REPORT 191 PROGRAMMES SYLLABUS COMMUNICATION N5 …

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REPORT 191 PROGRAMMES

SYLLABUS

COMMUNICATION N5

SUBJECT CODE: 05149885

IMPLEMENTATION: JULY 2021

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TABLE OF CONTENTS

PAGE

1. General aims 3

2. Specific aims 3

3. Prerequisite 4

4. Duration 4

5. Evaluation 4

6. Learning content 5

7. Mark allocation 6

8. Module 1: Organisational communication 7

9. Module 2: Formulation of aims, goals and objectives in planning 11

10. Module 3: Mass media communication in advertising 14

11. Module 4: Presentation communication 19

12. Module 5: Multicultural communication in the business world 23

13. Module 6: Language usage 27

14. Module 7: Concise communication 29

15. Module 8: Business letters 32

16. Module 9: Correspondence in the advertising world 34

17. Module 10: Meeting correspondence 36

18. Module 11: Reports 37

19. Module 12: Critical evaluation of written and visual material 39

20. Module 13: Critical evaluation of auditive and oral communication 41

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SYLLABUS: COMMUNICATION N5

1. General aims 1.1. To equip students with the necessary knowledge (theoretical) and skills

(practical) of verbal and non-verbal communication to function efficiently and professionally in the business world.

1.2. To acquire knowledge and practice of acceptable norms and ethics applicable in the business world in terms of self-development, interpersonal relationships and social interaction.

1.3. To equip students with the necessary oral and listening skills to facilitate successful interpersonal and social interaction.

2. Specific aims

2.1. To acquire in-depth knowledge of the basic communication principles necessary for the success of all communication processes.

2.2. To promote the emotional, intellectual and social development of students.

2.3. To enable students to understand the verbal and non-verbal factors of communication within an organisation in order for them to function efficiently and professionally in their future place of work.

2.4. To teach students how to set aims, goals and objectives and hoe to manage their time effectively.

2.5. To introduce students to the mass media and advertising with the various strategies used, as applicable to their possible future working environment.

2.6. To equip students with the knowledge and skills to make a positive contribution during a meeting.

2.7. To help students acquire the ability to speak and read fluently. 2.8. To equip students with adequate written communication skills and

techniques to draft:

concise communications

business letters

reports

meeting correspondence

graphic communications

letters of goodwill, and

correspondence in the advertising world BEFORE having these checked by a supervisor.

2.9. To train students to evaluate a situation or facts; to draw a conclusion; to express their opinion and to act accordingly with confidence.

2.10. To teach students to listen analytically and to provide sound feedback.

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3. Prerequisite A student must have passed Communication N4.

4. Duration Full-time: 6 hours (of which 5 must be lecturer contact hours) per week for one semester. The instructional offering may also be offered part-time.

5. Evaluation 5.1. Evaluation is conducted continuously by means of assignments, case

studies, class tests and oral work. A semester mark (min. 40%) as well an examination mark (min. 40%) is required to pass the instructional offering. The semester mark and the examination mark will be calculated together in a ratio of 40:60 to derive the promotion mark.

5.2. The EXAMINATION in Communication N5 (Business Studies – Report 191) will be conducted as follows:

5.2.1. TWO PAPERS based on CASE STUDIES/SCENARIOS are written. PAPER 1: CORRESPONDENCE

Modules 6 to 11

MARKS: 100

DURATION: 3 HOURS

OPEN BOOK: Two references and TWO dictionaries are allowed.

NO external examination papers or memoranda will be allowed. PAPER 2: THEORY

Modules 1 to 5

MARKS: 100

DURATION: 2 HOURS

CLOSED BOOK

Maximum of TWO dictionaries allowed. ___________________________________________________________________ COMMUNICATION- Memorised theoretical background (Modules 1,2,3,5 and 6 will count ±25%. Applied and evaluated theoretical background (Modules 1,2,3,5,6,7,8,9, 10 and 11) will count ±75%)

LANGUAGE: Candidates are allowed to answer these papers in ONE language only. Papers will only be set in English, but provision will be made for other languages should the need be expressed by industry and educational institutions. Afrikaans will be available as: Kommunikasie N5.

5.2.1 DICTIONARIES: To support the concept of using reference works in

communication, students will be allowed to take a maximum of two dictionaries- one bilingual and/or one explanatory (Examination Instruction No.50 of 1990)- into the examination room.

5.2.2 WEIGHTING: The tables below agree with the cognitive weights of the analysis grid prescribed in the DHET ICASS Guidelines for Report 191 programmes. COGNITIVE CATEGORIES: Recall, comprehension,

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application, analysis, synthesis and evaluation of learning content are important aspects in determining a student’s knowledge and understanding of the learning content of the instructional offering.

PAPER 1- CORRESPONDENCE The following weights are consequently awarded to each category:

KNOWLEDGE

APPLICATION/

COMPREHENSION

ANALYSIS/SYNTHESIS/ EVALUATION

10-20

*Format/Language & Style

40-50

20-40

PAPER 2- THEORY The following weights are consequently awarded to each category:

KNOWLEDGE

APPLICATION/

COMPREHENSION

ANALYSIS/SYNTHESIS/ EVALUATION

20-30

20-0

20-40

6. Learning content

THEORETICAL BACKGROUND

It is essential that this section should be illustrated and evaluated within the

context of practical case studies.

Important: Modules 4, 12 and 13 are not for examination purpose; they MUST

be taught for operational purposes and should not be omitted in lessons.

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7. Mark allocation

Mark allocation in the examination as an indication of the weighting of the

different modules

7.1 Paper One

Précis Summary

±15

Core notes Concise communication Forms and questionnaires Graphic material Critical evaluation and editing Classified and display advertisements Notices

±25

Letters Reports Meeting correspondence (The different topics may be covered separately or as part of a case study)

±60

100

7.2. Paper Two

1 Organisational communication

±30

2 Formulation of goals, aims and objectives

±20

3 Mass media communication & advertising

±20

4 Presentation communication

±15

5 Multicultural communication in the business world

±15

100

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MODULE 1: ORGANISATIONAL COMMUNICATION

General aim

On completion of this module, the student should be familiar with the basic channels

of communication in an organisation and be able to understand how to communicate

effectively within the organisation culture.

LEARNING CONTENT LEARNING OUTCOMES The student must be able to:

1 Corporate culture 1.1 Definition

1.2 Different types of leadership 1.3 Influence on management and

communication

1.4 1.4 Change management

Purpose of change

Reason for change

Methods of communication

Define the concept ‘corporate culture’

Explain the influence of corporate culture on productivity in an organisation

Specify and discuss the three types of leadership which will influence the corporate culture in an organisation

Recognise unique aspects of the corporate culture of an organisation

Recognise the influence of the different types of leadership on management and communication in an organisation

Define change management

Explain the purpose of management change in an organisation

Identify the internal and external reasons for management change

Decide on the methods of communication to keep business stakeholders informed about the change process from a given case study

2 2.1 External communication

Definition

Aims of external communication in marketing and public relations

Ways of communicating electronically (written and non-verbal) interpersonal and in mass media; oral (video calling, video conferencing, telephone conferencing)

Define external communication

Explain the difference between external and internal communication

Briefly discuss the aims of external communication

Determine the correct code/channel and register in given situations

Understand what is the impact of information technology on the communication process

Explain the advantages and/or disadvantages of electronic

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2.2 Impact of information technology

communication processes

3.1 Internal communication

Function of communication in an organisation:

a) Command b) Relational c) Ambiguity-management

3.2 Communication media used

Define internal communication

Distinguish between internal and external communication in a given situation

Explain the function of communication in an organisation

Use the correct codes/channels and register in a given situation

4 Organisational hierarchy

Organisation structures a) Line structure b) Line and staff structure c) Functional structure d) Matrix structure

Draw an organogram that shows the structure of an organisation

Identify a position in the hierarchical business structure

Identify lines of authority within a given hierarchical structure

5.1 Formal communication channels a) Vertical b) Horizontal c) Diagonal/cross-wise

Define and describe formal communication channels in an organisation

Choose and justify the use of the correct communication channel in a given situation

Differentiate between formal and informal diagonal communication in the business environment

Differentiate between the value of formal vs informal communication in the business environment

6.1 Informal communication channels a) Definition b) Possible channels

Grapevine

Phatic and meta communication

Discussions (job and social)

Non-verbal communication

Written communication c) Advantages/disadvantages of

informal communication

Define ‘informal communication’

Explain the importance of informal communication

Name the type of information which would be made available through informal communication channels.

Define, describe and identify the grapevine in a given situation

Identify possible advantages of oral communication

7.1 Components of management terminology:

a) Unity of command b) Span of control c) Breakage in the line of command d) Hierarchy of authority

Define terminology

Explain the management terminology used by management in the organisation

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8.1 Briefing Describe the underlying communication principles in ‘briefing’

9.1 Intervention 2 Negotiation

Explain the concept ‘intervention’

Identify the different types of intervention and the circumstances during which it will solve a problem/s

Identify the different types of communication which might come into play during intervention

Decide on the best form of communication to be used for a given method of intervention

Define negotiation

10 .1 Work ethics a) Punctuality b) Neatness c) Confidentiality d) Professionalism e) Consideration f) Trust g) Integrity h) Responsibility i) Modesty j) Respect k) Dependability l) Efficiency, quality m) Team work n) Dedication

2 Corporate social responsibility

Define the concept ‘work ethics’ and understand the principles/elements of it

Explain the need for the application work ethics in communication

Discuss the relation between ethics and social responsibility

Didactic guidelines

Theoretical principles should be applied to practical real-life situations.

Discussion and evaluations should be done on the basis of case studies.

Theoretical principles should be linked to other module, such as

correspondence, corporate culture, presentations, meetings, etc.; which all

applications of the basic management communication process.

Videos, role play, excursions, film clips and interviews could all contribute to

an understanding and evaluation of the communication process.

Business terminology which can be used in discussions and correspondence

such as: briefing, hierarchy, command, intervention, negotiations, etc.; should

be clarified and defined.

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Lecturers should try to introduce students to desktop research and make use

of reference works available on websites on topics such as: leadership styles,

organisational culture, briefing, change management, intervention and ethics.

Recommended references

1. Adams, B & Gill, D 2002 , The ABC of Communication Studies United Kingdom,

Nelson Thornes Ltd, p33

2. Steinberg, S, Introduction to communication studies 2007 Juta, Cape Town

3. Viviers, D & Van Schalkwyk, H. 1992, Success with English Language and

Communication Skills Pinelands, Cape Town: Maskew Miller Longman (Pty)

Ltd.

4. Smit, PJ, Cronje, GJ, Brewis,T & Vrba,MJ, 2014, Management Principles, A

contemporary edition for Africa, Juta & Company Ltd

5. Any reference work on Leadership styles and Organisational culture and Change

management.

E-link

https://www.mbaknol.com non-verbal communication https:// www.youtube.com –

video clips on what is change management, briefing, interventions and leadership

https:// Wikipedia.org - definitions

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MODULE 2: FORMULATION OF AIMS, GOALS AND OBJECTIVES IN PLANNING

General aim

On completion of this module, the student should be able to formulate his/her own aims, goals and objectives and use time constructively to enhance productivity through effective time management techniques.


1 Aims, goals and objectives

Definition

Difference between aims, goals and objectives

Define ‘aims’, ‘goals’ and ‘objectives’

Explain and illustrate the difference between aims, goals and objectives

Determine the purpose of the processed action/objective/aim/goal

Describe the process in formulating aims, goals and objectives

Apply the above theory to possible situations in practice

2 Determining aims, goals and objectives

Decide whether a given formulation is an aim, goal or objective

Determine the relevancy of the aim/goal/objective

Assess whether the aim/goal/objective is realistic

Decide whether it is quantitative and/or quality measure

Determine whether realistic/valuable feedback would be/is possible

3.1 Evaluating aims, goals and objectives 3.2 Guidelines

Specific

Measurable

Attainable

Relevant

Traceable

Use the given guidelines to evaluate own aims/goals/objectives, as well as those from case studies

Set a personal aim/goal/objective and plan the time for the necessary action/s in a classroom activity

4 Goal formulation

Time-frames of goals

Aim of goal formulation

Differentiate between different time-frames in the planning process from a given case study

Explain the aim of goal formulation in the business environment

Give examples of goal formulation

5 Time management and productivity 5.1. Importance of time 5.2 Record of time spent 5.3 Evaluation of time spent

Define time management

Explain the correlation between productivity and time management in the organisation

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5.4 Planning time

Importance

When to perform tasks

Time available

Time control techniques Time-log 4D system To do list/hard copies Time application (on

phones or desktop computers)

Diary Week/year planner Wall charts Delegation Self-control Pomodoro technique Software and PC diaries

5.5 Guidelines for better time utilisation

Prioritise set objectives

Identify time-wasters

Use time control techniques

Set time schedule

Evaluate time spent regularly

Pareto principle and productivity

Explain why it is necessary to utilise time effectively

Determine the record time spent on a particular day

Determine if actions (own or given case study) were really necessary; completed within a reasonable time; conducted at a suitable time; could be delegated

Set objective (real or imaginary) and plan time to perform necessary actions

List the time control techniques

Evaluate proposed time plan (own or case study) to reach an objective

Decide whether time scheduling (diary, week planner, etc.) is realistic

Use guidelines for better time utilisation to evaluate time management (own/case study)

Identify time wasters

Understand how to handle social media, e-mail and phone calls within a time conscious focused work environment

Define and understand the Pareto principle

Didactic guidelines

1. Theoretical principles should be applied to practical real-life situations. Case

studies, films, videos, magazine and newspaper articles could be used to

illustrate, discuss and evaluate theoretical concepts.

2. The student must be made aware that it is never too late to develop time

management skills.

Students must realise that time management actually provided ‘more time’ to be

spent more effectively. They have to realise the advantages of time in their daily

lives as for the business.

3. In discussing situations, lecturers should progress from situations which would

fall in the frame of reference of the students, to situations which students might

possibly encounter in their future world of work.

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4. Practical experience of and use of time planners in the organisation or during a

visit to industry must be applied.

5. Students have to experience that time managements and the formulation of

aims, objectives and goal go hand in hand.


1. Frost, R et al, Communication Dynamics, 1993, Lexicon Publishers (Heinemann),

Isando. Steinberg, S, Introduction to communication studies, 2007, Juta, Cape Town



E-link https:// www.youtube.com – video clips on what is aims, objectives

and goals.

https:// Wikipedia.org – definitions and terms

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MODULE 3: SOCIAL AND MASS MEDIA COMMUNICATION AND ADVERTISING

General aim

On completion of this module, the student should be aware of the various media for

communicating with large audiences and be able to recognise and criticise

manipulative reporting and propaganda. The student should also be able to critically

evaluate examples of mass media communication.


1.1 The main aim of mass media Print, audio, audio-visual,

electronic, library, outdoor; examples: Television, radio, newspapers, billboards, e-mails and electronic messaging

1.2 Social media Definition of social media

Types of social media

Recognise the main mass media categories

List examples for each category

List the advantages and disadvantages of each example

Define social media and cite examples

Mention types of social media

2.1 Communication process employed by the mass media 2.2 Definition of mass media

Define ‘mass media’ as an extension of the interpersonal communication process

Sketch an elementary diagram of the process

Identify the elements in the process

Explain the differences between the interpersonal communication process and the mass communication process

3 Function of the mass media

Inform Interpret Educate Entertain Advertise

Render service Promote culture “moral watchdog

List the functions of the mass media

Explain the functions of the mass media in society

4 The language employed by the mass media

Aspects determining choice of language

Target group Objective

Objective and subjective usage

Register, tone and style of

Identify the target group and decide on the style of communication to be used

Differentiate between factual writing and the expression of feelings/opinions/prejudice

Choose the appropriate register, style and tone for a given purpose

Recognise how register, style and

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rational vs. Emotional (persuasive) Communication

The fine line separate ethical rhetoric from manipulative reporting and propaganda

tone affect the reader

Analyse the register, style and tone employed in examples

Justify or criticise language usage employed in examples

5 Manipulative reporting

Concept

Techniques used in manipulative reporting

Selective reporting emphasis on emotional aspects

Facts out of context

Photographs that support report content

Explain what manipulative reporting is

Recognise instances of manipulative reporting

Rewrite such examples in a more acceptable form

Explain and illustrate the techniques used in manipulative reporting

Identify when photographs support or do not support the content of media reports

6.1 Propaganda

Definition

Elements of propaganda Ethos Logos Pathos

6.2 Techniques employed by propagandists

Stereotyping or name calling

Substitution of names

Selection of facts/card-stacking

Glittering

Generalisation

Appeal to authority/use of testimonials

Pinpointing the enemy/scapegoating

Repetition

Assertion

Lying

Bandwagon

Define ‘propaganda’

List and explain the elements of propaganda

Formulate own opinion based on all the true facts- recognise when these have not been given

Discuss the techniques used in propaganda

List the techniques employed in a given passage

Recognise writing which is ethically unacceptable and intended to brainwash

Explain why it is unacceptable to brainwash

7 Advertising in the mass media 7.1 Definition 7.2 Purpose of advertising

To inform

To remind

To persuade

7.3 Criticism against advertising

Define ‘advertising’

Name and discuss three purposes of advertising

Explain the various criticisms

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Economic wastefulness

Over-exposure

Materialism

Stimulation of false needs

Material in poor taste

Directed at the masses

Appeals to emotions

Misleading and deceptive

Contributes to stereotyping and manipulation of children

pronounced against advertising

Evaluate an advertisement based on given information

8 Advertising principles 8.1 Aspects of consumer behaviour

Cultures and subcultures

Social class/marketing bands

Socially mobility, conformity/non-conformity and reference groups

Information processing by consumers:

Exposure Attention Comprehension Retention

FOR ENRICHMENT ONLY

Explain the concepts ‘culture’ and ‘sub-culture’

Discuss the possible influence of cultures and subcultures on advertising

Explain the concept of social class/marketing bands in advertising

Explain the concept of social mobility

Discuss the role conformity or non-conformity by the consumer plays in advertising

Explain/discuss the different steps in consumer processing

Explain the influence of consumer processing on advertising

9.1 Requirements for effective advertising 9.2 Knowledge of:

AIDA formula Attention Interest Desire Action

Product/service

Target audience

Objective of company/group/advert

Feedback from consumer

Different consumer needs (Maslow)

9.3 Product knowledge

Lifecycle

Function (uses)

Name and explain the requirements for effective advertising

Evaluate a given advertisement using the AIDA formula and any additional information

Recognise a good idea which has been well presented and explain why it is successful

Identify the use of the AIDA formula

Name the aspects of product knowledge which could persuade the target audience (i.e. 1. Life

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Brand (identity)

Competition

9.4 Target audience

Market segment

Group segmentation according to demographic, psychographic and geographic factors

9.5 Objective of the advertisement (inform/remind/persuade) Factors to be considered:

Market segment to be reached

Information needed by target group

Reaction required, etc. 9.6 Presentation styles

Factual (hard sell)

Imaginative (soft sell)

Negative presentation

Humorous presentation 9.7 Existing budget

cycle/durability- 2. Function/uses- 3. Brand identity- 4. Competition comparison)

Apply knowledge of product to an advert

Identify the target market for a specific product/service using demographic/psychographic information

Identify specific target groups intended in given texts- deduce characteristics of these groups

Discuss the various factors which have to be kept in mind when designing an advertisement for a particular target group

Understand the different objectives/needs of the consumer

Analyse the psychological effect of a given advertisement designed for a specific target group

Choose the most effective images/words to obtain a required effect

Evaluate the appropriateness of language employed from a given advertisement

Determine which medium will reach the largest segment of the target audience

Evaluate the success of the advertisement from a case study by referring to the styles

Determine if the proposed tool will be affordable

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Didactic guidelines

6. Theoretical principles should be applied to practical real-life situations. Case

studies, films, videos, magazine and newspaper articles could be used to

illustrate, discuss and evaluate theoretical concepts.

7. The student must be made aware that it is never too late to develop time

management skills.

Students must realise that time management actually provided ‘more time’to be

spent more effectively. They have to realise the advantages of time in their daily

lives as for the business.

8. In discussing situations, lecturers should progress from situations which would

fall in the frame of reference of the students, to situations which students might

possibly encounter in their future world of work.

9. Practical experience of and use of time planners in the organisation or during a

visit to industry must be applied.

10. Students have to experience that time managements and the formulation of

aims, objectives and goal go hand in hand.


3. Frost, R et al, Communication Dynamics, 1993, Lexicon Publishers (Heinemann),

Isando. Steinberg, S, Introduction to communication studies, 2007, Juta, Cape Town



E-link https:// www.youtube.com – video clips on what is aims, objectives

and goals.

https:// Wikipedia.org – definitions and terms

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MODULE 4: PRESENTATION COMMUNICATION

General aim

On completion of this module, the student will have acquired knowledge and skills to

act in front of an audience or in public and, as a well-rounded employee, promote the

image of the company through effective presentation techniques. (Assess the

content on occasional speeches in the classroom environment as a practical

evaluation.)


1. Introduction to presentation communication

• Define/describe/graphically illustrate the concept presentation communication

2.1 Purpose of speech-making

• To interest

• To amuse

• To inform

• To teach

• To stimulate

• To impress

• To motivate

• To manipulate

• To persuade

2.2 Factors to consider in the

preparation of a speech

• Aim

• Audience

• Occasion

• Physical surroundings

Explain the importance of presentation communication

Describe the role of presentation

communication in the whole communication process

Decide on the reason for making a speech

Present one or two lines of a speech orally to illustrate a possible approach to the different purposes

Analyse the different factors which would have an effect on speech preparation

Explain the importance of taking these factors into consideration

3 Preparing a speech • Introduction • Body • Conclusion

Draft a structure for a proposed speech

Decide on a proper introduction and be able to justify the choice

Evaluate, select and choose information to be used in the body of the speech

Express a point of view end with a logical conclusion

Suggest an alternative for a weak

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introduction/ ending

4. Coping with nervous tension 4.1 General guidelines

Be yourself

Prepare adequately

Rehearse

Dress appropriately

Breathing exercises

Relaxation exercises 4.2 Non-verbal aspects determining the success of a speech

Appearance

Deportment

Position at desk

Gestures

Facial expressions

Eye contact

Rapport with audience

Voice and voice control/projection

Tempo Pitch Pause Emphasis Volume Quality

Provide guidelines on how to cope with / overcome nervous tension

Apply these guidelines when preparing and making a speech

Do breathing exercises to release tension

Do relaxation exercises

Demonstrate and discuss knowledge of the non – verbal aspects influencing a speech

Discuss the importance of the non-verbal aspects on successful communication

Evaluate the non-verbal aspects of a presentation

Cultivate a pleasing, attractive, well-controlled and unhurried speaking voice

Enunciate one’s word clearly and correctly

Vary one’s rate of speaking in accordance with content of presentation

5 Applicable language usage

Choice of words

Relevant terminology Repetition Ambiguity Tautology Clear and coherent ideas Enthusiasm/liveliness Audience-orientated

use good language (proper grammar) in presenting own ideas

use words/terminology applicable to the topic being discussed

pronounce words correctly and distinctly

identify incorrect/unnecessary word(s)/ phrases and change the speech accordingly

express ideas clearly and coherently adjust information to the audience so that they can understand it

observe the audience and their reactions and adjust his/her speech accordingly

6. Visual aids 6.1 Guidelines for the design of a visual aid (Powerpoint presentations)

Use one idea per visual

Text and diagrams should be clear and readable

Understand the purpose of a visual presentation

Apply the guidelines for effective design in the preparation of visual aid material

Preparing a visual aid for a

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Avoid cluttering the image

Keep images constant

Use high quality images

Less is more 6.2 Other visual aids

Multi-media projector

Black and white boards including smartboards

Flipcharts

Electronic aids 6.3 Audio aids

Microphone

Intercommunication systems

presentation

For enrichment purposes: students should design a Powerpoint presentation and deliver it to the class

List the different visual aids used for effective presentation communication styles

Apply the guidelines for effective design in the presentation of visual aid material in the class room during practical assignments

Provide hints for the effective use of the relevant visual aids

Use the microphone correctly

Provide tips for the correct usage of public address systems

7. Occasional speeches (ONLY FOR PRACTICAL CLASS ASSIGNMENT)

Introduce colleagues/guest speaker, etc.

Speech of welcome

Speech of farewell

Speech of presentation

Speech of acceptance

Speech of thanks

Making an announcement

Propose a toast

After dinner speech

Introduction of a new product/service

Provide hints on the delivery of a specific speech in the classroom

Deliver a speech suitable to the occasion in the class room as a practical assignment

Critically evaluate the delivered speech and provide reasons on the given comments (The above outcomes to be evaluated during class room practical assignment)

8. Actions to promote goodwill

Meetings

Conversation

Telephone

Interview

Invitations

Dealing with clients

Dealing with guests

Social media and websites

Apply the unwritten rules of conduct when dealing with colleagues, guests and clients

Identify incorrect behaviour during a practical session and demonstrate correct behaviour/conduct

Analyse the behaviour of representatives at a meeting (case studies and videos)

Didactic guidelines

1. Use role play and real-life different situations in class: use video and media

recording to provide learners the opportunity to evaluation themselves and

another during practical assignments. All theory must be practically

demonstrated in class.

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2. Critically analyse an audio-visual presentation for practical.

3. Lecturers could invite guest speakers, enter students for speech competitions,

show videos and attend seminars as well as social functions with their students.

4. Teach students to be constantly aware of the spoken word and their non-verbal

behaviour.

5. Invite consultants from employment agencies to discuss and demonstrate the use

of microphones and visual aids during presentations.


1 Konig, G M et al. Communication in Commerce N5/N6, 1993 Lexicon, Isando

2 Steyn, B, Puth,G, Corporate Communication Strategy, 2003, Heinemann,

Sandown

E-link

https://www3playmedia.com -guidelines in the use of a microphone

https:// www.youtube.com – video clips of presentation aids and to make it

interesting/ how to give a speech

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MODULE 5: MULTICULTURAL COMMUNICATION IN THE BUSINESS WORLD

General aim

On completion of this module, the student should be able to communicate more

successfully with strangers and with people from different cultures and subcultures.


1.1 Definition of culture 1.2 Elements of culture:

Symbols

Beliefs

Attitude

Values

Expectations

Norms of behaviour 1.3 Subculture

Demography 1.4 Main subcultures

Profession/vocation/career

Ethnicity

Religion

Language

Stereotyping

Prejudice 1.5 Other subcultures

Age

Gender

Level of education

Geographic location

Sport 1.6 General factors which may give rise

to unsuccessful communication

Conflicting goals of communication

Ethnocentrism

Lack of trust

Lack of empathy

Stereotyping

Power by authority

Bullying

Define the concept ‘culture’

Discuss the various elements of culture

Identify the different subcultures in the working environment

Identify the subculture of a particular group from a given case study

Explain how these subcultures operate in the workplace

Define ‘stereotyping’

Define ‘prejudice’

Explain the influence of stereotyping and prejudice in the workplace

Understand the use and abuse of these factors in the workplace

Explain how to handle bullying in the workplace

2.1 Cultural differences which may influence communication

Religion and values

Role and status

Family structures and customs

Discuss the possible differences in the class groups

Describe the manner in which each particular difference can hrm the communication process

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Decision-making customs

Concepts of time

Proximity

Body language

Language

Social behaviour and manner/habits

Conflict

2.2 Diversity and Culture

Identify cultural differences between African and Western cultures which may lead to unsuccessful communication

Explain the influence of the different cultures- African and Western-non communication

Identify cultural differences in a particular situation (e.g. time)

Evaluate the conduct of a person within a cultural context and suggest a possible reason for their conduct

Recognise positive and negative influences on communication

Explain possible ways of preventing misunderstanding because of cultural differences

Differentiate between diversity and culture

Define ‘diversity’

Explain what is ‘diversity’

3.1 Cultural barriers 3.2 Possible language barriers

Written communication Language proficiency Register Style and presentation

Oral communication Pronunciation Vocal inflections Vocabulary Idiomatic expressions Volume and tempo


Recognise possible cultural barriers on a given situation

Avoid possible offence before, during and after a cultural situation; by applying the knowledge of the correct conduct acceptable in a given multi-cultural situation

Explain why these barriers could lead to unsuccessful communication

Sketch a situation (orally or in writing) which includes at least three factors which might lead to unsuccessful communication

Recognise barriers in a given communication situation and suggest ways of preventing misunderstanding

Evaluate a given cultural situation for successful communication and choose the correct register and tone to be used

Provide proof in practice of having recognised possible barriers in a particular communication situation and having done something to prevent it/them from harming the communication process (simulation, role play)

25

Evaluate the differences in non-verbal communication conduct of people of different cultures

Identify and explain the correct gestures/words to be used in a multi-cultural situation in order to create an atmosphere of harmony

4 Clues to unsuccessful communication

Non-verbal signs

Poor feedback

Wrong actions/conduct

Recognise signs of unsuccessful communication and act accordingly from real-life or simulation scenarios

Identify personal characteristics which may be harmful to multicultural communication by juxtaposing good and bad characteristics

5 Developing multicultural communication skills

General Obviate external barriers Knowledge of other cultures Identify receiver/target audience Correct attitude Attention to language Listen Conduct before, during and

afterwards

Written communication Vocabulary and sentence

construction Avoid slang Acronyms Abbreviations Jargon Provide examples

Oral communication Voice Vocabulary Articulation


Suggest ways to ensure successful communication from case studies

Edit written material and provide reasons for changes made

Evaluate situation and choose the right register and tone for discourse

Provide oral information followed by written confirmation

Explain the influence of voice, vocabulary and articulation on the communication process and provide examples from real-life situations

Use terminology relevant to the situation

Identify positive and negative non-verbal actions

Use certain gestures/words specifically to create an atmosphere of harmony and explain actions taken

26

Explain the influence of non-verbal actions on multicultural communication and provide examples

Didactic guidelines

1. All theory must have a practical application. Successful multicultural communication must be promoted in class and in college as an example of future conduct in the workplace.

2. Create opportunity in the class situation for discussion about different cultures. No one should feel degraded or be made to feel inferior. Show a video from youtube or any available internet video material on different cultures.

3. Encourage students to join social groups and attend these discussions. 4. Make use of real life situations, incidents or television actions to provide examples

of multicultural issues.


1. Van Schalkwyk, H and Viviers, D, Success with English Language and

Communication Skills Maskew Miller Longman (Pty) Ltd., Cape Town.



3. Gudykunst W B , Kim Y Y, Communication with strangers- an approach to

intercultural communication, McGraw-Hill, Fourth Edition, New York, 2003

E-Link

https:// www.youtube.com – video clips on conducting effective meetings

https://www.etu.org.za>Toolbox>building an organisation – meeting skills

27

PAPER ONE- CORRESPONDENCE

MODULE 6: LANGUAGE USAGE WHEN REDUCING DOCUMENTATION

General aim

The student must be able to use the minimum of words to communicate effectively.


1. Concise writing in business

Choice of words terminology positive vs negative statements slang archaic expressions expletives (there is … there are …

it is expected …)

Concord: subject-verb agreement

Pronouns

Modifier (any word/group of words that describes qualifies another word/ group of words)

Parallelism

Redundancy tautology (unnecessary repetition) pleonasm (using more words than

are required) verbosity (unnecessary, pompous

and complicated words) circumlocution (putting things in a

roundabout way)

Condensation single words for phrases phrases for clauses

only essential adverbs and adjectives

2. Subjective and objective language usage

3. Direct and indirect speech; active and passive voice

Rewrite a passage/sentence in a simple to-the-point English without changing the message

Avoid using slang and archaic expressions

Omit expletives and write sentences in the normal sequence (subject,

verb, complement)

Ensure that the subject and verb agree in number

Correct sentences where the connection between the pronoun and the antecedent is unclear

Correct a sentence in which the modifier is misused

Make sure that parallelism is accomplished by using the same kind of grammatical structure to express related ideas

Revise/correct a sentence/passage by omitting all forms of redundancy

Reduce the sentences/passages without changing the meaning

Decide on the correct language and the most effective way to convey a given message

Change the language in a passage from subjective to objective language

Choose words to suit the target audience

Use direct and indirect speech; active and passive voice in natural communication situations

4. Extension and reduction of core notes

Take down core notes during meetings, on instruction or at

28

conferences/seminars, etc.

Extend these core notes into meaningful correspondence/communication

5. Précis/summary writing Read passage with comprehension

Identify the writer’s intention

Identify the main ideas and the supportive arguments/information

Differentiate between facts and opinion

Summarise the facts logically (orally and in writing)

Write a précis in the required number of words (paragraph form)

Write a summary in the required number of words (point form)

Please note: this is a repetition of the N4 curriculum. Build on what the students

already know.

Didactic guidelines

1. Students must know that a word in a document incorrectly used or numerous

grammatical errors will not only cause irreparable damage to the image of a

company, but can also have grave financial implications for that company. It is

therefore imperative that they take ALL writing very seriously and make it a habit

to proofread their work before handing it in.

2. Use at least 15 minutes of each period for remedial work.

3. Expose students as much as possible to real-life situations which necessitate the

application of the skills mentioned above.


Pinker, S., The sense of style: The thinking person’s guide to writing in 2014, the

21st century, Viking Penguin. New York

Strunk, W Jnr. & White E. B., The Elements of Style, 1999, Allyn & Bacon Publishing

Co., New York

Viviers, D & Van Schalkwyk, H, Success with English Language and Communication

Skills, Maskew Miller Longman, Cape Town

E-link:

https:www.jlakes.org./ch/web./the elements of style.pdf

www.jlakes.org/ch.web/pinker – steventhe-sense-of-style.pdf

http://www.jlakes.org/ch.web/pinker%20–%20steventhe-sense-of-style.pdf

29

MODULE 7: CONCISE COMMUNICATION

General aim

On completion of this module, the student must be able to compile concise

communications that meet the requirements of each medium.


1. Telephone message [N4 REVISION]

Take a telephone message down correctly in clear, unambiguous language and deliver the message to the person concerned

2. Fax- completion of cover page [N4 REVISION]

Complete the cover page for sending a fax and compile a short message which includes all the information the receiver would need

3. Memorandum (short) [N4 REVISION]

Write a short internal memorandum in which the information is presented logically and in clear and unambiguous language

4. Formal (3rd person) invitation [N4 REVISION]

Formulate an invitation (or reply) according to accepted standards of etiquette that would comply with the degree of formality required

5. Forms (For example: to open an account, be admitted to hospital; rent a flat; job application, e.g Z83; waybills) [N4 REVISION]

Establish the aim of the form

Read the instructions and/or questions with understanding

Complete the form correctly and supply the necessary information

Determine the responsibility (if any) of the sender/ receiver

6. Notices on paper and electronic bulletin boards (internal communication)

Draw up a notice for the company bulletin board ensuring that the visual and written message is unambiguous and clearly understandable

Distinguish clearly between a notice on a notice board and an advertisement in a newspaper or webpage

7. Simple Questionnaire Outline:

name of organisation

topic of questionnaire

purpose

instructions on how to fill in

courteous request asking for

Draw up a simple questionnaire:

Establish the aim of the questionnaire

Identify the target audience

Understand different types of questions to be used.

Formulate unambiguous instructions and/ or questions arranged logically.

Provide space for each response.

30

assistance

deadline

venue or place to return

questionnaire

name and designation of person

requesting help

official signature.

date

To be able to interpret information of the questionnaire by giving written feedback.

To express an opinion on the success of the exercise based on an evaluation of the feedback received.

8. E-mails Whatsapp

Compile a short email/whatsapp adhering to professional standards of etiquette, form and clarity of style

9.1 Simple graphic material

tables

graphs (pie, bar, line graph)

charts

maps

illustrations/signs/pictograms

9.2 Drawn simple graphic material must

have:

Name of organisation

Title/topic

If x and y axis they must be clearly

defined and illustrated

mathematically correct.

If a legend is used, it must be clearly indicated.

Recognise and define basic characteristics of each.

Read given graphic material and formulate an opinion.

Use graphic material to illustrate written or oral information.

Provide additional information concisely.

Use graphic material to communicate with other language groups.

Please note: some of the material in this chapter is a repetition of the N4 curriculum.

Build on what the students already know.

31

Didactic guidelines

1. Source material used in class should relate to the situation in the outside world,

and also, if possible, include material of the student’s future world of work.

2. Broaden the students’ frame of reference by introducing them to as many

examples of concise communication as possible.

3. Simulate situations as a point of departure during lesson presentation.

4. Together evaluate forms and questionnaires for

a) relevance

b) language used

c) type of questions asked

d) overall clarity

e) layout

5. Remember there is no right or wrong answer. Correct language usage, spelling,

applicability of the answers and whether given instructions were carried out, are

evaluated in the examinations.


Van Schalkwyk, H., Language Communication – English (Second Edition), 1992,

Lexicon, Isando

Zinser, W., On writing well, 1976, Harper Collins, New York

E-link: https:// www.youtube.com – how to write business emails with attached file(s)

https://lacstrainingblog.com/.../effective-professional-writing-how-to-be-

concisesites.ieee.org/pcs/ communication-resources-for…/style/write-clearly-and-

concisely/ www.instructional solutions.com/blog/business-writing-books simplicity-

and-clutter-onwritingwell.pdf

32

MODULE 8: BUSINESS LETTERS

General aim

On completion of this module, the student will be equipped with adequate written

communication skills and techniques to compile the following business letters before

having these checked by a supervisor.


1. Refer to Module 9 [Business letters] in N4

Build on N4 curriculum

2. Invitation to a guest speaker

Invitation

Positive reply

Negative reply

Invite a speaker providing all the

required information needed for a

specific event or function.

Reply to an invitation positively or negatively

3. Letter to the press

Write or evaluate a letter to the press

Evaluate or write letters to the press

by understanding:

the logical presentation of facts

understanding why the topic has

public interest invested in it.

relevancy of topic

language used

expressing a substantiated opinion writing under a pseudonym

4. Sales letter Identify target audience

Decide on facts to be included

Decide on layout to achieve desired effect

Apply techniques of persuasion

to obtain desired results

Compile a sales letter applying the AIDA principle.

5. Circular

For external communication Identify the target audience Decide on the information to be

conveyed

Using correct circular format present relevant information in clear, concise and grammatically correct sentences

6. Employment letters Inform the unsuccessful applicant of the result (positive or negative) of his/her

33

For external communication [REVISION N4]

application in a tactful way.

Didactic guidelines

1. Use job advertisements from newspapers and recruiting officers to share

workplace best practice.

2. Students should be aware that many companies use application forms which

ought to be accompanied by a covering letter and CV.

3. Case studies should be used to place the correspondence in a frame of

reference.

4. Company policy documents could be issued to the students to create a feeling

of “being employed”. Students then have to make sure that their letters would

not harm the image of the company.

5. The lecturer should make use of real documentation in the classroom, e.g.

advertisements; complaints from readers/listeners; application forms;

complaints from consumers as reflected in the newspapers.

6. Teach students to identify the receiver, select the relevant facts and then to

decide on the type of letter before actually writing it.

7. Motivate students to evaluate their work first before “posting” it, and to correct

all errors.

8. Pay attention to sentence construction, spelling, correct lay-out and

terminology.

9. Lecturers should accommodate all fields of study in their choice of

correspondence.


ALL other Communication texts previously mentioned.

E-link

www.etu.org.za>toolbox.adminskills

www.writing centre.uct.ac.za.pdf

http.//www.//shop.thevoiceclinic.co.za/business-english-writing-skillsprogramme

http://www.etu.org.za/

34

MODULE 9: CORRESPONDENCE IN THE BUSINESS WORLD

General aim

On completion of this module, the student should be proficient in drafting all relevant

forms of advertising material. The student must also be capable of taking

responsibility for the office/ company notice board.


1. Classified advertisements 2. Display advertisements • vacant positions • products • services 3. Notices 4.Sales promotion letters [Refer to Module 8] 5. Circular letters [Refer to Module 8]

Decide on the information to be included e.g. contact tel. no. or address

Reduce information so that the end product is brief but clear

Make use of appropriate headings

Prepare the advertisement in the local newspaper

Compile a simple display advertisement using the AIDA principle

Elicit the desired response using appropriate vocabulary

Draw up a notice for the company’s notice board ensuring that the information (visual and/or written) is attractively presented, correct in every detail and easily understandable

Determine the target audience and write a sales letter which will promote the sales of the specific product/service

Identify the target audience

Determine the necessary information and language to be used in the circular

Write a successful circular with/without recipient address

35

Didactic guidelines

1. Students should be exposed to a variety of classified and simple display

advertisements in newspapers, magazines and on outdoor notice boards.

Students could evaluate these advertisements first in groups and then share the

view of the group with the rest of the class.

2. Students should be made aware of the importance of words, colour and form in

the advertising world. Communication lecturers of colleges which have an art

department could request the help of the art lecturer(s) in this respect.

3. Students should take responsibility for drafting and preparing these

communication documents so that a faultless end product is produced without

supervision.


Refer to Communication N4 references.

E-link

https:// www.creativebloq.com – examples of print ads/display ads https://

www.marketingprofs.com – using the AIDA formula in social media marketing

www.letters.org.miscellaneous smallbusiness.chron.com – writing a business sales

letter https://www.clickz.com. – digital marketing/email marketing

www.abahe.co.uk/.../– writing an advertisement. Pdf

36

MODULE 10: MEETING CORRESPONDENCE

General aim

On completion of this module, the student should be more proficient at conducting

himself/herself correctly when attending meetings and compiling correspondence

applicable to meetings. [Build on knowledge learnt in N4]


1. Notices, agendas and minutes of:

Committee meetings, monthly general meetings, special meetings

2. Notices and agendas of annual general meetings of clubs and associations (no minutes)

Draft notices and agendas containing all relevant information

Take responsibility as secretary of a club or committee

Take core notes during meetings

Organise relevant information logically

Write the notice, agenda and minutes of the various types of meetings grammatically correct

Distinguish between special (extraordinary) and general (regular) notices and agendas

Special notices should contain: Notice Venue Place Day; date Reference to reason for

meeting General notices should contain:

Notice Venue Place Day; date Previous minutes attached

37

MODULE 11: REPORTS

General Aim

On completion of this module, the student should be able to evaluate a situation or facts;

reach a conclusion; formulate his/her thoughts and report clearly, exactly and logically,

verbally or in writing, on a given situation. [Revision of N4]


1. Investigation reports- inquiry into a problem/crisis

Acquire information on subject

Identify the relevant details

Organise details logically

Submit clear and accurate information objectively

Use suitable register and tone

Write the required report in formal or informal (memo) format

2. Feedback report- on completion of a seminar, etc.

Prioritise information

Organise details

Write a clear, grammatically correct report

Use suitable register and style

Write the required report in formal format

Write the required report in memo (informal) format

3. Progress report- on assigned project, etc.

Prioritise information

Organise details logically

Write a clear, grammatically correct report

Use suitable register and style

4. Incident/accident report

Occupational injury

Theft

Bomb threat

Didactic guidelines

1. Students must be made aware of the fact that many assignments, in the

working world, are not considered done until the paperwork (report) is written.

The manager/principal does not have time to gather information and establish

the relevancy thereof. The writer has to sort out the details and place emphasis

on information in order of importance or, if the situation demands it, in

chronological order.

2. Progress reports, depending on the situation, need NOT include a

recommendation.

38

3. An attempt should be made to develop the student’s inductive, deductive and

analytical thought processes and his ability to evaluate as objectively as

possible. Teach the student to:

• distinguish between fact and opinion

• reach a conclusion based on facts – offer a solution if requested to

• substantiate a recommendation.

4. Report writing should first be done by the lecturer on the board and in

collaboration with the whole class. Subsequent reports can be done in groups

and eventually by the individual students in the class.

5. Case studies should, as far as possible, relate to the relevant fields of study,

e.g. hairdressing, tourism, art, business studies.

6. All reports could be written in Formal, Informal and Memo style.


Refer to N4 references.

E-link www.makeuseof.com/writing-professional-reports-documents

www.reading.ac.uk/ssc/resource-packswriting.doc – on style and

structure

writing.engr.psu.edu/workbooks/formal_report_template.doc – templates for formal reports

http://www.makeuseof.com/writing-professional-reports-documents








http://www.reading.ac.uk/ssc/resource-packswriting.doc




39

MODULE 12: CRITICAL EVALUATION OF WRITTEN AND VISUAL MATERIAL

General aim

On completion of this module, the student should be able to evaluate and edit given

visual and written materials, such as formal speeches, demonstrations, business

letters, layout of forms, circulars, simple reports and minutes of regular meetings,

and correct possible errors and use and read proofreading symbols. [Revision of N4]


1. Written communication Avoid and rectify errors of style,

punctuation, language and content

Recognise proof-reader’s symbols

[Note: for enrichment only]

2. Layout, design and content Select the correct layout/material for

the specific communication

Ensure that all necessary

information is provided

Judge the reasoning (logic) of the

communicator and identify words,

phrases, omissions which could lead

to unsuccessful communication

3. Choice of words Ensure that the receiver would be

able to understand the message

Correctly recognise objective style

and eliminate unnecessary emotive

language Provide his own opinion,

substantiated by facts, on the

suitability/success of an audiovisual

communication taking into account

e.g. the clarity of images/design, the

atmosphere created through the use

of sound and colour, and the final

effect created or message conveyed

4. Reference works Use the applicable reference works

40

with ease

Didactic guidelines

1. Students must realise the importance of presenting correspondence that is, as

far as is humanly possible, without errors. They should, therefore, get into the

habit of first editing their own work before handing it in.

2. Students should first evaluate and edit examples of simple communication

which would give them the confidence to progress to more difficult pieces of

communication.

3. Lecturers should make use of advertisements, brochures, notices, etc. to

provide opportunities for the evaluation of written and visual communication.

4. Students should be encouraged to express their own views and to cultivate a

well-reasoned opinion.


All other recommended style guides

E-link

https://writingcenter-tools/editing-and-roofreading – editing and proofreading

https://www.coursera.org-formatting-proofreading-written-assignments

http://www.coursera.org-formatting-proofreading-written-assignments/











41

MODULE 13: CRITICAL EVALUATION OF AUDITIVE AND ORAL

COMMUNICATION

(NOT for examination but class room practical assessment only)

Development of listening and speaking skills General aim

On completion of this module, the student should be self-assured enough to engage

in effective oral communication with persons inside and outside the organisation.

[Revision N4]

NOTE: Module 14 will not be theoretical assessed but practical, informal during

teaching and learning period.


1. Aspects of telephone technique

Qualities of a pleasant voice

Relaxation

Breath control

Pitch

Volume

Tempo and rhythm

Tone

Resonance

Articulation

Projection

Enthusiasm and energy

Pronunciation

Telephone etiquette

Rules of etiquette

Choice of words

Tone of voice

Telephone conversations, e.g.

dealing with difficulties

List the characteristics of a pleasant

voice and discuss the role of each in

successful communication

Do exercises to improve his/her voice

control apply this knowledge when

speaking

Evaluate the effectiveness of oral

communication between two parties

and substantiate his/her conclusions

Pronounce words correctly

Sound enthusiastic and full of energy

when talking

Practise the degree of voice projection

necessary to be heard in a small and/or

a big room

Apply the rules of etiquette when answering the telephone or in making a call practise all telephone conversations which might possibly be encountered in practice

2. Development of listening skills

• Importance of listening

• Difference between listening and

Provide reasons why listening is

important in his vocational field

Explain the difference between hearing

42

hearing

• Listening elements – attention

understanding

remembering

• Types of listening

pleasurable listening

discriminative listening

critical listening

EMPATHIC listening

(also empathetic i.e. listening with

empathy)

and listening apply the elements

attention, understanding and

remembering to the listening process

Explain the importance of each

evaluate the sound quality of auditive

material

Listen with enjoyment to music, a video, people socialising [note: enrichment only] listen seriously, e.g. listen to an order/ instructions and be able to carry it/them out; Listen to a lecture and take notes

Listen critically to an example of

propaganda/advertising identify a line of

thought

Listen for and evaluate the supportive

arguments used by the speaker to

illustrate/emphasise his point

Identify possible barriers to the listening

process overcome possible barriers to

the listening process/

Prevent possible barriers from harming

the listening process

Identify “missing facts” in a logical

presentation

Evaluate the relevance of content and

act accordingly

Demonstrate empathy while listening to a person who feels dissatisfied/unhappy

3. Communication in small groups Apply listening and voice control

techniques while communicating in

small groups

Participate actively in group

discussions

4. Interview

General interview

Employment interview

Conduct an interview with a client/

subordinate/ prospective employee

Conduct himself/herself well as an

43

interviewee at an employment

interview

5. Presentation communication

Oral presentation of minutes, reports,

submissions

Select systematised factual

information which has been

collected on a specific subject

through interviews, telephone

conversations, group discussions,

questionnaires or consulting

relevant sources verbally

Present findings factually and

logically Apply the principles of

investigation for the writing of a

report (chairman’s report, report on

field trip, accident report, etc.) to

oral communication

Apply the theory on non-verbal and

oral communication: state facts with

conviction, mention sources of

information, control tone of voice

and gestures, etc.

Use direct and indirect speech/active

and passive voice correctly

Avoid the irrelevant use of

adjectives, adverbs as well as

emotive words and phrases

Didactic guidelines

1. Informal communication situations demand thorough preparation from both the

lecturer and the students to avoid the lesson becoming a casual but

meaningless “chat”.

2. A clear lesson goal should be established for every lesson.

3. Evaluation is a continual process and acceptable norms applicable to the

specific oral component must be used.

44

4. Use small group discussions, videos, speakers from commerce & industry, role-

play and simulations to introduce students to the demands made in practice,

and to establish a critical awareness of the self.

5. Lecturers should make use of videos, advertisements, guest speakers, etc. to

provide opportunities for the evaluation of auditive as well as audio-visual

communications.

6. Students are able to improve their listening skills only with the help of more

knowledgeable people. Lecturers should, therefore, construct lessons with this

particular aim in mind.


Grossfeld, R The Art of Speaking 1980 McGraw-Hill Book Company (Heinemann) Isando

Tubbs, S and Moss, S 1987Human Communication (Fifth Edition) Random House, New

York

E-Link

https:// www.skillsyou need.com – 10 principles of listening https:// www.youtube.com – oral

communication in the workplace and tips for effective speeches/presentations

https://www.shopthevoiceclinic.co.za/...//customer-service-programme-pronunciation

open.lib.umn.edu/communication/ch/5-1-understanding-how-and-why-we-listen

https://www.tasanet.com/...centre/...audioforensics

http://www.youtube.com/

http://www.youtube.com/

http://www.shopthevoiceclinic.co.za/.../customer-service-programme








http://www.tasanet.com/...centre/...audioforensics




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REPORT 191 PROGRAMMES SYLLABUS COMMUNICATION N5 …