D-CCS - Module 3 - Communicating Effectively in English

Content Standard Performance Standard
The learner demonstrates The learner independently

understanding of concepts and demonstrates the proper skills of
underlying principles in communicating effectively in the
communicating effectively in English language in accordance with
English. company policies.
Quarter I, II Time Allotment: 100 hours
MODULE 3
COMMUNICATING EFFECTIVELY IN ENGLISH
Introduction
Technology and Livelihood Education (TLE) is a K to12 Basic

Education Curriculum subject area that offers students like you opportunities
to be active members of the entrepreneurial society. One area of this
discipline is the Information and Communications Technology (ICT). This
module will focus on ICT specialization – CONTACT CENTER SERVICES.
Contact Center Services industry is the fastest growing industry in the

Philippines. The CCS industry is part of the outsourcing industry where big
companies subcontract a part of their department off-shore. The industry has
provided many Filipinos with stable jobs. More so, the industry has helped in
augmenting the economy of the country. It has been forecasted that the
Outsourcing Industry will continue to grow rapidly in the coming years.
According to the British Broadcasting Company, the Philippines

outranked India in providing professionals in CCS in 2012. Currently, the
country is still counting on this industry to drive the formation of new jobs.
Why do Contact Center and Business Process Outsourcing companies

choose the Philippines? We, Filipinos, have the potentials to develop
ICT – CONTACT CENTER SERVICES – Grade 10

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excellent communication skills. Moreover, we are highly trainable in terms of
our speaking and listening skills.
This module is carefully designed to develop your communication skills

in English, both written and spoken media. Included in this module are
lessons about communication pathways, elements of communication, barriers
to communication, oral and listening skills, grammar, writing skills, voice and
accent, and communication cues.
Achievement of the objectives of this course will make you more

marketable in the field of Contact Center Services.
This module will help students like you develop the skill of effective
communication which is vital in the field of Contact Center Services.
To communicate using words, whether written or spoken, is the

primary responsibility of a Contact Center Service provider. It is part of his/her
daily task, whether inbound or outbound. The communication process is a
two-way street that entails careful choice of words, proper delivery, and an
open mind.
OBJECTIVES
At the end of this module, you are expected to:
 analyze communication process,
 communicate and listen effectively, and
 use paralanguage communication cues.
PRE-ASSESSMENT
Let us first assess your entry level knowledge and skills
regarding this lesson. It is important to identify your strengths and
weaknesses in communicating so that you know where and what to
improve. Answer the following tests honestly.
I. SURVEY 1

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Oral communication skills
This survey provides opportunities for you to check areas of
your oral communication skills. It is a guide to help you
diagnose your strengths and difficulties. On each of the item,
rate yourself on the scale of 1-10, with 10 being the highest. Do
this on a separate sheet of paper.
Elements of Oral Parameter Rating

Communication
Consonants I do not have problems in

pronouncing any consonants or
clusters.
Vowels I can pronounce vowel sounds

clearly and fluently.
Syllables and/or I can clearly pronounce syllables

grammatical and grammatical endings such as –
endings d and –ed.
Word stress My word stress falls on the right

syllables all the time.
Rhythm in I speak in a natural rhythm that does

sentences not sound abrupt or choppy.
Focus and special I use emphatic stress to indicate key

emphasis words, contrasts (not only/all), etc.
(Prominence)
Intonation/Pitch My tone rises and falls in the

appropriate parts of my statement. I
do not sound monotonous.
Thought groups I pause at commas and other

and linking appropriate parts of the statement.

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Delivery (rate of I am aware when to speak loud,
speech, loudness) soft, fast, or slow.
My score
II. SURVEY 2
Written communication skills
For each item below, please rate your abilities in a scale of 1 to
5 (5 being the highest). Circle your choice. Do this on a
separate sheet of paper.
1=never or almost never true for me
2=usually not true for me
3=somewhat true for me
4=usually true for me
5=always or almost always true for me
I can write a good paragraph. 1 2 3 4 5
I can use appropriate vocabulary 1 2 3 4 5

and word forms to effectively
communicate with the reader.
I can use appropriate punctuations 1 2 3 4 5

in my sentences.
I know how to spell words, even 1 2 3 4 5

unfamiliar ones.
I can make self-corrections on my 1 2 3 4 5

grammar.

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I can write quickly in English. 1 2 3 4 5
I can edit my writing to improve the 1 2 3 4 5

wording, grammar, punctuation, and
spelling.
I can arrange my ideas logically. 1 2 3 4 5
My score
ORAL COMMUNICATION SKILLS
Score Level Description
76 – 90 Exceptional Can vary intonation and place sentence

stress correctly in order to express finer
shades of meaning.
61 – 75 Above-average Has a clear, natural pronunciation and

intonation.
46 – 60 Average Pronunciation is comprehensible even if

accent is not neutralized and occasional
mispronunciations occur.
31 – 45 Weak Pronunciation is generally clear enough

to be understood despite a noticeable
non-native English speaker accent, but
conversational partners will need to ask
for repetition from time to time.
30 and Poor Pronunciation is sometimes difficult to

below understand by conversation partners
especially native English speakers
because of limited knowledge of tone,

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stress and intonation.
WRITTEN COMMUNICATION
Score Level Description
36 – 40 Exceptional Can write clear, smoothly flowing,

complex sentences in a logical
structure which helps the reader to
easily find significant points.
31 - 35 Above-average Can write clear, well-structured

sentences about a subject, stating
reasons and relevant examples, and
making an appropriate conclusion.
21 - 30 Average Can write connected texts about the

same subject by linking a
series of shorter sentences into a
cohesive and coherent paragraph.
11 - 20 Weak Can write a series of simple phrases

and sentences linked with simple
connectors.
10 and Poor Can write simple isolated phrases and

below sentences.
Now that you have assessed your level in communication skills, you
may now start studying the lessons. Keep in mind the specific areas
that you need to improve on.

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LEARNING GOALS AND TARGET
Before you begin your journey in this module, it is important to set your
personal goals and targets based on what you have read in the
introduction of this module. Let the objectives be your guide in setting your
personal goals.
Goal 5
Goal 4
Goal 3
Goal 2
Goal 1
Lesson 1. Analyze Communication Process
There are several ways to communicate and share information and

message nowadays. With the advent of technology, communication is not
only limited to verbal and written way. One may also send a message
through electronic methods such as e-mail, chat, and the like. In this part
of the module, you will explore the different ways to communicate and the

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different pathways of communication in the Contact Center Service
industry.
Preliminary Activities
Answer the following questions in your notebook.
1. Imagine you are working as a Contact Center Service

representative. List down the different ways you communicate in
the workplace.
2. Identify the people that you communicate with in the workplace.
1.1 Communication Pathways
More often than not, Contact Center Services providers communicate

verbally. Verbal communication in this industry may occur in phone or in
person. In this type of communication, the message is transmitted
verbally. Hence, it is important to remember the acronym KISS (Keep it
short and simple).
For example:
A. I understand that you lost the receipt but we have to follow the
standard procedure regarding return of items without receipt.
B. I understand your concern. However, we have procedures to follow
regarding the matter.
Statements A and B contain the same message. However, statement

B transmits the message in a simpler yet more concise way.
Verbal communication may either be oral or written. Written

communication is also a common form of communication. These are
printed messages such as memos, proposals, training manuals, company
policies, and letters. Written communication is asynchronous, which

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means that it occurs at different times. The sender may write a message
that the receiver may read anytime.
Oral communication occurs in telephone calls. Call handling skills are

the skills that you have to possess to be part of the Contact Center
Service industry.
E-mails and other electronic methods of sending message can be

classified under written communication. An E-mail is the inter-office and
inter-organization mail system. It is a system of worldwide electronic
communication in which a computer user can compose a message at one
terminal that can be regenerated at the recipient’s terminal. E-mails are
also asynchronous. Businesses nowadays rely on the use of e-mail as a
form of communication internally (within the company) and externally
(outside the company).
Let us compare the different types of communication. Look at table 2

below.
Table 2. Advantages and Disadvantages of the Different Ways to

Communicate
Ways to Communicate Advantage Disadvantage
Oral communication  Brings quick  Speaker is

feedback usually unable to
process message
before speaking
Written communication  Messages can be  Does not bring

edited before instant feedback
sending  Takes time to
 Can be saved for prepare and
later study requires writing
ability
Electronic  Disregards the  Relies on good

communication aspect of internet
distance connection

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It is also important to identify your communication pathways as a
Contact Center Services provider. In this industry your, primary
communication pathway, is from you as an agent to your customer. In this
pathway you will be maximizing the use of oral communication since most
of your customers are located off-shore.
Nevertheless, you are not limited to this pathway. Communicating with

the people around you in the workplace is also a part of your job. You
communicate, whether oral or written, with your supervisors, peers, and
subordinates.
Below are helpful tips for you to consider in establishing good

communication among your customers or anybody else in your workplace.
You must be:
 alert
 pleasant
 polite
 friendly
 fair
 thoughtful
 cooperative
 humble
 tolerant and considerate
 loyal
 sensitive
 honest
 show self-control
 flexible and adaptable
 punctual
 enthusiastic
 responsible
No matter what form of communication you intend to use or which

communication pathway you use, always remember that the key to
a good ICT
communication is courtesy.
– CONTACT CENTER Be courteous
SERVICES all10
– Grade the time.
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.
Process
Task 1. Modified True or False
Directions: Read the following statements about communication. Tell whether

the statement is true or false. Write TRUE if the statement is correct.
Otherwise, rewrite the statement to correct it. Do this on your notebook.
1. The fastest way to get a response is through written communication.

2. Written communication is synchronous.
3. Oral and written communication are both verbal communication.
4. The primary communication pathway used in the Contact Center
Services industry is from agent to supervisor.
5. The use of electronic communication disregards the aspect of
distance.
6. It is important to be simple and concise when communicating.
7. E-mail and other electronic forms of messages can be classified as
oral communication.
8. Examples of written communication are memos, proposals, training
manuals, company policies, and phone calls.
9. Most industries and businesses rely on the use of email for internal
and external communication.
10. One advantage of oral communication is the lack of time for the
speaker to process the message before delivery.
Reflect and Understand
Task 2: CHOOSE THE BEST

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Directions: Below are scenarios that you may encounter when you become a
part of the contact service industry. Imagine that you are already working as a
contact center agent. You may encounter the following situations. Identify the
best type of communication that should be used. Provide reasons for
choosing it. Do this in a separate sheet of paper.
SITUATION TYPE OF REASON FOR

COMMUNICATION CHOOSING
1. You exceeded
the allowed
number of
minutes for late
in a month. You
received a
written warning
asking you to
provide an
explanation for
your tardiness.
2. Mrs. Smith
requested to be
regularly
updated with the
sale events and
promotions of
the Yellow Star,
which is an
online store.
3. You were in the

middle of a call

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when all of a
sudden the line
got
disconnected.
1.2 Elements of Communication
PRELIMINARY ACTIVITY
Communication is a process that involves different elements which
affect message transmission and message quality. Before we begin the
lesson, try to recall the last time you communicated with another person.
Below is an unlabelled illustration of the communication process. Try to fill
it in with your idea of the elements included in the process.
FEEDBACK LOOP
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Communication is a process where the message is packaged,
channelled, and conveyed by a sender to a receiver through a certain
medium. It is a process in the sense that steps have to be done in a
particular order.
Examine the figure below.
Figure 4 The Communication Process
How many elements of communication process do you see?
The communication process has the following elements:

1. Message

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Message is the most essential part of the communication process.
A message may come in different forms such as a letter, a phone
call, a video presentation, an email, or a face-to-face interaction. It
is not what the sender intends it to be but how the receiver
understood the information he/she received. Therefore, the sender
should carefully craft his/her message using good grammar and
proper choice of words.
Example:
 an order
 your new schedule
 a co-worker’s request
2. Sender
The sender initiates the communication. He/she decides what
message to send and in what medium the message will be sent. It
is the job of the sender to encode the message. In doing so, the
sender should always keep in mind an understanding of who the
receiver is to make the information more relevant and appropriate.
Example:
 the client or customer placing an order
 your supervisor giving a memo
 your co-worker sending an email
3. Transmission medium
Transmission medium is the immediate form in which the message
is being communicated. Message may be communicated in the
form of a letter, a voice call, or an e-mail.
Example:
 a phone call
 a memo
 an e-mail
4. Recipient
Recipient or the receiver is the party to whom the message is
intended to. He/she is the one who interprets the message. The
recipient/receiver may not necessarily be an individual person. A
recipient may also be a group of people such as an audience.

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Example:
 a customer sales representative

 an employee
 a fellow co-worker
5. Noise
Anything that interferes with the communication process between
the sender and the recipient is called noise. Noise, sometimes
called interference, may change the meaning of the message sent.
Most of the time, message is not received exactly the way the
sender intends it to be. The presence of noise in all aspects of
communication makes it impossible. Noise can either be internal or
external. External noise refers to the physical environment which
includes physiological condition while internal noise includes
psychological noise. An example of psychological noise is a divided
attention of a recipient.
Example:
 loud music from the radio (external)

 on-going construction outside the office (external)
 an agent is hungry (external)
 an agent is thinking of her sick puppy while on a call
(internal)
 an interviewee who has low self-esteem (internal)
6. Context
Context is the personal background of the communicators or the
background of a communicative situation that may affect the
transmission of message.
Example:
 gender preference
 race
 religious beliefs
 educational attainment
 during a war

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 during a crisis
Process
TASK 1: POOL UP
Directions: Identify the element of communication described in each

number. Choose your answer from the pool of words inside the box. Do
this in a separate sheet of paper
1. It is the communication background that may affect the transmission of

message.
2. It is the person to whom the message is intended to.
3. It is the immediate form in which the message is transmitted.
4. It is how the receiver understood the information he received.
5. It is the person who initiates the communication.
6. It can be anything that interferes with the communication process.
sender message barrier
recipient context feedback
medium noise

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TASK 2. ELEMENTS OF COMMUNICATION
Directions: Below is a form of written communication. Identify the different

elements in the letter by accomplishing the table that follows. Do this in a
separate sheet of paper.
Mr. Jack Hunt

Credit Department, Zassy Mall
2100 Clarendon Boulevard, Suite 414
Arlington, VA 22201
RE: Refund for Receipt No. 2885
Dear Mr. Hunt:

I am writing this letter to follow up on the refund from my purchase last
December 13, 2013. I already called the customer service, but no action was
done. I was given report number 321 if I want to check the status of my refund. I
am hoping that by writing your office, necessary actions will be taken. I
attached a copy of my receipt that contains my transaction number.
I am hoping for your appropriate response.
Sincerely,
Lisa Mcneil

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Elements of Communication
Sender
Recipient
Message
Transmission
medium
Know

53
There are times when communicating with others becomes a difficult
task. There will always be hindrances to communication. Before we start the
next lesson, think of the things that usually hinder a good communication
process. List down the things that impede understanding of the. Do this on
your notebook.
1.3 Barriers to Communication

Communication is not a one-way street. Barriers may come from both
ends of the communication line. They are always present. A person with good
communication skill can identify the presence of these barriers and take
necessary actions to avoid, if not to eliminate them.
The most common and easiest to identify among the barriers to

communication is noise. It has been an indispensable in the communication
process which has already been discussed in the previous lesson. External
noise, which may be physical noise, can immediately affect the quality of
communication. It may be a radio turned up high, an ongoing construction
outside your office building, or even your co-worker next you tapping his hand
on the desk. These kinds of noise make it difficult for you to understand your
caller and they also make it difficult for your caller to understand you.
In order to resolve the problem caused by noise barriers, you can do

the following:
1. If the problem is with your caller, it is acceptable if you inform

them by saying, “Mr. Mcneil, I am having trouble hearing you.
Can you please (tell the caller what to do)?
2. If the problem is coming from your end, it is best to identify the
source of the noise and fix it immediately.
Time can also be a barrier to communication. It affects communication

most especially in written communication. Letters and memoranda not
sent or received at the right time may cause major misunderstanding
between the communicators. If an employee fails to provide a letter of
explanation because he/she did not receive the memorandum on time, he
or she may get dismissed from work. In addition, time can also affect the
quality of verbal communication. Let us take the case of a customer in a
hurry. He is placing an order and he is getting frustrated with the slow

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procedure. This may mean that the customer is no longer paying attention
to the details you are telling him.
The quality of message may also be a barrier to communication.

Unclear messages may result from vague and ambiguous sentences. For
example, “He found a bat in the room”. The word ‘bat’ has several
meanings. It could either be a baseball bat or a flying mammal.
Choice of words can also affect the quality of message. The use of
jargon in statements can also make messages unclear. Jargon is a
language that is specific to a profession. It is a specialized vocabulary of
any profession or industry. These words are difficult to understand by
people who are not practitioners of that profession. Below are some
examples of jargons.
Table 3. Examples of Medical Jargons
ambu-bag handheld squeeze bag attached to a face mask
amp abbreviation for Ampule, which is a sealed plastic or

glass capsule containing a single dose of a drug in a
sterile solution for injection
ASA the abbreviation for acetylsalicylic acid (aspirin)
bagging manual respiration for a patient having trouble
breathing that uses a handheld squeeze bag attached
to a face mask
bounceback a patient who returns to the ER with the same

complaint shortly after being released
bradycardic a slowing of the heart rate to less than 50 beats per
minute
c-section shorthand for cesarean section, which is surgical
delivery of a baby through the abdominal wall
cellulitis a skin infection
deep vein a blood clot in a deep vein
thrombosis

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diplopia double vision
dyspnea shortness of breath
Table 4. Examples of Business Jargons
Indebtedness of a company to its suppliers for goods or

Accounts services purchased and must be paid for within one
Payable year (more typically paid within 30-90 days).
Amount owed from a company by its customers for

Accounts goods or services supplied to them which must be paid
Receivable within one year (more typically collected within 30-90
days). It is indicated as a current asset on the
company's balance sheet.
Book Value This is the net value, in accounting terms, of a

company based on actual costs and asset values.
Hyperinflation This refers to very rapid, out-of-control inflation.
Liquidated A company may be liquidated or dissolved by selling all

its assets and then using the cash to meet any
obligations to creditors.
Barriers to communication can go as deep as the cultural level. The

difference between the culture of the sender and the receiver can greatly
affect the communication process. If the sender and receiver have
different cultures, ethnocentrism may occur. Ethnocentrism is the act of
judging the culture of others on the basis of what is acceptable in the
culture of one communicator. It includes the idea that one culture is
superior of others.
Prejudgment can also be a barrier to communication. It is the act of

judging what someone has to say even before he/she speaks. You may
also prejudge by dismissing someone’s ideas because of the belief that

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you know what the other person has to say. It is neither productive nor
polite.
Process
Task 1: Matching Type

Directions: Match the barriers to communication listed in Column A
with their definitions in Column B.
A B.
1. noise a. unclear messages due to vague

2. time and ambiguous sentences
b. anything that interferes with the
3. quality of message
communication process between
4. jargons
the sender and the recipient
5. enthnocentrism
c. affects written communication
6. pre-judgment
more than oral communication
d. a language that is specific to a
profession
e. the act of judging what someone
has to say even before they
speak
f. the
ICT – CONTACT CENTER act of judging
SERVICES the10culture of
– Grade
57others on the basis of what is
acceptable in the culture of one
communicator
Task 2: Let’s Get Updated!
1. Using a computer with Internet service, follow the given URL:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1481072/pdf/
canvetj00071-0005.pdf
2. Read the editorial article entitled “Good Communication: How It Can

Be Achieved” written by Doug Hare.
3. Answer the following questions in your notebook as you read the
article.
a. Why did the author say that we are veterinarians?
b. Cite at least three ingredients to good communication mentioned in
the article.

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c. What is the disadvantage of communicating on the telephone? How
can this disadvantage be resolved?
d. Give at least five pieces of advice provided in the article on how to
achieve good communication.
Transfer
Task 3: In the Real World
1. Form groups of five.

2. Arrange interviews with at least five call center agents (customer
service representatives, technical support representatives, or sales
representatives), team leaders, or supervisors in the call center
industry.
3. Ask them about the common barriers to communication they encounter
when taking calls and how they resolve them.
4. Be ready to share your findings with the rest of the class.
Know
Lesson 2. Communicate and listen effectively
2.1 ORAL SKILLS

Proper pronunciation is a prerequisite to a good communication skill.

Before we start studying more about pronunciation, try to read the excerpt
below.

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Call center agents usually provide inbound and outbound customer
support. They take and make calls, offering customer service 24/7. The
job entails entertaining and addressing various issues and concerns
You may record your voice as you read the excerpt for the second
time. Take note of how you pronounce each letters in every word.
2.1.1 Phonemes
Say the English word “man” several

times. Now cut out the last two letters
and say a long [m]. This time, say the
middle letter which is [a]. Then, say the
last letter which is [n].
How many speech sounds do you think are there in the word “man”?
Most probably, you will say three and will state them to be [m], [a], which
is denoted as [œ], and [n].
Phonemes are the smallest unit of speech. It is similar to a single letter,

vowel or consonant, in the English language. However, the number of letters
in a word does not correspond to the number of phonemes. For example, the
word “call” has four letters but contains three phonemes only, which we will
denote as [k], [o], and [l].
Phonemes are classified as vowel or consonant in the English language.

One difficulty non-native English speakers encounter is pronouncing the
voiced and unvoiced consonants.

60
Say the word ‘pop’. Do it again and put
your hand in front of your mouth. Did
you notice the air produced as you
pronounce the word?
When you say the word ‘pop’, you are producing the phoneme [p]. It is an
example of a consonant phoneme produced using a strong voiceless
articulation. This type of phoneme produces a popping sound, but is unvoiced
or voiceless. Voiceless means producing a sound without the vibration of the
vocal
chords.
This time, try to say the word ‘voice’
twice. On the second time, place your
palm on your throat. Did you feel the Some
vibration on your throat?
consonants are produced using a weak potentially voiced articulation. To

produce these phonemes, there must be vibration in the throat area. Hence,
when you say the word ‘voice’, a vibration is produced because of the
presence of the phoneme [v].
Voiced and unvoiced consonants differ in the manner of articulation but

the placement of the vocal apparatus are similar. In order to pronounce these
phonemes properly, the vocal apparatus should be in the correct position.

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To understand the illustration included in Table 3 on page 54, study the
figure below which labels the different important vocal apparatus.
Figure 5. Vocal Apparatus
Table 5. Comparison of Voiced and Unvoiced Consonants
Voiced Unvoiced Placement of Vocal

Apparatus
p b
Pennsylvania, Baltimore
citizenship Alabama
subsribe

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t d
telephone Do
today advantage
accepted
k g
country good
conversation again
bookmark investigate
ʤ
ʧ
(ch) journal
Long Beach giant
Approachable manager
obituary knowledge
f v
Fiji Islands, visit
sophisticated cove
sheriff expensive
Ɵ th
(th) therefore, weather,
Thanksgiving Day together
South Dakota

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s z
motorcycle zone
scale scissors
speech supervisor
ʃ Ʒ
(sh) (zh)
Chicago Closure
conscience Camouflage
mirage
With other consonants in the English language, there is no distinction

on being voiced and unvoiced. The table below shows the list of other
English consonants.
Table 4. Consonants
Consonant Example
h health, Hawaii
m machine,
Minesotta
n November, New
Hampshire
ŋ (ng) English, clarifying
l eleven,Florida

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r ranch, chair
w Washington, West
Virginia
Y New York,
Yellowstone Park
There is also a great difference in how Filipinos and Americans

pronounce vowels. In American English, vowels can be classified into
three: short vowels, long vowels, and diphthongs.
Table 6. Long and Short Vowels
Short Example Long Example

vowels Vowels
i kit A palm
e dress E square
Œ trap I fleece
ɒ lot O thought
Ʊ foot U goose
ʌ strut ɜ: nurse
Ә bonus
Diphthongs are vowel phonemes produced by gliding from one vowel

to another. The table below shows the list of diphthongs.

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Table 7. Diphthongs
Vowel Example
ei face
ai price
oi choice
oa coat
au mouth
ie near
iu cure
2.1.2 Sentence Construction
When phonemes are joined together, they create words. A collection of

words that expresses a complete thought is called a sentence. A Contact
Center Service provider need not only be able to pronounce words
properly; he/she should also have the capability to express his/her
thoughts in a clear and comprehensible manner to address the customer’s
needs accurately. Hence, one must learn how to construct grammatical
and well-formed sentences.
Constructing sentences is governed by rules. Grammaticality of

sentences can be judged by the following:
A. Completeness

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The test difficult.
If you examine the statement above, you would

immediately identify that the example is not a sentence because
it is incomplete. Can you tell why it is incomplete?
All English sentences must have a verb. For that reason,

the statement above is incomplete due to the lack of a verb.
Thus, to complete the sentence, you may add the verb ‘is’. The
corrected sentence will be:
The test is difficult.

v
In addition, there are verbs that require a receiver of the

action or a direct object. These verbs are called transitive verbs.
Without a direct object, the inclusion of a transitive verb will not
guarantee completeness of a sentence.
Examine the statement below.

The customer places.
transitive verb
Since the verb (places) used in the statement above is a
transitive verb, the sentence remains ungrammatical. To
complete the sentence, a direct object must be added.
The customer places an order.

direct object
B. Word order
Read the statement below.
Complained delivery the customer late the.
Is it grammatical? You will more likely say no. The

sentence above does not express a clear thought. It is
ungrammatical because it does not follow the correct English

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word order. The rule on word order may vary from one language
to another.
The linear word order for the English language is subject-

verb-object, S-V-O. This word order is most commonly used for
declarative sentences. Thus, the corrected sentence for the
example above would read:
The customer complained the late delivery.
S V O
C. Word combination
Some words can occur together while some words, if put

together, may make a sentence sound ungrammatical. For
example, ‘the escalated’ is not the right combination of words
because articles, a, an and the, cannot occur before a verb.
Articles are placed before nouns and gerunds. Gerund is

a noun made of a verb in the –ing form. A good example would
be: “The meeting has been moved.” The word meeting in the
sentence is an example of a gerund.
It is also necessary to keep in mind the distinction

between adjectives and adverbs.
1. Adjectives – modify nouns or pronouns. Descriptive

adjectives should come before a noun or pronoun
Example. Beautiful lady irate caller
Adj. n. Adj. n.
2. Adverb – modify verbs, adjective, and adverbs

Example. Fluently speak very graceful
Adv. V. adv. Adj.
Examine the sentence below.
A responsible CSR calm handled the call.

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The sentence structure is ungrammatical.
A responsible CSR calm handled the call.

Adj. v.
The word calm, which is an adjective, should not occur before
the word handled, which is a verb. A verb should be modified by
an adverb. The word calm should be replaced with the word
calmly, which is an adverb, to make the sentence grammatical.
A responsible CSR calmly handled the call.

Adv. V.
Process
TASK 1. VOWEL PHONEMES

Directions: Recall that in the English language vowels may be long, short,
or diphthong. Read the following words aloud. Identify the vowel phoneme
used in the given words. Write your answers in your notebook.
Word Vowel Phoneme Used
stand
roof
relate
concentrate
name
skip
internet
TASK 2: CRITICAL VOWEL SOUNDS

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Directions: Read the following words aloud. Make sure you produce the
critical vowel sounds correctly. Record your voice as you read the words.
After the last set, listen to how you pronounced each word.
1. sheep ship chit cheat

2. bill veal pill peel feel fill
3. bag bug tug tag cot cat
4. long loan
5. tooth ` thought foot fought
Scoring Guide:
10 pts. – 0 mistake in articulation of critical vowel sounds
6 pts. - 1-2 mistakes in articulation of critical vowel sounds
3 pts. – 3-4 mistakes in articulation of critical vowel sounds
0 pts. – more than 4 mistakes in articulation of critical vowel
sounds
TASK 3: CRITICAL CONSONANT SOUNDS
Directions: Read the following words aloud. Make sure you produce the
critical consonant sounds correctly.
1. though dough though dough

2. three tree three tree
3. ranch rank ranch rank
4. voice boys voice boys
5. whale hail whale hail
Scoring Guide:
10 pts. – no mistake in articulation of critical consonant sounds
6 pts. - 1-2 mistakes in articulation of critical consonant sounds
3 pts. – 3-4 mistakes in articulation of critical consonant sounds
0 pts. – more than 4 mistakes
70 in articulation of critical consonant
sounds
TASK 4: READ. PAIR. CRITIQUE
Directions: Get a partner. Read the following set of sentences. Ask your
partner to listen carefully and take note of mispronounced phonemes as
you read the given sentences. Your partner’s task is to share with you
his/her comments once you are done. Do the same with your partner.
1. Thank you for calling SendService.

2. This is Ann.
3. How may I help you?
4. Have I addressed all of your concerns for today?
5. Let me thank you for calling SendService. Have a great day.
TASK 5: GRAMMATICAL OR UNGRAMMATICAL?
Directions: Determine whether the sentence in each number is

grammatical or ungrammatical. Draw a smiley  if the sentence is
grammatical. Otherwise, write ungrammatical and identify the principle on
sentence construction violated by the sentence. Do this on your notebook.
1. I received the order wrong.

2. The agent helpful.
3. The call was short yet meaningful.
4. An event end today.
5. Promo code invalid.
Task 6: PRONUNCIATION DOES MATTER
1. Using a functional computer with Internet service, follow the given

URL:

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http://www2.warwick.ac.uk/fac/soc/al/learning_english/leap/
listeningandspeaking/pronunciation/
2. Your teacher may also provide you with a print out of the article.
3. Answer the following questions as you read the article. Do this in your
notebook.
a. Give two reasons that make English pronunciation difficult.
b. Choose three pieces of advice cited in the article which you think
will be helpful in improving your pronunciation. Elaborate how these
pieces of advice can help you.
2.2 Listening skills
Listening is different from hearing. Hearing is an unconscious process.

It is the act of perceiving sound using the ear. Listening, on the other
hand, is a conscious process that requires concentration so that one can
process the meaning of the words and sentences. It is one of the most
important skills a person can have.
Why is hearing not enough? Why do we need to listen listen?
 We listen to gather information.

 We listen to understand others.
 We listen to be entertained.
 We listen to learn.
We listen almost everyday of our lives. Yet there are times when we do
nott listen as effectively as possible. This could be due to the barriers to
communication we have discussed on the previous lessons. Contact
Center Services provider must overcome these barriers and become an
effective listener. The aim of a Contact Center Services provider is to
practise active listening at all times. Active listening is not just listening to
the words one hears, but also entails trying to understand the whole
message sent. The following are tips on how you can improve your
listening skills and become an active listener.

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1. Pay attention.
When engaged in a telephone conversation with a customer, you
must give him/her your undivided attention. Clicking your pen or
communicating with your co-worker will not help you understand
the concerns of your customer.
2. Assure the other party that you are listening.
Since you cannot give your occasional nod or smile to your
customer on the other end of the telephone conversation, your
small verbal comments such as ‘yes’ or ‘uh huh’ will assure them
that you are listening.
3. Provide feedback.
Restating what you heard and asking questions for clarification are
forms of feedback. You can say “What I’m hearing is” or “Let me
just repeat that” to restate, while statements such as “Is this what
you mean?” will help you clarify what you have heard.
4. Defer judgment.
Interrupting will only lead to frustration. Let the customer finish his
statement before you comment or clarify. Interrupting sends
different messages such as,
 “I’m more important than you are.”
 “My ideas are better than yours.”
 “I don’t really care what you think.”
 “Stop talking and listen to me.”
Hence, interrupting is not encouraged in any type of

communication.
5. Respond appropriately.
Always remember to be polite and understanding when

listening. Criticizing the other party’s ideas will not help.
Acknowledge his/her concerns and assert you opinions politely.
More so, be honest in your responses.
Process
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Task 1: Acrostics
Directions: Acrostics is a series of lines or verse in which the first letter when
taken in order, spell out a word or phrase. Using the letters of the word
LISTEN, create an acrostic about tips of some tips on how to be an active
listener. Do this on a clean bond paper. You may also decorate your output.
Transfer
TASK 1: THIS IS THEIR STORY
This task will provide you an opportunity to get an insight on the life of a
Contact Center Services provider.

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PART 1: THE INTERVIEW
Step 1: Look for a person who works in the Contact Center Services industry.
Step 2: Arrange an interview with him or her. The following questions will
serve as your guide for the interview.
Step 3: Conduct the interview in a place where there will be less noise and
distraction.
Step 4: Record your interview. Below is a list of questions.
Note: You may add questions to the list. You may also modify the questions,
but you cannot remove questions included in the list.
1. Describe the nature of your job.

2. How long have you been employed?
3. When at work, with whom do you communicate most often?
4. Which communication pathway do you usually use to communicate
with your supervisor? co-workers? customers/clients?
5. Were there instances that you had difficulty understanding your
customer? your supervisor?
6. What was the usual cause of the difficulty?
7. How did you resolve them?
8. What pieces of advice can you give to a student like me who aspire to
be a contact service provider like you?
Step 5: Be sure to conduct the interview in English. Be mindful of your

pronounciation.
PART 2: THE TRANSCRIPTION
Step 6: Listen to your voice recording. Transcribe the whole interview from
beginning to end. Transcription should be submitted together with the
reflection.
PART 3: THE REFLECTION
Step 7: Listen to the recording of your interview. List or note specific parts of
the interview when you and your interviewee did not fully understand each

75
other. Identify the cause. (i.e., vague question, soft voice, unclear
pronunciation). Use the format below.
Instance Reason How to resolve
Rubric for Evaluation
Exceptional Admirable Acceptable Attempted

Criteria
10 PTS. 8 PTS. 6 PTS. 2 PTS.
Questions asked Most questions Few questions are Questions are not in
are in logical asked are in logical asked in logical logical order.
Logical
order. order. order. Questions are not
and Questions are Some questions are Few questions are designed to build on
Sequential designed to build designed to build on designed to build on previous questions.
on previous previous questions. previous questions.
questions.
Vocal and non- Delivery is clear and Delivery neither Delivery is distracting
verbal delivery are commands the enhances nor or awkward and not
well developed interview. Voice hinders commanding for an
and enhance the and body are evenly performance. interview. Long
Delivery interview matched and Appropriate gestures silences or too much
experience. appropriately are communicated talking on the part of
managed for the and some distracting the interviewer.
situation. mannerisms are
visible.
Presentation is Presentation is free Isolated errors in Grammar,

free of errors in of serious errors in grammar, pronunciation,
grammar and grammar, pronunciation, and/or word choice
pronunciation; pronunciation, and/or word choice are severely
word choice aids and/or word usage. reduce clarity and deficient. Interviewer
Language
clarity and Interviewer sounds credibility. does not use
vividness. mostly professional. professional
Interviewer used language.
professional
language.

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Student uses a Student's voice is Student's voice is Student mumbles,
clear voice and clear. Student low. Student incorrectly
correct, precise pronounces most incorrectly pronounces
terms, and speaks
Diction pronunciation of words correctly. pronounces terms.
too quietly for
terms so that all Most audience Audience
students in the
audience members can hear members have back of class to
members can presentation. difficulty hearing hear.
hear presentation.
presentation.
Tape is audible. Tape is mostly Tape is mostly Tape is inaudible.

Provides help for audible but has inaudible. Provides no help for
Taping of review. sections that are Provides little help review.
Interview inaudible. for review.
Tape is helpful for
review.
Know
2.3 Grammar
Correct grammar is the key to all types of business communication. It

keeps us from being misunderstood and lets us express yourself and your
ideas more effectively. As a Contact Center representative, you speak and
communicate on behalf of your company. Your communication skills reflect
the quality and standards of your company. Hence, it is important to be
mindful of your grammar all the time.
2.3.1 Subject-Verb Agreement
Aside from the structure of the sentence, it is also necessary to be

mindful of the relationship of the subject and the verb in a sentence. This
is known as the Subject – Verb Agreement (SVA).
In the present tense, nouns and verbs form plurals in opposite ways.
Adding –s or -es to nouns makes a word plural while adding –s or –es to
verbs makes a it singular.

77
Example:
Noun customer (singular) customers (plural)
Verb calls (singular or s-form) call (plural or base form)
SVA simply states that the subject and the verb must agree in number.
This means that a singular subject takes a singular verb, while a plural
subject takes a plural verb.
Examples:
Singular The customer calls the hotline.
Subject verb
Sing. Sing.
Plural The customers call the hotline.

Subject verb
pl. pl.
The following are eight common rules on Subject-Verb Agreement:
1. A phrase or clause in between the subject and the verb does not
change the number of the subject.
Examples:
a. Charles, the agent who won many times, is my team leader.
singular singular
subject verb
b. The calls from that department are already escalated.

plural plural
subject verb
2. Indefinite pronouns as subject

Some indefinite pronouns require singular verb, while others
require plural verbs.
a. Singular indefinite pronouns take singular verb.

78
each, either, neither, one, no one, nobody, nothing, anyone,
anybody, anything, someone, somebody, something, everyone,
everybody, everything
Example:
No one is allowed to put the customer on hold for several
minutes.
singular singular
subject verb
b. Plural indefinite pronouns use plural verbs.
several, few, both, many
Example
Several customers are ordering the mattress using a coupon.
plural plural
subject verb
c. Some indefinite pronouns may either be singular or plural.
some, any, most, all
i. If used with mass nouns, use singular verb.
Example:
Most of my water has been spilled.
Mass noun singular verb
ii. If used with count nouns, use plural verb

Most of my co-workers are late.
count noun plural verb
3. Compound subjects
a. Joined by and
If the subject is compound and joined by and, use a plural verb.
Example
The customer and the supervisor are still in a conversation.
Plural subject Plural verb
b. Joined by either/or and neither/nor
If the compound subject is joined by or/nor, the verb agrees with
the subject closer to it.
Example:
i. Neither the customers nor the shop owner keeps
receipts. Singular subject singular
verb

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The verb ‘keeps’ (singular form) is used in the sentence
because the subject closer to it is the shop owner which is also
singular.
ii. Neither the shop owner nor the customers keep receipts.
Plural subject plural verb
This time, the verb keep (plural form) is used because the
subject being considered is the customers which is plural.
iii. Either the recording or the notes have been found.

Plural subject plural verb
The subject closer to the verb is notes. It is plural. Therefore, a
plural verb is used in the sentence.
4. Inverted subjects
The subject is inverted if it comes after the verb. Yet, the verb
should still agree with the subject.
Example
Here are my notes.
Plural plural
Verb subject
Interrogative sentences also have inverted subjects.

Example
Is there an on-going sale?
Singular singular
Verb subject
5. Collective nouns
A collective noun is a noun that refers to a group of entities that
may be considered either as individuals or as one larger entity.
Collective nouns are considered singular and take singular verbs.
Example
The audience claps their hands.
singular singular
subject verb

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6. Titles
Titles of books, movies, stories, and the like are always singular.
Thus, singular verbs must be used.
Example:
Letters to Juliet makes me cry.
Title/singular singular verb
7. Plural form subjects

Nouns that are plural in form but are singular in meaning take
singular verb.
Example:
statistics, linguistics, Philippines, etc.
The Philippines is a republic.
singular singular verb
subject
8. The number/ A number

The phrase “the number of _________,” uses a singular verb.
Example:
The number of callers is greater today.
Singular verb
The phrase “a number of _______,” uses a plural verb.

Example:
A number of callers are satisfied.
Plural verb
2.3.2 Tense and Aspect
Tense refers to the actual location of an event in time. An action

may occur either in the past or present.

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1) Common (present) – the base form of the verb or with –s or –es
to agree with the subject.
Examples:
Lea calls the technical support daily.
The investors check their record books regularly.
2) Past – takes the past tense formed by adding –d or –ed for
regular verbs or changing spelling for irregular verbs
Example:
Lea called the technical support for assistance.
He became the new team leader.
An action may also be viewed with respect to time instead of the

action’s location on time. This is called aspect. The verb aspect has
three parts:
1) Simple – the action happened in a specific time in the past.

Example:
Ann called the hotline yesterday.
2) Perfective – the action happened in the past but it took place

quite recently. Verbs in this aspect are formed using
has/have/had plus the past participle.
Example:
Ann has called the hotline this morning.
3) Progressive – the action is still in progress at the time of

speaking. To form a verb in this aspect, add is/are/was/were to
the verb’s participle form.
Example:
Ann is calling the hotline now.
Note: Aspect always include tense but tense can occur without aspect.
Examples:

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The agent has escalated the call. (Perfective aspect, Past
tense)
The agent escalates the call. (Present Tense)
2.3.3 Preposition
Prepositions are words that does not appear alone because it

should always be used with another word or words called its object.
The function of a preposition is to relate its object to other words in the
sentence.
Non-native English speakers often commit mistake in the use of
prepositions in their sentences. Common mistakes committed are:
 non-use of preposition when a sentence needs one;
Example:
I must give her a replacement item the same
value.
(wrong)
I must give her a replacement item at the same
value. (correct)
 use of preposition when it is not necessary

Example:
Where did you get this at? (wrong)
Where did you get this? (correct)
 use of the wrong preposition
Prepositions are words crucial in denoting time, place, and

position. Most often than not, prepositions are not interchangeable. It is
important to understand the distinct use of each preposition.
At, on, in, and by are the most commonly used prepositions.
They denote both time and position. Let us distinguish the use of the

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four. The table below shows the use of the four prepositions in
denoting time.
Table 8. At/In/On used to denote Time
Preposition When to use Example
at referring to a time in a at lunchtime

day at 11:00 am
on used for dates and on Sunday

days on June 20, 2014
in referring to longer in 2013

periods of time in the past
by when an action is by 2:30

completed at a certain by May
time or date
The next table shows how to use in, on, at, and by to denote position.
Table 9. In, On, and At to denote Position
Preposition When to Use Example
At to show a site or target at home

at training room
In for enclosed spaced or in a room

geographic location in New York
On when an object is on a on the desk

surface on the roof
By to show nearness on a by the stairway

landmark by the Shopping Mall

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In addition, the preposition in is used when one is using a
private vehicle for transportation (i.e., I am in my car.), while the
preposition on is used for public transportation (i.e., I am on a bus or I
am on a cab.).
Since prepositions are always used with another word, let us

examine how each part of speech pairs up with other parts of speech.
The table below shows a list of prepositions used with specific parts of
speech.
Table 10. Specific Preposition for Nouns
Part of Preposition Examples

Speech
Noun for a demand for
a need for
a reason for
of a cause of
a picture of
in a decrease in
a rise in
to an invitation to
a solution to
with/between a relationship with

(one person)
a relationship
between

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(two persons)
Table 11. Specific Preposition for Adjectives

Speech
Adjective of afraid of
capable of
at good at
to similar to
in interested in
on keen on
for famous for
about sorry about
Table 12. Specific Preposition for Verbs

Speech
to talk to

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speak to
at look at
about care about
for ask for
apply for
of approve of
consist of
for pay for
apologize for
from protect from
on rely on
2.3.4 Modifiers
Words, phrases, and clauses used to provide description are called

modifiers. They make the meaning of the word or group of words more
specific. Modifiers allow the reader or listener to create a more detailed
mental image of the subject.
Modifiers can be words such as an adjective or an adverb. An
adjective makes a noun or a pronoun become more specific, while an
adverb provides more details about verbs, adjectives, and adverbs.
Examples:
 The lengthy call ended very well.
(The modifier lengthy is an adjective. It tells what kind of call is being
mentioned in the sentence.)
 The customer service representative professionally
handled the last call.

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(The word professionally is an adverb modifier that makes the word
handled more specific.)
Modifiers can also be phrases and clauses. This includes adjective

clauses, adverb clauses, infinitive phrases, participial phrases, and
prepositional phrases.
Example:
 Trying to avail the surprise sale online, Johnny placed his
order through the phone.
(The phrase trying to avail the surprise online acts as an adjective and
makes the noun Johnny more specific.)
2.3.5 Conditionals
Conditionals are also known as the if-clauses. These statements mean

that an action relies on another action. To elaborate, a conditional states
that a certain action can only happen if a certain condition is fulfilled.
Conditionals can be real conditional or unreal conditional. Real
conditionals describes real situations, while unreal conditionals describe
unreal or imaginary situations.
Presented below are the four types of conditionals.
1. Zero conditional
This is used for conditions that are always true as long as the
condition is met.
The format for this conditional is
If + present tense + present tense

(condition) (result)
Example:
If you heat water to 100 degrees Celsius, it will boil. (fact-universal)
If I am unsure of the answer, I place the customer on hold. (fact –
personal)
2. First conditional
Statements that state that a future action is more likely to happen
upon the fulfilment of another future action are in the first
conditional. The format is:
If + simple present + will + base form of the verb

88
Example:
If she follows the prompt correctly, she will reach the right
department.
Other modals aside from will can be used like may, should, can,
could, and might.
Examples:
a. If she follows the prompt correctly, she may reach the right
department.
b. If she follows the prompt correctly, she should reach the right
department.
c. If she follows the prompt correctly, she can reach the right
department.
d. If she follows the prompt correctly, she could reach the right
department.
e. If she follows the prompt correctly, she might reach the right
department.
3. Second conditional
Second conditional is used when:
 talking about an imaginary present situation
 talking about things in the future that are unlikely to happen
 imagining something that is different from reality
The format is:
If + simple past + would +base form of verb
Example:

89
If the customer placed ten bulk orders, we would expedite the
shipping.
Again, other modals such as could, should, and might can be

used.
4. Third conditional
When talking about the past or imagining something different from
what actually happened, the third conditional is used. In this case, the
conditions were not fulfilled.
The format is:
If + past perfect + would have + past participle
Example:
If I had known, I would have helped him.
Other modals such as could, should, and might can also be used.
Process
Task 1: Subject-Verb Agreement

Directions: Choose the verb that will make the sentences in the
paragraph grammatically correct. Write your answer on your notebook.
A.
Call centers within the pharmaceutical industry (is, are)
increasingly being challenged to satisfy customer inquiries, while
simultaneously cutting costs. In today's ever-changing marketplace,
call centers (modernizes, modernize) their technology and (expands,
expand) connectivity options in order to support a growing variety of
customer interaction channels and tools.
According to a recent research by a benchmarking firm, there

(is, are) many gaps in adoption of social media platforms within
consumer health call centers. Sixty-three percent of respondents

90
(identifies, identified) issues such as regulations, privacy, and lack of
knowledge on usability as key challenges to social media adoption.
Despite this, forty-three percent of the OTC segment (reports, report)
using Facebook as a customer interaction channel.
(Adapted from “Consumer Health Call Centers Exploring New Social Media Channels”
http://www.marketwatch.com/story/consumer-health-call-centers-exploring-new-social-media-
channels-2014-07-03)
B.
A call center agent (talks, talk) to a client in the U.S., as she
(works, work) the overnight shift in Manila's Makati financial district
February 6, 2012. The number of Filipinos who work on graveyard
shifts to answer calls on behalf of big multinational companies like
Citigroup and JPMorgan Chase (is, are) now greater than India's
350,000, earning the Philippines the title - Call Center Capital of the
World. By 2016, the Philippines (wants, want) to double the size of the
local BPO market to $25 billion, employing 1.3 million workers from
640,000 at the end of 2011. But to be able to do that, the Southeast
Asian nation must convince investors that it (has, have) more to offer
than a huge pool of English-speaking talent.
(Adapted from “Philippines, call center capital of the world” by Erik de Castro
http://www.gmanetwork.com/news/photo/16747/philippines-call-center-capital-of-the-
world)
Task 2: Preposition
Direction: Complete each sentence by choosing the best preposition
from the pool below. Write your answer on your notebook.
1. Call center agents are one _____ the highest earning employees
_____ the country.
2. Call center companies offer a whole range of benefits _____ health
insurance _____ gift certificates.
3. Promotions happen _____ a faster rate in call centers compared
_____ other companies.
4. There is unlimited supply of coffee _____ call center agents. Some
companies have unlimited juice or iced tea aside _____ coffee.

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5. Call center companies strive to maintain this kind _____ quality
work environment and excellent service to client in order _____
provide compensation and benefits.
to of with from at
in on for by
Task 3: Modifiers
Direction: Identify the modifier describing the underlined word in each
sentence. Do this on your notebook.
1. Working in a call center might seem an easy job.
2. There are many different kinds of jobs in call centers: CSRs, TSRs,
supervisors, managers, human resource staff, and many others
who work to ensure a call center works well.
3. You must be able to answer their inquiry quickly and correctly, so
their faith and trust in your company is upheld.
4. You need to be the type of person who can learn and retain
information.
5. Many list the ability to speak a second language as an asset in
working in a call center.
Task 4: Conditionals
Direction: Fill in the correct phrases and form a conditional sentence by
using the verbs in the parenthesis. Take note of the verbs in bold face.
1. If we meet at 9:30, we ___________ (to have) plenty of time.
2. Lisa would find the package if she __________ (to look) in the
neighbor’s lawn.
3. The manager would have sanctioned her with a fine if she
__________ (to call) the clients.
4. If you spoke louder, your caller __________ (to understand) you.
5. The fragile package __________ (to arrive) safe if the delivery man
drove slowly.
6. You __________ (to have) no trouble at work if you had done your
duties and responsibilities properly.
7. If you __________ (to order) in this website, you will save time and
effort going to the store.
8. The customer will agree to be put on hold if you __________ (to
ask) permission nicely.

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9. If the customer representative __________ (to ask) the customer,
he would have answered her questions.
10. I ___________ (to call) the customer back if I was/were you.
Know
2.4 Writing skills
In the previous lesson, you were taught about different grammar rules.
In this lesson, you will learn more techniques on how to improve your
writing skills. As a contact center representative, you must be well-versed
in all types of communication. There are times when you will be called to
write memos, plans, and reports. A good writing skill will allow you to
communicate your ideas clearly.
2.4.1 Spelling
In the age of text, e-mail, and private messages (PMs), spelling

has already taken a backseat because people want to communicate
quickly. Consider the following messages.
Miting @ 2pm. C u @ d conf rum :D
The same message could be written formally.
There will be a meeting at 2:00 PM. Please proceed to the

conference room. Thank you.
Spelling may be taken for granted when you are texting or

sending personal messages through social networks such as

93
Facebook, Twitter, or Instagram. However, in business and academic
writing, spelling should be taken seriously.
Here is a review of the rules in spelling to help you refresh your

spelling skills.
1. The letter i comes before the letter e except after the letter c
where e should come before i as in receipt and deceive.
Examples: SOME EXCEPTIONS:

friend either
niece neither
thief protein
achieve sovereign
believe
2. For one-syllable words that follow the consonant-vowel-

consonant pattern (C-V-C), adding –ing requires to double
the last letter.
Examples:
sit sitting
dig digging
nap napping
The same rule applies for two-syllable word and the second
syllable follows the C-V-C pattern.
Examples:
deter – deterrent
transfer – transferred

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3. If you want to add –ing or any suffix that begins with a vowel
to any word that ends in a silent e, you should drop the e
before adding the suffix.
Examples:
dose dosage
defense defensive
globe global
However, retain the e if the suffix to be added begins with
a consonant.
Example:
hope – hopeful
care – careless
4. Adding suffix to words ending in y requires changing y to i

first.
Example:
day daily
happy happiness
early earlier
5. If you want to add -el, or -al at the end of a word, take note
of the following tips.
 -al ending is used mostly for adjectives, but some
nouns

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a
Examples:
usual (adjective)
vocal (adjective)
local (adjective)
 -el ending is the least common ending and it is used

mostly for nouns and verbs
Examples:
Parcel (noun)
Channel (noun)
Compel (verb)
Propel (verb)
6. There are two spellings for the /ch/ sound. -tch which is used
after a short vowel and ch anywhere else.
 -tch after a short vowels such as a, e, i, o, u
Examples:

96
batch
a catch
fetch
e stretch
witch
i kitchen
notch
o scotch
clutch
u Dutch
Note: If the –ch sound is followed by –ure, use t for

the ch sound.
Examples:
culture
future
7. When deciding whether to use –tion, -sion, or –cian, the

following tips will be helpful:
 Always use -cian for people.
Example:
technician
politician
statistician
 Use –tion if the root word ends with a t sound.
Example:
Compete – competition
Substitute – substitution
Compute – computation
 Use –sion if the root word ends with a d or s.
Example:
Compress – compression
Extend – extension

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Be familiar with the rules on spelling. Also, make reading a habit.
Reading allows you to be more familiar with words not usually used in
ordinary conversations. Soon, you will improve your spelling skills
and will become more effective in written communication.
2.4.2 Paragraphing
A paragraph is a collection of sentences about a single topic.

Learning how to write a good paragraph is also a skill you must
learn in case you need to communicate through writing.
What makes a good paragraph?
A good paragraph should follow the principles below:
1. The paragraph must contain a topic sentence.

2. All remaining sentences should support and develop the
topic sentence.
3. Only one main idea should be developed.
4. The sentences should flow smoothly and logically.
5. A concluding sentence may be added, but is not essential.
To further understand the principles stated above, you must

learn the different parts of a paragraph. A paragraph may have
2 or 3 parts, which are as follows:
1. Topic sentence
This states the main topic of the paragraph. It may
occur anywhere in the paragraph: beginning, middle,
or end. However, to make it easy for the readers to
identify the topic sentence, it is suggested that you
put it near the beginning of the paragraph. A topic
sentence should not be too general and not too
specific.
Example:
Call center industry is fast growing. (too general)

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Today, the call center industry is considered as
the fastest escalating employment provider for Filipino
college graduates who seek jobs that have better
income generation. (too specific)
Presently, the call center industy is considered as

the fastest rising employer for Filipino college
graduates. (not too general but not too specific)
2. Supporting sentences
These are sentences that expound the idea presented
on the topic sentence. They form the body of the
paragraph.
Example:
 Majority of fresh college graduates opt to apply in the
contact center industry to develop the communication
skills and gain professionalism.
 It is also undeniable that the said industry offers a
great compensation package that lures new
graduates.
(The sentences above support and expand the idea
presented in the given example of topic sentence.)
3. A concluding sentence or a clincher

This signals the end of the paragraph and leaves the
reader with important points to remember, but is often
unnecessary. It may also summarize the ideas
presented in the paragraph.
A well-written paragraph should have unity and

coherence. Unity refers to “oneness” of ideas included in the
paragraph. This means that all sentences in the paragraph
must discuss one topic or idea. If you have more than one
idea, it is best to start a new paragraph.
Examine the paragraph below. Try to determine if it
follows the principle of unity in paragraph writing. If not,
identify in which part the paragraph can be divided into two.

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High emotional intelligence can help a manager
improve workplace communication skills, employee
motivation and organizational effectiveness. If a manager
has high empathy, a key component of emotional
To follow the principle of unity, the paragraph above
should be divided into two. The second paragraph must
begin in “It is important to note, however…”
Aside from unity, a well written paragraph should have
coherence. Coherence refers to the smooth and logical flow
of the sentences in a paragraph.
Below are some ways to make a paragraph coherent:
1. Use nouns and pronouns appropriately.
2. Arrange ideas in a logical order.
3. Use linking words.
4. Repeat key nouns regularly.
2.4.3 Organization
A paragraph should be well organized, so that there will

be an order in the presentation of information. This way
information is easier discussed, understood and remembered.
Below are some principles of organization that may help you in
writing good paragraphs or essays.
 Chronological Order (order of time)
This is also called the “order of time”. Organizing
ideas using this principle will require one to
arrange items or events in the order in which they
occur. Transition markers, which will be discussed
later, are usually used in this organization of ideas.
It is best to use the order of time when telling
stories or when explaining a process.
 Spatial Order
In this pattern, the items are arranged or described
based on their physical position or relationships.
For example, if you want to write about the design
of a newly opened restaurant, you may start by
describing the façade, then interior from ceiling
down to the walls and lastly the table set-up.
Meanwhile, in describing a person you can start by
describing him/her from foot going up to the head.

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 Climactic Order (Order of Importance)
This pattern is also called the order of importance.
In this pattern, items are arranged from least
important to the most important.
2.4.4 Punctuations
Punctuation is one important aspect in written English. It

is the system of signs and symbols that shows how a sentence
should be read. Thus, it makes the meaning clear. Punctuation
marks can totally change the meaning of words. An error in
punctuation can deliver a totally different meaning than the one
that is intended.
Example:
Your order, Ma’am.
Your order, Ma’am?
Although the words in the two sentences above are the
same, the message of each sentence is completely different
from the other because of the use of period and question mark.
Lack and overuse of punctuation can alter meaning and
result in ambiguity. Ambiguous sentences are difficult to
understand. If your customer, colleague, or supervisor
misunderstood you, it could put your job at risk.
This lesson will provide a review on how to properly use
some of the commonly used punctuation marks.
1. Period
 Use a period to end a statement.
Example: I already called the customer service.
 If the last word in the sentence ends in a period, do

not follow it with another period.
Example: She studied in U.P.

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2. Comma
 Use a comma if you want to pause before proceeding.
Example:
As soon as I received the call, I searched for the
customer’s name.
 Use a comma if you need to add a phrase that does

not contain any new subject.
Example:
The customer, upon receiving the empty parcel,
called the customer service to report.
 It is also used to separate items on a list.

Example:
The customer requested for an order number, a
receipt number, and a reservation number.
 Use a comma if there is more than one adjective (a

describing word, like beautiful) in a sentence.
Example:
The client requested the customer representatives to
be polite, courteous, and accommodating to the
customers.
3. Question Mark
 A direct question (interrogative sentence) is followed
by a question mark.
Example: When did you place your order John?
 Use a question mark when a sentence is half
statement and half question.
Example:
You do place the order, don’t you?

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4. Exclamation point
 Use exclamation point to show emphasis or intense
emotion.
Example:
Leave now!
I am shocked by your behavior!
5. Hyphen
 Use a hyphen to form compound words or join word
units
a. For compound numbers from twenty-one to ninety-

nine
Example:
forty-one
seventy-seven
b. For compound adjectives that occur before the

word they modify
Example:
well-loved teacher
well-known artist
 Use a hyphen with the prefixes ex-, self-, and all-, with
the suffix –elect, and with all prefixes before a proper
noun or proper adjective.
Example:
ex-mayor
all-star
non-European
6. Colon
 Colons come after the independent clause and before
the word, phrase, sentence, quotation, or list it is
introducing.
Example:

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Customers only have one thing in mind today:
discount. (word)
Customers only have one thing in mind today: to get a
discount. (phrase)
7. Semi-colon
 Semicolons are used to separate clauses or phrases
that are related and receive equal emphasis.
Example:
Michael seemed preoccupied; he answered our
questions abruptly.
2.4.5 Transition Markers
Transition markers provide coherence in a paragraph because

they create powerful links between your ideas. These are
connecting words or phrases that act like bridges between parts of
your writing. However, before using a particular transition marker,
you should first understand its meaning and usage completely.
These transition markers can be used within sentences,
between sentences, and in between paragraphs. The result is the
reader will be able to follow the ideas presented.
The table below shows the most commonly-used transition
words or markers.
Table 13. Transition Markers and Their Function
Function Example of Example sentence

transition markers
To sequence your first(ly), second(ly), The customer

ideas third(ly), next, then, received a verbal
after this, last(ly), warning for late
finally, accordingly, payment. Next, she
meanwhile, received a letter.
henceforth

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To introduce an also, furthermore, It was already
additional idea additionally, in communicated
addition, moreover, verbally to clients, as
similarly, likewise, well as employees.
as well as, besides,
another, too
To introduce an in contrast, The report has

opposite idea or conversely, already been
contras alternatively, yet, submitted, even
although, even though the receipt
though, was not yet found.
nevertheless,
notwithstanding,
however, on the
other hand
whereas, while,
instead, otherwise
To add a similar comparatively, …together with this,

idea coupled with, the online store is also
correspondingly, offering promotions
identically, likewise, and discounts.
similar to, together
with, equally
To introduce an for example, such In using discount

example or as, for instance, to coupons, for
illustration demonstrate, example, you must be
namely, in ready with the code.
particular,
specifically
To indicate a consequently, The customer did not

consequence or accordingly, as a receive her order. As
result result, hence, a result, she filed a
subsequently, complaint.
therefore, thus,

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thereupon, as a
consequence, for
this reason,
wherefore
To introduce a that is, in fact, More specifically, the

restatement or indeed, namely, customer must
explanation specifically, thus present her order
number.
To emphasize or even more, above More importantly,

clarify a point all, indeed, more you must be
importantly, courteous and patient
besides with your callers.
To draw to a close to conclude, as a Finally, they arrived

or summarise final point, , in brief, at a solution to the
in conclusion, missing item from the
indeed, in short, in order.
summary, finally,
lastly
Examine the paragraph below. No transition marker is used in the

paragraph.
A call center is a centralized office used for the purpose of

receiving or transmitting a large volume of requests by telephone. An
inbound call center is operated by a company to administer incoming
product support or information inquiries from consumers. Outbound
call centers are operated for telemarketing, solicitation of charitable or
political donations, debt collection, and market research. Collective
handling of letter, fax, live support software, social media, and e-mail at
one location is known as a contact center.

106
Meanwhile, examine the paragraph below. It used transition markers.
A call center is a centralized office used for the purpose of

receiving or transmitting a large volume of requests by telephone. An
inbound call center is operated by a company to administer incoming
product support or information inquiries from consumers. On the other
hand, outbound call centers are operated for telemarketing, solicitation
of charitable or political donations, debt collection, and market
research. In addition to a call center, collective handling of letter, fax,
live support software, social media, and e-mail at one location is known
as a contact center.
Although both paragraphs give the same information, it is quite clear

that the second paragraph is easier to read and understand because the
reader is guided from one idea to the next.
2.4.6 Sentence Construction
Sentence construction has been discussed in page 59 of this

module. However, let us have a review on the tips and rules on
sentence construction.
Constructing sentences is governed by rules. Grammaticality of

sentences can be judged by the following:
1. Completeness
All English sentences must have a subject and a verb. There
are times that a verb requires an object that will receive the
action. This is called the direct object. Completeness states that
all this part of the sentence must be present.
Example:
The test difficult. (incomplete)
The test is difficult. (complete)
The customer places. (incomplete)
The customer places an order. (complete)

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2. Word Order
The linear word order for the English language is subject-verb-
object, S-V-O. This word order is most commonly used for
declarative sentences.
Example:
The customer complained the late delivery.
S V O
3. Word combination
Some words can occur together while some words, if put

together, may make a sentence sound ungrammatical. For
example, ‘the escalated’ is not the right combination of words
because articles, a, an and the, cannot occur before a verb.
2.4.7 Jargons
Jargons are special words or expressions that are used by a

particular profession or group and are difficult for others to
understand. For an in depth discussion on jargons, refer to page 47
of this module.
Process
Task 1: Spell Me
Direction: Listen carefully as your teacher reads a word. In a sheet of
paper, spell the word mentioned by your teacher.

108
Task 2: Correct Me
Directions: Below is a paragraph about call centers in the Philippines.
However, there are many errors in the paragraph such as incorrect
punctuation marks, missing punctuation marks, misspelled words,
incorrect sentence construction, and the like. Try to correct and rewrite
the paragraph. You may also add transition markers to make the
sentence coherent.
Outsourced call centers or contact centers is a group of

individuals handling a large volume of calls to the company. Call
center employees or contact center staff is usually known as call
center agents, telemarketers, customer service representatives
(CSR), customer support, customer service and the like?
They could either take inbound calls to customer queries

or call customers and prospective clients as outbound
telemarketers on a telemarketing company! Call center and
contact center agents may also be tasked for directory
assistance to generating leads for finance and mortgaging
companies and these calls come from foreign based mother
companies.
Call centers is most common form of a Business Process

Outsourcing or BPO companies from the Philippines. Of course
there are pros and cons and yet outsourcing call center agents
have numerous benefits for small and medium scale businesses
that would help the growth of their business by achieving short
and long term goals.
Many developing countries such as Philippines, India and

countries in South America are most common destinations for
low-cost outsourcing? from these outsource locations,
companies top choice would be the Philippines;

109
Transfer
TASK 1: CAN YOU PLEASE SHARE WITH US?

We are going to set a date where we will just sit down and listen
to contact center service providers as they share their experiences. In
line with this, there will be a need for guest speakers. Your task is to
invite possible guest speakers for that day.
Together with your teacher, decide on the date for the event.
A. The Invitation
1. Form groups of three.
2. Compose a letter of invitation for a guest speaker. Invite them to a
small group sharing of their experiences in the industry. Be mindful
of your spelling and grammar.
3. Hand the letter to that person and wait for his/her reply.
Here is the rubric for the letter.

Excellent Very Good Satisfactory Needs
4 pts 3 pts 2 pts Improvement
1 pts
Format Excellent Very Good Satisfactory Needs
Improvement
Format is One of the Two of the following
correct, including following parts is parts are incorrectly Three of the
your address, incorrectly formatted: your following parts are
date, inside formatted: your address, date, inside incorrectly
address, address, date, address, salutation, formatted: your
salutation, body, inside address, body, closing, and address, date,
closing, and salutation, body, signature. inside address,
signature. closing, and salutation, body,
signature. closing, and
signature.
Body Excellent Very Good Satisfactory Needs
(Content)
Improvement
Body includes at Missing one Missing two
least three component from components from the Missing three or
complete the following: at following: at least more components
paragraphs. A least three three complete from the following:
clear purpose is complete paragraphs, at least three
clearly stated paragraphs, clearly stated purpose complete
and conveyed to clearly stated paragraphs,
the reader. purpose clearly stated
purpose

110
Grammar Excellent Very Good Satisfactory Needs
and
Spelling
Improvement
Grammar and Grammar and/or Several errors in
spelling are spelling errors are grammar and/or Many errors in
correct. minimal (<2 spelling (>2 errors). grammar and/or
errors). spelling (>4
errors).
Language/ Excellent Very Good Satisfactory Needs
Audience
Language is
Improvement
The language is One word is not Two words are not
formal and appropriate for appropriate for appropriate for the
appropriate. More than three
the audience. the audience. audience. words are not
appropriate for the
audience.
Conciseness Excellent Very Good Satisfactory Needs
Improvement
The letter is free The letter The letter contains
of redundant contains no more more more than two The letter contains
and/or than two cases of cases of redundant so much redundant
superfluous redundant and/or and/or superflous and/or superfluous
wording. superflous wording, but they do information that the
wording. not distract from the message is
message. weakened.
B. My Insights
1. After listening to the talk of your guest speaker, write a two-
paragraph essay on your insights and realizations.
2. Be mindful of your paragraphs. Make sure that your sentences
demonstrate unity and coherence.
Rubrics for Evaluation:
Score Traits
___4 (EXCELLENT) CLEAR, WELL-ORGANIZED, WELL-

DEVELOPED IDEAS
___3 (ACCEPTABLE)
Main idea (thesis) is clear; reflects on
___2 (BELOW AVERAGE) a personal observation, a personal
experience, an insight into a condition,
___1 (UNACCEPTABLE)
or something learned from a situation).
Topic sentences and concluding

sentences are used in body
paragraphs.
Descriptive, informative details are

111
used.
Transitions are used to weave the

paragraphs together.
Introduction, body, and conclusion

provide logical sequencing of ideas,
leading to an understandable analysis
of a condition or situation of
significance.
___4 (EXCELLENT) WORD CHOICE
___3 (ACCEPTABLE) Vivid, lively verbs are used.
___2 (BELOW AVERAGE) Imaginative, unusual adjectives are

used.
___1 (UNACCEPTABLE)
No vague, overused, repetitive
language is used (a lot, great, very,
really, there is, there are, super, like . .
.).
Vocabulary choice is thoughtful and

shows evidence of the revision stage
of the writing process.
___4 (EXCELLENT) GRAMMAR, USAGE, MECHANICS

No run-on sentences
___3 (ACCEPTABLE) No sentence fragments
Subject/verb agreement
___2 (BELOW AVERAGE) Correct verb tense usage
Punctuation is correct.
___1 (UNACCEPTABLE) Capitalization is correct.
Spelling is error-free.
Know
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Lesson 3. Use Paralanguage Cues
Paralanguage is the nonverbal aspect of speech. This includes body

language and voice nuances. Body language that may affect the
communication process are posture, eye contact, and hand gestures.
Meanwhile, voice or vocal qualities, also referred to as suprasegmentals,
include rate, volume, pitch and tone.
3.1 Voice
In the Contact Center Services industry, the message is not extracted

from what you say or your choice of words but on the manner of how you say
it. This is a proof that communication is more than words. This is also an
evidence that Contact Center Services provider must give importance to
voice, its quality and appropriateness to the message being conveyed.
In this part of the module you will learn more about the proper way of
utilizing your voice to achieve success in verbal communication.
3.1.1 Rate
Rate refers to the speed (fastness or slowness) of your speaking voice.
It is important to note that when conversing over the phone, which you, as a
Contact Center Services provider will do most of the time, you have to be
aware of the rate of your voice. To determine whether you have to talk fast or
slow, you may ask the client you are talking with by saying “Am I speaking too
fast?”
It is important to establish a speaking rate which will be
comprehensible to the receiver of the message. On the average, a person
can speak 150 words per minute. If you increase your speaking rate to 500
words per minute, it will be difficult for others to understand your message.
We slow down when we talk about serious subjects while our speaking
rate accelerates when we deal with lighter topics. Therefore, it is more
appropriate to talk slowly when dealing with someone who is calling to
complain and to talk faster and livelier to someone who is placing an order or
making commendation.

113
3.1.2 Volume
The loudness of the speaking voice is called volume. It affects the
perception of the intended meaning of the message. A person who uses a
loud speaking voice may be interpreted as aggressive or overbearing while a
person with a very soft voice may be viewed as timid and shy. In the same
manner, the volume of your speaking voice during a phone call may be
interpreted by the customer in two ways. If your speaking voice is too loud,
you may sound imposing. However, if you speak too soft, the customer might
think that you are not confident or unsure of what you are telling him/her.
3.1.3 Pitch
Similar to the pitch on a musical scale, the pitch of a speaking voice
refers to the highness or lowness of the voice. The pitch of your voice can be
an expression of your emotional state. A low speaking voice is often
associated with sadness while a high pitch may denote excitement.
If you want to encourage interaction, use a lively and animated pitch. A
monotone pitch discourages interaction. Using a monotone pitch may reflect
lack of interest.
3.1.4 Tone
In a research conducted by Albert Mehrabian, he found that a
communication it is comprised of 7% spoken words, 38% tone of the voice,
and 55% of body language and facial expression used. As we speak, the
listener gets an impression of how we feel from the tone of our voice. Based
on the given proportion, it can be concluded that the tone of our voice will
greatly affect the communication process.
Tone refers to the variation in the pitch of the voice. During a call, a
customer can sense within ten seconds whether they are talking to a sweet
and accommodating contact center representative or to a bored and
uninterested. Take note that the first one is our goal. Below are some tips on
how you can improve the tone of your voice during a call.
1. Smile when you talk on the phone.
The reason behind this is not psychological but physiological. In
singing, the wider you open your mouth and the more teeth you show means
the better tone you get. The same applies in telephone calls.

114
2. Changing the stress in words.
Changing the stress on words changes the feeling, meaning, and tone
of your voice.
3. Breathing
Breathing will help you relax and will greatly improve the tone of your
voice. People under pressure tend to become shallow breathers. When you
are confronted with a difficult or irate caller, practice long, slow, deep breaths
to improve your tone.
Process
Task 1: Matching Type

Directions: Match Column A with Column B. Write the letter of your choice.
Do this on your notebook.
A B
1. the variation in the pitch of the

voice a. rate
2. the highness or lowness of the
b. tone
voice
3. includes body language and c. pitch
voice nuances
d. volume
4. loudness of the speaking voice
5. the speed (fastness or slowness) e. paralanguage cues
of your speaking voice

115
Task 2. Modified True or False
Direction: Determine whether the statement is true or false. If the statement is

true write T. otherwise, rewrite the statement by correcting it. Do this on your
notebook.
1. Communication is all about words.

2. A monotonous tone is a sign of enthusiasm.
3. If you want to sound apologetic and humble, do not use a loud
speaking voice.
4. If you frown while you speak, the tone of your voice will encourage
interaction.
5. Slow and deep breathing will not help you when confronted with a
difficult call.
Task 3. Spot the Difference
Directions: Using a computer, visit the link below. Read the article and
listen to the voice recording in the exercise. Then, answer the following
questions in your notebook:
http://www.womensally.com/articles/Tone-Voice
1. How can the tone of your voice affect the message that you are
sending?
2. What differences did you observe between statements delivered in
a firm and harsh tone and to those delivered in a more friendly tone?
Know
1.7 Accent

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3.2 Accent
3.2.1 Stress
In English, we do not say every syllable with the same force. One
syllable is articulated loudly while the others are articulated softly. The
forceful articulation of one syllable is called stress. To stress means to
make emphatic or more prominent. There are three levels of stress in the
English language - the primary stress or the main stress, the secondary
stress, and the unstressed.
Learning about word stress will be easier if you understand the

concept of syllables. Every word contains syllables. Syllable is the
smallest unit of pronunciation that can contain stress. A word may have
one, two, three, or more syllable.
Table 14. Syllabication
Word Number of
Syllable/s
ask Ask 1
call call 1
dial di-al 2
order or-der 2
complain com-plain 2
customer cus-to-mer 3
encoded en-co-ded 3
supervisor su-per-vi-sor 4

117
accommodation ac-com-mo-da-tion 5
Some languages such as French and Japanese pronounce each

syllable equally. However, native English speakers use stress naturally.
Non-native speakers should learn to pronounce words with the correct
stress in order to arrive to a common understanding. The stress pattern of
a word can affect a word’s meaning. Proper stress and correct articulation
of phonemes should go hand in hand, so that non-native speakers of
English will be understood by native speakers. The following rules will help
you learn more about correct pronunciation of words.
1. A word has only one stress.

Each word has only one stress. If you hear two stresses, you hear
two words.
Example:
can - CAN
dress – DRESS
2. Stress is placed in vowels only.

Examples:
again
after
agreeing
3. Most two-syllable nouns and adjectives are stressed on the first
syllable.
Examples:
Two – syllable noun report REport
update UPdate
Two – syllable patient PAtient

adjective
happy HAPpy

118
4. Most two-syllable verbs are stressed on the last syllable.
Examples:
Two – syllable verbs to report to rePORT
to update to upDATE
NOTE: Notice the word report. It functions both as a noun and as a

verb. If stress is placed on the first syllable, it is a noun. If stress is
placed on the last syllable, it becomes a verb.
5. For words ending in –ic, -sion, -tion, stress is placed on the second
to the last syllable
Example:
scienTIfic
perMISsion
NAtion
6. Words ending in –cy, -ty, -phy, -gy, and –al have stress placed on
the third from end syllable.
Examples:
GEOgraphy
SOciety
iDENtical
PsyCHOlogy
7. For compound nouns, the stress is on the first part.

Examples:
HOMEtown
SOFTware
BREAKfast
8. For compound adjectives, the stress is on the second part.

Examples:
old-FASHioned
well-KNOWN
well-DRESSed

119
easy-GOing
good-LOOKing
9. For compound verbs, the stress is on the second part.

Examples:
fall aPART
turn aWAY
come BACK
come IN
3.2.2 Intonation
Intonation refers to the way your voice goes up and down when you
speak. It is important to vary your intonation to keep the customer’s interest.
There are two kinds of intonation: rising intonation and falling

intonation.
1. Rising intonation
In this intonation, the speakers’ pitch rises and remains high until the
end of the statement. The high pitch at the end of the statement may mean
that the speaker needs a reply. This is why this intonation is mostly used for
interrogative sentences especially for yes-no questions. It is also used if the
speaker is uncertain or unsure.
Example:
Is the shipping address the same as the billing address?
2. Falling Intonation
The speakers’ pitch in this intonation fall at the end of the

thought or statement. This intonation is used when you want to tell a fact. This
intonation conveys certainty.
Example:
The shipping address is the same as my billing address.

120
For non-native English speakers, intonation may not come naturally.
Hence, practice is important. Listen to radio announcements, and TV
interviews. Observe how announcers or reporters utilize intonation in order to
send a clear message. Try imitating the statements with different intonation.
3.2.3 Blending
Blending is the ability to smoothly combine individual sounds into a

word or words in a phrase as if they were one word. Usually, the final
consonant sound of a word is blended with the initial vowel sound of the next
word. This means that the end of one word is attached to the beginning of
another word.
Examples:
Spelling Pronunciation
My name is Ann. my nay mi zæn
909-5068 Nay now nayn fay vo sick seyt
Did you like it? Didja like it?
3.2.4 Phrasing
Phrasing is dividing an utterance into breath units or thought groups.

Thought groups refers to phrases in accent reduction classes. Sentences are
usually divided into shorter pieces when speaking or reading. In phrasing, the
speaker pauses in between thought groups or breath units.
Phrasing is done to:
a. catch breath,
b. to clarify meaning, and
c. to emphasize an idea.

121
It is necessary to identify which group of words expresses a single idea
because it will not sound natural to pause in the middle of a thought group.
Example:
Is it okay if I put you on hold/ for a minute or two/ while I pull up

your account?//
We do have an available room/ in the 21 st of November.//
Note:
/ means pause
// means full stop
Remember that to neutralize your accent you have to apply the correct
stress in each word and the appropriate intonation and phrasing.
Blending will also improve your accent. It is now time for you to practice.
Process
Task 1: Pool up!

Direction: Complete the given statement below. Choose from the pool of
words inside the box. Do this on your notebook.
1. ________________ means to make emphatic or more prominent.
2. The smallest unit of pronunciation that may contain stress is
_______________.
3. The word “approximation” has _________ syllables.
4. The way your voice goes up and down when you speak is known as
____________.
5. _______________ should be used when you are asking a question or are
uncertain.

122
6. ________________ must be used when stating a fact or truth.
7. _____________ is to combine individual sounds into a word or of words in
a phrase as if they were one word.
8. ________________ is dividing an utterance into breath units or thought
groups.
9. A group of words expresses a single idea which is also referred to as
phrase is _________________.
10. The primary reason for doing phrasing is to ___________________.
phrasing syllable catching breath

blending intonation 5
thought groups rising intonation 6
stress falling intonation paragraphing
Task 2: The Last Man Standing

Direction: This is a game that will test your knowledge on the application of
the lessons discussed. Follow the steps bellow:
1. The teacher will write a phrase on the board.
2. Read it silently.
3. Practice pronouncing it with a neutralized accent.
4. Everybody will be asked to stand.
5. Once the teacher points to you, you have to read the phrase aloud.
6. If you pronounced it correctly and with a neutralized accent, you will
be allowed to sit. Otherwise, you will remain standing.
7. This will be repeated until only one student is left standing.
8. The student left standing will be given further training on accent.

123
Task 3: Read! Speak up!
Direction: Read the following sentences in front of a partner. Allow your
partner to take note of corrections. Take turns in doing the task. When both of
you are done, discuss the comments you made. You may also try to read the
words and statements again, taking in consideration the comments given by
your partner.
1. Thank you for calling Red Square. This is Jem.
2. How can I provide you with outstanding service today?
3. May I have your phone number so I can pull up your account?
4. Your order number is 2-1-0-4-5-8-9.
5. Is it okay if I place you on hold for a minute or two while I check on
your order?
6. I am so sorry to hear about the interruption on your download.
7. Let me assist you with that.
8. I will transfer you to the technical support department now.
9. Is there anything else that I can assist you with?
10. Have a nice day George.
TASK 4: Getting Updated!
http://www.philstar.com/business/2014/04/07/1309878/accent-
matters-philippines-acquiring-70-india-call-centers

124
2. Read the feature article written by Camille Diola from
philstar.com. ( Your teacher may also provide a hard copy of the
article for the class.)
3. Take down notes as you read. Gather data regarding the
following:
a. What is considered as an advantage of Filipinos over Indians
in terms of working in the contact center industry?
b. Cite some benefits neutral accent provides to BPO
companies.
Task 5: 1, 2, 3
1. Using a computer and with Internet service, follow the given URL:
http://www.esl-lab.com/tips/pronunciation.htm
2. Listen to the voice recording.
3. In your notebook, write three things that should be remembered in

reducing or neutralizing your accent.

125
Task 6: SIXportant
http://accentadventure.com/improve-english-pronunciation/
2. Read the article on the given URL entitled “TOP 6 Activities For Any
Foreigner Who Wants to Improve Their English Pronunciation”.
3. Answer the following guide questions.
a. Enumerate the 6 activities that will help you improve your
English pronunciation.
b. Choose 3 activities that you think will be more applicable to
yourself. Explain why you chose them.
4. Be ready to share your answer with your classmate.
Task 7: Read. Speak. Check.
Directions: Be ready with your voice recorder as you have to record your
voice in the conduct of the following activities.
A.
1. Using a computer and with Internet service, follow the given URL:
http://quizlet.com/1069781/rising-and-falling-intonation-flash-cards/
2. Read the given statement one at a time. Incorporate all the aspects
of accent that you learned especially tone.
3. Click the audio button to check if you have pronounced or delivered
the statements using the correct intonation and proper accent.
4. You may revisit the site for exercise purposes.
B.
1. Using a computer, follow the given URL:

126
http://www.trainyouraccent.com/a-online-shopping.htm
2. Read the given paragraph slowly.

3. Read it with a neutralized accent and record your voice.
4. Listen to your voice recording.
5. Listen to the audio option in the link and compare your recording
with it.
6. You may opt to re-record your voice to achieve the desired result.
Know
3.3 Conversational Cues

Recall that in communication only 7% of the message is
conveyed through words, 38% is carried through the tone of your voice
while 55% is conveyed through body language. Apparently, body
language is not available during telephone conversations. This
constitutes to more than half of the message conveyed, in order to
make up for this, Contact Center Services providers must invest in
their voice. Moreover, conversational cues take the place of body
language.
Listening is more than just hearing the words the other person is
uttering just as message is far more than word. Message may be
conveyed through nonverbal or conversational cues such as the subtle

127
sounds, the tones, the sigh, the delayed response, or the quick
response of a person. Conversational cues are hints embedded in a
delivered statement that helps one determine the real meaning
conveyed by the speaker. It is true that communication does not rely
solely on words. It is necessary for you as a Contact Center Services
provider to be knowledgeable on decoding these conversational cues.
This skill will help you become an efficient and effective listener.
The following are examples of conversational cues that you may
encounter and their possible meaning.
1. If a customer is giving quick feedbacks, it may mean that he/she
is busy or in a hurry.
What you should do?
If you have already noticed this cue, you should get straight to
the point. Avoid long narrations as it will just irritate the
customer.
2. If you hear long pauses between the customer’s responses, it

may mean either he or she is confused with what you are saying
or he/ she is distracted by something else.
What you should do?
You should slow down to make sure that the customer can
follow with that you are saying. If you feel that the customer is
distracted, try asking questions to get their attention and get
them engaged in the conversation.
3. If a customer uses a lively and animated pitch, it may mean that

he/she is excited or satisfied.
What you should do?

128
It is very important that you keep up with the energy of the
customer. Be lively and accommodating to the customer.
4. A monotonous tone may reflect boredom.

What you should do?
Once you’ve noticed that the customer is getting bored in the
conversation, try to animate the tone of your voice or rephrase
your statement in a way that will be more appealing to him/her.
Knowing how to decode these cues will help you address the
needs of the customer appropriately or respond to their demands
promptly.
Although it is necessary to learn how to identify cues used by
the customer, it is also a must for you as a contact center service
provider to be mindful of the conversational cues you intentionally or
unintentionally use as you communicate. Apologizing may not sound
so sincere if you are speaking in very fast or using a high pitch tone. In
the same manner, offering an upsell may not be so enticing if done in a
monotonous tone of voice.
Task 1. Complete the Table

Directions: Determine whether the context clue on the first column
matches the interpretation on the second column. If the two matches,
put a check mark on the third column. Otherwise, place an X mark.
Conversational Cue Interpretation Judgement

Long pauses in Speaker is attentively

129
between responses listening to you
Lively, animated tone Customer is excited
of the voice or satisfied
Monotonous speaking Speaker is confused
voice with what you are
saying
Giving of quick Customer is not
feedbacks interested
Transfer
Task 2: MOCK CALL
In this transfer task, you will be simulating a call. Below is a

spiel on placing an order through a call. Be mindful of your
pronunciation and try your best to incorporate accent as you deliver
your lines.
1. Choose a partner. Decide who will be the customer/caller and

who will be the contact center representative.
2. Try to read your lines as relaxed and as realistic as possible.
3. Incorporate the correct stress on words and neutralize your
accent.
Placing an order
CSR Customer
Thank you for calling Shacks

Shopping Center. This is Hi. I am calling because I can’t
_____. How may I assist you seem to place my order online.
today?
I am sorry to hear that Ma’am/

130
Sir. If you want, I can help you Oh! That’s wonderful. Thank
place your order over the you.
phone.
May I have your name? so I

can address you properly. You can call me _______.
May I have your phone

number, _____ so I can pull up The number is 105-104-987-1.
your account.
That would be 105-104-987-1.

Yes.
I understand you are trying to

order online. May I have the Item number? Where can I see
item number, please? that? I am in front of my
computer now.
It’s located in the first bullet of

the item description part. Alright. It’s a Victorinox Swiss
Army Watch, Men's Chrono
Classic Black Leather Strap.
Item number is 156789.
Let me just repeat that. It is

156789. Would this be all, Yes, that would be all.
_____?
Your order total is $2,874. Ok. I’ll be using my

Mastercard.
That would be great. May I 5768-9876-4321

have your card number please?
That would be 5768-9876- Yes. It’s 350 5th Avenue, New

4321. Will the shipping address York, New York, 10118.
be the same as the billing
address?

131
Thank you for that information.
Order has been successfully Let me repeat that. 081310,
placed. Your order number is right?
081310.
Yes ____. Is there anything

else I can assist you with No. You have been very
today? helpful. Thank you.
You are welcome. Thank you

for shopping at Shacks Thank you. Bye.
Shopping Center. Have a great
day!
4. Practise together with your partner.

5. Present in front of your teacher.
Rubric for Evaluation

Speaks clearly and at an understandable pace 10 pts.
Accent is neutralized 10 pts.
Well-rehearsed (extemporaneous or scripted presentation) 5 pts.
Limited use of filler words (“umm,” “like,” etc.) 5 pts.
Total 30 pts.
The rules will serve as your guide on how you can converse with native
speakers efficiently. Yet it is better if you will try to “feel” the language and
add the stress naturally.

132

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Content Standard Performance Standard

The learner demonstrates The learner independently

Quarter I, II Time Allotment: 100 hours

COMMUNICATING EFFECTIVELY IN ENGLISH

Technology and Livelihood Education (TLE) is a K to12 Basic

Contact Center Services industry is the fastest growing industry in the

According to the British Broadcasting Company, the Philippines

Why do Contact Center and Business Process Outsourcing companies

ICT – CONTACT CENTER SERVICES – Grade 10

This module is carefully designed to develop your communication skills

Achievement of the objectives of this course will make you more

To communicate using words, whether written or spoken, is the

ICT – CONTACT CENTER SERVICES – Grade 10

Elements of Oral Parameter Rating

Consonants I do not have problems in

Vowels I can pronounce vowel sounds

Syllables and/or I can clearly pronounce syllables

Word stress My word stress falls on the right

Rhythm in I speak in a natural rhythm that does

Focus and special I use emphatic stress to indicate key

Intonation/Pitch My tone rises and falls in the

Thought groups I pause at commas and other

ICT – CONTACT CENTER SERVICES – Grade 10

I can write a good paragraph. 1 2 3 4 5

I can use appropriate vocabulary 1 2 3 4 5

I can use appropriate punctuations 1 2 3 4 5

I know how to spell words, even 1 2 3 4 5

I can make self-corrections on my 1 2 3 4 5

ICT – CONTACT CENTER SERVICES – Grade 10

I can edit my writing to improve the 1 2 3 4 5

I can arrange my ideas logically. 1 2 3 4 5

ORAL COMMUNICATION SKILLS

Score Level Description

76 – 90 Exceptional Can vary intonation and place sentence

61 – 75 Above-average Has a clear, natural pronunciation and

46 – 60 Average Pronunciation is comprehensible even if

31 – 45 Weak Pronunciation is generally clear enough

30 and Poor Pronunciation is sometimes difficult to

ICT – CONTACT CENTER SERVICES – Grade 10

Score Level Description

36 – 40 Exceptional Can write clear, smoothly flowing,

31 - 35 Above-average Can write clear, well-structured

21 - 30 Average Can write connected texts about the

11 - 20 Weak Can write a series of simple phrases

10 and Poor Can write simple isolated phrases and

ICT – CONTACT CENTER SERVICES – Grade 10

Lesson 1. Analyze Communication Process

There are several ways to communicate and share information and

ICT – CONTACT CENTER SERVICES – Grade 10

Answer the following questions in your notebook.

1. Imagine you are working as a Contact Center Service

2. Identify the people that you communicate with in the workplace.

1.1 Communication Pathways

More often than not, Contact Center Services providers communicate

Statements A and B contain the same message. However, statement

Verbal communication may either be oral or written. Written

ICT – CONTACT CENTER SERVICES – Grade 10

Oral communication occurs in telephone calls. Call handling skills are

E-mails and other electronic methods of sending message can be