream section in your google
classroom. 

On Body Language 
______ 1. When greeting, people from India hold their hand together
in front of their chins in a prayer-like position. 
______ 2. When greeting, most Latinos expect body contact. Hugging
and kissing on the cheek are acceptable for both the same sex and the
opposite sex. 
__________ 3. When greeting, most middle Easterners, especially Muslims,
avoid body contact with the opposite sex, but men may embrace and kiss 
one another. 

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__________ 4. When greeting, most Americans, expect some body contact. Women 
kiss once on each cheek and hug; men shake hands. 
__________ 5. When greeting Orthodox Jews, avoid body contact with the opposite Sex. 

On Verbal Expressions 
 __________ 1. Avoid wishing “Happy Birthday” or “Merry Christmas” to Jehovah’s
Witnesses. 
__________ 2. After receiving praise, many Asians feel uncomfortable and
embarrassed. They may even consider praise as a form of subtle 
criticism. 
__________ 3. Some Asian cultures consider it rude to say no and will
go to extremes to avoid doing so. 
__________ 4. Open criticism should be avoided when dealing with
Asian employees, as this may lead to loss of face. 
__________ 5. Do not assume a married woman has her husband’s last name. 

On Classroom Behavior 
__________ 1. To avoid emotional upset for Korean children and parents,
do not Write students’ names in red, this has death connotations. 
__________ 2. If an Asian student bows to you, nod your head in
response. __________ 3. Those from educational systems outside the
United States often consider informal, noisy classrooms as places of play,
not learning. 
__________ 4. Students from outside the United States are often shocked by
some teachers’ behavior-sitting on desks, wearing casual clothing, 
encouraging students call them by their first names, engaging in 
humorous banter. 
In Jamaica and other parts of the Caribbean, teachers are respected Worksheets in Purposive

Communication

And revered and rarely challenged. 

Activity: We’ll Figure It Out 

In this activity, you will reflect on the innovations in international education.
TopUniversities.com in 2016 named unusual courses that were never knew
existed abroad. They are as follows: 
10 Unusual Courses You Did not know Existed 
1. Master’s degree in peace and conflict studies 
2. Bachelor’s or Master’s degree in eco-technology 
3. Bachelor’s or Master’s degree in communication for development 
4. Bachelor’s or Master’s in game design 
5. Master’s degree in open e-government 
6. Master’s degree in outdoor environmental education and outdoor
learning 7. Master’s degree in automotive engineering 
8. Master’s degree in spacecraft design 
9. Master’s program in energy fro smart cities 
10. Master’s program in water resources engineering 

Discuss these questions individually (3 points each): 

1. Do these courses appeal to you? 

2. How these vast arrays of career options benefit you? 

3. What do these courses tell about our global society? 

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4. What do these courses tell about you? 

5. What do these courses tell about the nature of subjects and disciplines in this
modern time? 

6. What do these courses tell about global communication? 

 If you were to create new degrees today, what would they be? Fill out the
table below with the necessary information (30 points). 
Degree Description Requirements
Name 

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● Review 
Brown Bag Globalization and Ethnocentrism 

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Directions: Watch “Brown Bag Globalization and Ethnocentrism”. Then, answer the 
following questions (5 points each): 
Link: https://www.youtube.com/watch?v=XHBfM53qXqc 

1) What are the challenges in communication that were experienced by the

characters? How did they overcome these challenges? 

2) Enumerate any gender bias or ethnocentrism that you noticed in the film. How
did Mr. Brown process it? 

3) How did culture affect the characters’ way of giving and understanding the
message? 
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● Pre-assessment 
Directions: Complete the concept map by putting the words on the space provided
(10 points. 

● Ethic groups
● Cultural group
● Communities
● Mutual exchange ● Gender-based 
exclusion

● Discrimination in public and private

● Learning Task 1 
Revise the standards 

Instructions: Analyze the advertisement below. Then, give revisions to it

based on the standards of cultural and gender sensitivity. Write your
recommendations to the tagline or image on the space provided. (20 points) 

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Lesson 3 
● Review 
BrEng or AmEng? 

Directions:Analyze the words and images below. Then, identify which is

American or British English by putting a check mark ( ) on the corresponding
column ) (1 point each. 
American  British

Grey 

1. 
Gray 

2. 

Lorry 

Truck 

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 3. 

Loo 

Restroom 

Tire 

4. 
Tyre

Tv 

5. 
Telly

Lesson 3 
● Practice Exercises 

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Language register 
Directions: Identify the language register referred to in the following statements.
Explain your answer. Write your answer on the space provided. (5 items x
3points) 

a. Formal b. Informal c. Neutral 

1. It is not usually positive or negative. 

_________________________________ 

2. It is probably the most difficult type of writing. 

_________________________________ 

3. It is impersonal, meaning it is not written for a specific person and is written

without emotion. 

________________________________ 

4. It is written in the way we talk our friends and family. 

________________________________ 

5. We use this with non-emotional topics and information.

______________________________________ 

● Enrichment Activities 

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Directions: Watch the video by Dr. David Crystal. Then, answer the following
questions: (3 items x 10points) 
Link: https://www.youtube.com/watch?v=0XT04EO5RSU 

1) React to the statement "English is not a single variety. It is conglomeration

of different dialects." 

2) In what aspects do the British, American, and Australian English differ? 

3) Name one (1) challenge/difficulty that you already experienced in

studying the different varieties of English. How did you overcome that
challenge/difficulty? 

Rubric for scoring: 

Worksheets in Purposive Communication

CRITERIA  PERFORMANCE INDICATORS  POINTS
 Content  Provided, pieces of evidence, supporting 5
details, and factual information

Grammar  Used correct grammar,  3

punctuation, spelling, and 
capitalization

Organization of Expressed the points in clear and logical 2

ideas  arrangement of ideas in the paragraph

Total 10 

UNIT 2 WORKSHEETS 
COMMUNICATION IN THE DIGITAL AGE 

● Review 
Tools of Technology 
Directions: List down the tools that you can use to improve communication. Then,
write the specific purpose where you can use the tool effectively. The first item is
already written for you (10 points). 
Communication Tool I can use it effectively
in…

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Mail, etc.) Sending memos, messages, documents toorganization, company, or group in which
you
belong to.

● Pre-assessment 
Free-Writing 
Directions: Answer the following questions (5 points each): 
1) What are the advantages and disadvantages that technology brings in the field
of communication in the present time? 

2) How can we use technology responsibly as a tool for communication? 

3) Cite other things in which technology can be utilized for the improvement
of communication 

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● Practice Exercises 

World’s Worst Research Presentation 

Directions: In the left column, take note of the presentation mistakes on the video
“World’s worst research presentation” by Dr. Lorraine Fischer-Katz. Then, write
recommendations for the improvement in the right column. (20 points) 

Link: https://www.youtube.com/watch?v=nSGqp4-bZQY 
Presentation Recommendations for Improvement
Mistakes 

Rubric for scoring: 

CRITERIA  PERFORMANCE 
POINTS
INDICATORS 

Content  Provided supporting 

10
details, and factual 
 information 

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Grammar  Used correct grammar, 
6
punctuation, spelling, and 
capitalization 

Organization of Expressed the points in 

ideas  4
clear and logical 
arrangement of ideas in 
the paragraph 

Total  20

● Learning Task 1 

Technology and the Rise of Fake News 

Directions: Read and analyze the article below. Then, compose a reaction paper
about it.(25 points) 

The future of fake news: don't believe everything you read, see

or hear Olivia Solon, July 26, 2017 

In an age of Photoshop, filters and social media, many of us are used to seeing
manipulated pictures – subjects become slimmer and smoother or, in the case of
Snapchat, transformed into puppies. 

However, there’s a new breed of video and audio manipulation tools, made
possible by advances in artificial intelligence and computer graphics, that will
allow for the creation of realistic looking footage of public figures appearing to say,
well, anything. Trump declaring his proclivity for water sports. Hillary Clinton
describing the stolen children she 
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keeps locked in her wine cellar. Tom Cruise finally admitting what we suspected all 
along … that he’s a Brony. 

This is the future of fake news. We’ve long been told not to believe everything we
read, but soon we’ll have to question everything we see and hear as well. 

For now, there are several research teams working on capturing and synthesizing
different visual and audio elements of human behavior. 

Software developed at Stanford University is able to manipulate video footage of

public figures to allow a second person to put words in their mouth – in real time.
Face2Face captures the second person’s facial expressions as they talk into a
webcam and then morphs those movements directly onto the face of the person in
the original video. The research team demonstrated their technology by
puppeteering videos of George W. Bush, Vladimir Putin and Donald Trump. 

On its own, Face2Face is a fun plaything for creating memes and entertaining
late-night talk show hosts. However, with the addition of a synthesized voice, it
becomes more convincing – not only does the digital puppet look like the
politician, but it can also sound like the politician. 

A research team at the University of Alabama at Birmingham has been working on

voice impersonation. With 3-5 minutes of audio of a victim’s voice – taken live or
from YouTube videos or radio shows – an attacker can create a synthesized voice
that can fool both humans and voice biometric security systems used by some
banks and smartphones. The attacker can then talk into a microphone and the
software will convert it so that the words sound like they are being spoken by the
victim – whether that’s over the phone or on a radio show. 

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Canadian startup Lyrebird has developed similar capabilities, which it says can be
used 
to turn text into on- the-spot audiobooks “read” by famous voices or for characters
in video games. 

Although their intentions may be well-meaning, voice-morphing technology could

be combined with face- morphing technology to create convincing fake statements
by public figures. 
You only have to look at the University of Washington’s Synthesizing Obama
project, where they took the audio from one of Obama’s speeches and used it to
animate his face in an entirely different video with incredible accuracy (thanks to
training a recurrent neural network with hours of footage), to get a sense of how
insidious these adulterations can be. 

Beyond fake news there are many other implications, said NiteshSaxena,
associate professor and research director of the University of Alabama at
Birmingham’s department of computer science. “You could leave fake voice
messages posing as someone’s mum. Or defame someone and post the audio
samples online.” 

These morphing technologies aren’t yet perfect. The facial expressions in the
videos can seem a little distorted or unnatural and the voices can sound a little
robotic. 

But given time, they will be able to faithfully recreate the sound or appearance of a
person – to the point where it might be very difficult for humans to detect the
fraud. 

Given the erosion of trust in the media and the rampant spread of hoaxes via
social media, it will become even more important for news organizations to
scrutinize content that looks and sounds like the real deal. 

Telltale signs will be where the video or audio was created, who else was at the
event and whether the weather conditions match the records of that day. 

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People should also be looking at the lighting and shadows in the video, whether all
of 
the elements featured in the frame are the right size, and whether the audio is
synced perfectly, said Mandy Jenkins, from social news company Storyful, which
specializes in verifying news content. 

Doctored content might not pass the scrutiny of a rigorous newsroom, but if
posted as a grainy video to social media it could spread virally and trigger public
relations, political or diplomatic disaster. Imagine Trump declaring war on North
Korea, for example. 

“If someone looks like Trump and speaks like Trump they will think it’s Trump,”
said Saxena. 
“We already see it doesn’t even take doctored audio or video to make people
believe something that isn’t true,” added Jenkins. “This has the potential to make it
worse.” 

Source: 

Solon, O. (26, July, 2017). The future of fake news: don't believe everything you
read, see or hear. The Guardian. Retrieved from
https://www.theguardian.com/technology/2017/jul/26/fake-news-obama video-
trump-face2face-doctored-content 

Rubric for scoring: 

CRITERIA  PERFORMANCE INDICATORS  POINTS

Content Provided pieces of evidence, supporting details, and 9

factual scenarios.

Timeliness Discussed an issue which is up-to-date and 5

relevant in the present time.

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Grammar Used correct grammar, punctuation, spelling, and 6
capitalization.

Organization of Expressed the points in clear and logical 5

ideas arrangement of ideas in the paragraph.

Total  25

● Enrichment Activities 

Read the article below. Then, answer the questions that follow. (25

points) Are smartphones making teens unhappy? 

AFP Relaxnews / 02:46 PM January 24, 2018 

New research in the United States has added to the growing body of evidence
that technology could be affecting our mental health, finding that teenagers who
spend a large amount of time on their smartphone are more likely to be unhappy. 

Carried out by researchers from San Diego State University and the University of
Georgia, the study gathered data from surveys of 1.1 million 8th, 10th, and 12th
graders across the U.S. who were asked about how much time they spent on their
digital devices, their real-life social interactions with others, and their overall
happiness. 

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On average, those who spent more time in front of screen devices, for example
texting 
friends, playing computer games, or using social media, reported being less happy
than those who spent more time partaking in non-screen activities such as sports,
reading newspapers and magazines, and face-to-face social interaction. 

Lead author Jean M. Twenge commented on the findings saying that an increase
in screen time is the likely cause of this unhappiness, adding that, “Although this
study can’t show causation, several other studies have shown that more social
media use leads to unhappiness, but unhappiness does not lead to more social
media use.” 
The study also found that the drop in young people’s life satisfaction, self-esteem
and happiness which occurred after 2012 also coincided with the sudden increase
in smartphone use and other screen devices, with 2012 the year that the
percentage of Americans who owned a smartphone rose above 50 percent,
Twenge noted. 
“By far the largest change in teens’ lives between 2012 and 2016 was the
increase in the amount of time they spent on digital media, and the subsequent
decline in in-person social activities and sleep,” she said. “The advent of the
smartphone is the most plausible explanation for the sudden decrease in teens’
psychological well-being.” 

However, quitting digital media altogether also doesn’t seem to be the answer,
with the team finding that those who spent a small amount of time in front of a
screen (a little less than an hour a day) were actually the happiest. It was after this
daily hour of screen time that unhappiness levels steadily rose as screen time also
rose. 

“The key to digital media use and happiness is limited use,” Twenge said. “Aim to
spend no more than two hours a day on digital media, and try to increase the
amount of time you spend seeing friends face-to-face and exercising; two
activities reliably linked to greater happiness.” 

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Source: 
http://technology.inquirer.net/71672/are-smartphones-making-teens-
unhappy#ixzz555e Au4MM 

Questions: 
1) Do you agree with the data presented by the author? Why? 

2) What are the effects of prolonged screen time to the respondents of the study? 

3) What conclusion did you form after reading and analyzing the article?
Support your answer with pieces of evidence. 

Rubric scoring 
CRITERIA  PERFORMANCE INDICATORS POINTS

Content Provided pieces of evidence, 

supporting details, and factual 
9
scenarios. 
Timeliness Discussed an issue which is up-to-date and relevant in the present time. 5

Used correct grammar, punctuation, 

Grammar
spelling, and capitalization.6 

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Organization of Expressed the points in clear and 
ideas
logical arrangement of ideas in the 
5
paragraph. 

Total 25

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