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Module 1 Participate in Workplace Communication PDF
Module 1 Participate in Workplace Communication PDF
MODULE 1
PARTICIPATING
WORKPLACE
COMMUNICATION
By:
RIZZA R. RENOMERON
National Assessor for VG NC III
CA-VGD0313140909003
SHERYL R. MORALES
National Assessor for BKP NC III
CA-BKP0313140911226
MODULE 1
PARTICIPATING
WORKPLACE
COMMUNICATION
MODULE TITLE
Description:
Language is the most commonly used medium of selfexpression in all spheres of human life personal, social
and professional. A student must have a fair knowledge of
English language and skills to communicate effectively to
handle the future jobs in industry. This module covers the
knowledge, skills and attitudes required to obtain, interpret
and convey information in response to workplace
requirements.
Course Objective:
CONTENTS:
Information Sheet 1 Parts of speech
1.1
Nouns
1.2
Pronouns
1.3
Adjectives
1.4
Verbs
1.5
Adverbs
1.6
Prepositions
1.7
Conjunction
1.8
Interjection
Information Sheet 2 BUILDING SENTENCE
2.1
Sentence Forms
2.2
The Anatomy of a Sentence
2.3
Sentence Patterns
2.4
Subject Verb Agreement
Information Sheet 3 VERB TENSES
Information Sheet 4 MODAL VERBS
Information Sheet 5 ACTIVE AND PASSIVE
LEARNING GUIDE
Learning Steps
Resources
Information Sheet 1
Self-Check 1
Information Sheet 2
Self-Check 2
Information Sheet 3
Self-Check 3
Information Sheet 4
Self-Check 4
Information Sheet 5
Self-Check 5
INFORMATION SHEET 1
PARTS OF SPEECH
This unit focuses on the basics of English grammar you need to speak and write as effectively as
possible. Everyone already knows a lot about grammar and uses it correctly most of the time. Whenever
people read, write, speak, or listen, they are using their knowledge of grammar. When they were learning
to talk, they learned the names of things (vocabulary), the different forms of a word (sings, sang, singing,
sung, songs), and they learned how to put them into sentences in the right order (syntax) so they would
be understood and get what they wanted unrecognized.
WHAT IS GRAMMAR?
Dictionaries define grammar as the rules and explanations which deal with the forms and structure of
words (morphology1), their arrangement in phrases and sentences (syntax2), and their classification
based on their function (parts of speech). Like many dictionary definitions, this makes grammar sound
more difficult than it really is. . This module gives you a chance to find and correct any grammar mistakes
you may be making. Unless you correct those errors in grammar, you may be unfairly judged, and your
true abilities may go. Lets start by learning the parts of speech.
PARTS OF SPEECH
Learning about the eight parts of speech will help you understand the grammar explanations of some of
the mistakes you make and figure out how to correct them. Because some words can be used in several
different ways, you have to look at what a word is doing in a specific sentence before you can classify it
(name its part of speech). For example, look at these sentences.
He ran fast so he wouldnt be late. (describes how he ran...adverb)
They will fast to raise money for UNICEF. (tells about an action...verb)
Their fast lasted for three days. (names a thing...noun)
The word fast is spelled the same, but it functions differently in each sentence.English has hundreds of
thousands of words, every one can be placed into at least one of eight groups, or classifications. The
system of classifying words based on their function is known as the parts of speech.
SELF-CHECK 1.1A
SELF-CHECK 1.1B
SELF-CHECK 1.2A
SELF-CHECK 1.2B
10
SELF-CHECK 1.3A
11
SELF-CHECK 1.3B
12
13
SELF-CHECK 1.4A
14
SELF-CHECK 1.4B
15
SELF-CHECK 1.4C
16
17
18
19
SELF-CHECK 1.5B
20
21
22
SELF-CHECK 1.6A
23
24
SELF-CHECK 1.7A
25
26
SELF-CHECK 1.8
27
A sentence is a group of words which starts with a capital letter and ends
with a full stop (.), question mark (?) or exclamation mark (!). A sentence contains
or implies a predicate and a subject.
Sentences contain clauses.
Simple sentences have one clause.
Compound sentences and complex sentences have two or more clauses.
Sentences can contain subjects and objects.
The subject in a sentence is generally the person or thing carrying out an action.
The object in a sentence is involved in an action but does not carry it out, the
object comes after the verb.
For example:
The boy climbed a tree.
If you want to say more about the subject (the boy) or the object (the
tree), you can add an adjective.
For example:
The young boy climbed a tall tree.
If you want to say more about how he climbed the tree you can use an
adverb.
For example:
The young boy quickly climbed a tall tree.
The sentence becomes more interesting as it gives the reader or listener more
information.
What makes a complete sentence?
If it helps you, think about a sentence as if it were a skeleton, the skeleton contains
various bones and these bones are put together to form different parts of the body.
28
So are sentences formed by words, the words are the bones and they are put
together in different ways to form sentences.
Simple Sentences
A simple sentence contains a single subject and predicate. It describes only one
thing, idea or question, and has only one verb - it contains only an independent
(main) clause.
Any independent clause can stand alone as a sentence. It has a subject and a verb
and expresses a complete thought.
For example:
Jill reads.
The brown dog with the red collar always barks loudly.
Even if you join several nouns with a conjunction, or several verbs with a
conjunction, it remains a simple sentence.
For example:
Compound Sentences
Compound sentences are made up of two or more simple sentences combined
using a conjunction such as and, or or but. They are made up of more than one
independent clause joined together with a co-ordinating conjunction.
For example:
"The sun was setting in the west and the moon was just rising."
29
My friend enjoyed the film, but she didn't like the actor.
Complex Sentences
Complex sentences describe more than one thing or idea and have more than one
verb in them. They are made up of more than one clause, an independent clause
(that can stand by itself) and a dependent (subordinate) clause (which cannot stand
by itself).
For example:
"My mother likes dogs that don't bark."
adverbial or adjectival.
30
SELF-CHECK 2.1A
SENTENCE FORMS
Write S if the sentence is Simple, C if the sentence is compound or X if the
sentence is complex in form.
31
SELF-CHECK 2.1B
32
The Verb
The verb is the fundamental part of the sentence. The rest of the sentence, with the
exception of the subject, depends very much on the verb. It is important to have a
good knowledge of the forms used after each verb (verb patterns), for example: to
tell [someone] TO DO [something]
Here we can see that the verb to tell is followed immediately by a person (the
indirect object, explained later), an infinitive with 'to', and, possibly, an object for
the verb you substitute for DO.
Verbs also show a state of being. Such verbs, called BE VERBS or LINKING
VERBS, include words such as: am, is, are, was, were, be, been, being, became,
seem, appear, and sometimes verbs of the senses like tastes, feels, looks, hears, and
smells.
For example:
"Beer and wine are my favourite drinks." The verb "are" is a linking (be)
verb.
Fortunately, there are only a limited number of different verb patterns. Verbs can
descibe the action (something the subject actually does) or state (something that is
true of the subject) of the subject.
For example:
Some verbs can represent both actions and states, depending on the context.
For example work:
33
eat, sleep, run, jump, study, think, digest, shout, walk ....
The Subject
The subject is the person or thing the sentence is 'about'. Often (but not always) it
will be the first part of the sentence. The subject will usually be a noun phrase (a
noun and the words, such as adjectives, that modify it) followed by a verb.
Finding the Subject
Once you determine the verb, ask a wh...? question of the verb. This will locate the
subject(s).
For example:
34
The Predicate
Once you have identified the subject, the remainder of the sentence tells us what
the subject does or did. This part of the sentence is the predicate of the sentence.
The predicate always includes the verb and the words which come after the verb.
For example:
"He opened the door. "- here the door is the direct object as it is the thing
being affected by the verb to open.
The indirect object refers to a person or thing who receives the direct object.
For example:
" I gave him the book." - here him (he)is the indirect object as he is the
beneficiary of the action.
35
Verbs that have an object are called transitive verbs e.g. eat, drive, give.
For example:
Adverbials
An 'adverbial' or 'adverbial phrase' is a word or expression in the sentence that does
the same job as an adverb; that is, it tells you something about how the action in
the verb was done.
For example:
36
The first tells us the frequency of the action (sometimes), the second how he
carried out the action (quietly), and the third how many times the action has
happened (three).
The fourth is a little different, as in this case the adverbial (gone to the bank) is
more or less demanded by the verb (has).
To remember the form of such verbs use your notebooks to write down the
different forms.
For example:
to go [somewhere]
to put [something][somewhere]
This information is also useful when deciding the order of adverbials in a sentence.
Unlike the previous parts of the sentence, a sentence can contain an indefinite
number of adverbials, although in practice it's a good idea to keep them few in
number.
Complement
A complement is used with verbs like be, seem, look etc. Complements give more
information about the subject or, in some structures, about the object.
There are various definitions of 'complement', which range from the very general
(anything in the predicate except the verb, including the direct object and adverbs)
to the much more restrictive one used here.
A complement is the part of the sentence that gives you more information about
the subject (a subject complement) or the object (an object complement) of the
sentence.
37
The complement to be used, if any, is dependent on the verb used in the sentence.
Subject complements normally follow certain verbs.
For example:
He is Spanish.
The complement often consists of an adjective or noun phrase, but can also be a
participle phrase, as in the last example. It is often not very clear whether a phrase
is a complement
38
SELF-CHECK 2.2A
Identify the subject and predicate in these simple sentences. Circle the simple
subject and underline the simple predicate.
1. My best friend in the whole world is coming over to my house to visit me
this afternoon.
2. Three beautiful little kittens looked up at me from inside a box of old
clothes.
3. At the stroke of midnight, the carriage turned into a huge orange pumpkin.
4. A really friendly old man with long white whiskers lives in the apartment
above my aunts and uncles apartment.
5. Several of her favorite romantic love songs were playing on the radio that
afternoon in the park.
6. Cool, deep, dark blue water flowed through the rough limestone rocks in
the gorge.
7. One-hundred fifty-five dollars is certainly a lot of money for a young
person living with his or her parents.
8. The large red book sitting on the hall table was a dictionary published by
an encyclopedia company in the United States.
9. The three girls carried back packs filled with books, food, candy, clothes,
make-up, pens, paper, hairbrushes, and other assorted items.
10. I dont remember the name of that tall, thin actor with the sparkling blue
eyes.
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SENTENCE PATTERNS
SENTENCE PATTERNS
A knowledge of basic sentence structure is necessary to write well. Despite the
complexity of our language there are only six basic sentence patterns into which
words are arranged. Once the six basic patterns have been learned, the study of
more complicated patterns will be easier. Most of the more difficult sentences are
merely combinations of the basic sentences or well-defined orderly alterations of
them.
Note that in each of the six basic sentence patterns, the function of the verb and
the nature of the complement or completer required by the verb, are what
distinguishes one pattern from another. Verbs are identified as transitive or
intransitive. Transitive verbs transfer the action of the verb to a receiver.
Intransitive verbs have no noun or object to act upon.
Sentence Pattern #1:
Made up of a subject and a verb plus any modifiers--there is no complement or
completer; therefore, the verb is intransitive:
SV
Examples (subject is bold, verb is underlined, and prepositional phrases are in
parentheses):
Boys sing.
The boys (in the choir) (from Detroit) sing sweetly (at Christmas).
One (of the thieves) must have been hiding (in the basement).
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41
42
The following verbs are the most frequently used in Sentence Pattern #4:
elect, appoint, name, call, consider, find, make, think. S V DO OC
Examples (subject is bold, verb is underlined, direct object is italicized, and object
complement is in all capital letters):
The parents considered their child a GENIUS.
The teacher thought him STUPID.
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Seem
Appear
Look
Remain
Stay
Continue
Feel
Smell
Taste
Sound
Prove
Get
Wear
44
SELF-CHECK 2.3A
Identify the sentence pattern (#1, #2, #3, #4, #5, or, #6) of each of the following
sentences.
1. The museums provide something for everyone.
2. The runner ran around third base.
3. Trying to let in some fresh air, Doris opened a window.
4. The air outside was worse than the air inside.
5. Annie yielded to Jack's sweet talk.
6. Unemployment is getting worse.
7. Partying is fun.
8. Sue wants to quit her job.
9. Bert stumbled through the lobby of the union.
10. The excited horse threw its rider.
11. Have they started the game yet?
12. The hunter on safari killed two lions.
13. I haven't got any money for the movie.
14. There are two new theaters in town.
15. I enjoy going to the movies.
16. The pitcher pitched a wild pitch.
17. That wild pitch of his cost him the game.
18. The following students should report to the dean's office.
19. I have been following tennis for years.
20. This sentence is the last one in this exercise.
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SELF-CHECK 2.3B
Write two sentences as examples of each of the sentence patterns. Be sure to mark
subject (S), verb (V), and complement (DO, IO, OC, AC, and/or NC).
Sentence Pattern #1
__________________________________________________________________
__________________________________________________________________
Sentence Pattern #2
__________________________________________________________________
__________________________________________________________________
Sentence Pattern #3
__________________________________________________________________
__________________________________________________________________
Sentence Pattern #4
__________________________________________________________________
__________________________________________________________________
Sentence Pattern #5
__________________________________________________________________
__________________________________________________________________
Sentence Pattern #6
__________________________________________________________________
__________________________________________________________________
46
Neither and either require singular verbs even though they seem to be
referring to two separate things.
When a sentence compounds a positive and a negative subject and only one
is plural, the verb should agree with the positive subject.
Words that indicate portions of a whole, such as percent, fraction, some, all,
none, and remainder require a singular verb only if the object of the
preposition is singular.
Who, that, and which are singular or plural according to the noun directly in
front of them.
Typically, you should use a plural verb with two or more subjects when they
are connected by and.
As well as and along with do not function the same as and. The phrase
introduced by as well as or along with modifies the earlier word, but does
not compound the subjects.
If a sentence includes modifiers between the subject and verb, this does not
affect whether the verb is singular or plural.
47
Subjects and verbs must agree in number. This is the cornerstone rule
that forms the background of the concept.
The dog growls when he is angry. The dogs growl when they are angry.
2.
Dont get confused by the words that come between the subject and
verb; they do not affect agreement.
The dog, who is chewing on my jeans, is usually very good.
3.
4.
When sentences start with there or here, the subject will always be
placed after the verb, so care needs to be taken to identify it correctly.
There is a problem with the balance sheet.Here are the papers you requested.
5.
Subjects don't always come before verbs in questions. Make sure you
accurately identify the subject before deciding on the proper verb form
to use.
Does Lefty usually eat grass? Where are the pieces of this puzzle.
6.
If two subjects are joined by and, they typically require a plural verb
form.
The cow and the pig are jumping over the moon.
7.
The verb is singular if the two subjects separated by and refer to the
same person or thing.
Red beans and rice is my mom's favorite dish.
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8.
If the words each, every, or no come before the subject, the verb is
singular.
No smoking and drinking is allowed.Every man and woman is required to
check in.
9.
If the subjects are both singular and are connected by the words or, nor,
neither/nor, either/or, and not only/but also the verb is singular.
Jessica or Christian is to blame for the accident.
10.
The only time when the object of the preposition factors into the
decision of plural or singular verb forms is when noun and pronoun
subjects like some, half, none, more, all, etc. are followed by a
prepositional phrase. In these sentences, the object of the preposition
determines the form of the verb.
All of the chicken is gone.All of the chickens are gone.
11.
12.
If the subjects are both plural and are connected by the words or, nor,
neither/nor, either/or, and not only/but also, the verb is plural.
Dogs and cats are both available at the pound.
13.
If one subject is singular and one plural and the words are connected by
the words or, nor, neither/nor, either/or, and not only/but also, you use
the verb form of the subject that is nearest the verb.
Do your sisters or your girlfriend want any pizza?
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14.
15.
* Except for the pronouns (few, many, several, both) that always take
the plural form.
Few were left alive after the flood.
16.
If two infinitives are separated by and they take the plural form of the
verb.
To walk and to chew gum require great skill.
17.
When gerunds are used as the subject of a sentence they take the
singular verb form of the verb, but when they are linked by and they
take the plural form.
Standing in the water was a bad idea.Swimming in the ocean and playing
drums are my hobbies.
18.
Collective nouns like herd, senate, class, crowd, etc. usually take a
singular verb form.
The herd is stampeding.
19.
Titles of books, movies, novels, etc. are treated as singular and take a
singular verb.
The Burbs is a movie starring Tom Hanks.
20.
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SELF-CHECK 2.4A
In each sentence below, underline the verb that agrees with the subject.
1. (Does, Do) every boy and girl in kindergarten visit the museum?
2. Clowns and fools, as well as heroes, (appear, appears) in many of
Shakespeare's plays.
3. Either the plaintiff or the defendant (has, have) changed his mind about the suit.
4. Neither the President nor his family members (was, were) safe.
5. Fish and chips (is, are) a specialty of local restaurants.
6. Every dog and cat (is, are) required to wear a tag certifying that it has been
vaccinated.
7. The cook and housekeeper (is, are) paid a larger salary than the gardener
because of the extra requirements of her job.
8. Rain, snow, or fog (is, are) hazardous to beginning drivers.
9. (Do, Does) dogs and monkeys have the ability to think?
10. Both Jane and her brother (like, likes) riding horses.
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VERB TENSES
52
53
Tenses Sheet
SELF-CHECK 3.1A
Complete these sentences by using the right tense of the verb. You will have
to read ahead.
1. Yesterday, I __________ football with James.
2. Tomorrow, I _____ ______ to Liverpool.
3. Last week, I __________ to school everyday.
4. Next Year, I ____ _____ ten years old.
5. Last Tuesday, Mary _______ to Brownies.
6. Now, I ____________ this worksheet.
Now complete this table. Remember, the past tense tells us what has happened
and the future tense tells us what will happen. The present tense tells us what
is happening,
VERB
PAST TENSE
To run
To say
To complete
To score
I _________
You _______
He __________
We __________
PRESENT
TENSE
I ________
She _________
We __________
She __________
FUTURE TENSE
We _____ run
They _____ say
She will_________
He ______ score
Write a few lines about what you did last Saturday. Remember your
tenses!
Now write a few lines about what you will do this Saturday.
Tenses A. 13/11/00
54
Tenses Sheet
SELF-CHECK 3.1B
Complete these sentences by using the right tense of the verb. You will have
to read ahead.
7. Yesterday, I __________ football with James.
8. Tomorrow, I _____ ______ to Liverpool.
9. Last week, I __________ to school everyday.
10.Next Year, I ____ _____ ten years old.
11.Last Tuesday, Mary _______ to Brownies.
Now complete this table. Remember, the past tense tells us what has
happened and the future tense tells us what will happen.
VERB
To run
To say
To complete
To score
PAST TENSE
I _________
You _______
He ______________
We __________
FUTURE TENSE
We _____ run
They _____ say
She will ___________
He ______ score
Write a few lines about what you did last Saturday. Remember your
tenses!
Now write a few lines about what you will do this Saturday.
Tenses B. 13/11/00
55
SELF-CHECK
3.1C
Tenses
Sheet
Complete these sentences by using the right tense of the verb. You will have
to circle the form of the verb you think is correct.
12.Yesterday, I will play/played football with
James. 13.Tomorrow, I will go/went to Liverpool.
14.Last week, I went/will go to school everyday.
15.Next Year, I was/will be ten years old. 16.Last
Tuesday, Mary will go/went to Brownies.
Now complete this table. Remember, the past tense tells us what has happened
and the future tense tells us what will happen. The present tense tells us what
is happening,
VERB
To run
To say
To score
PAST TENSE
I _________
You _______
We __________
FUTURE TENSE
We _____ run
They _____ say
He ______ score
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INFORMATION SHEET 4
MODAL VERBS
2. You use "not" to make modal verbs negative, even in Simple Present and Simple Past.
Examples:
3. Many modal verbs cannot be used in the past tenses or the future tenses.
Examples:
Ought to
Shall
Should
Will
Would
57
Modal
Can
Function
To show ability
To suggest a
possibility or give an
option
To ask for or to give
permission
To show impossibility
Could
To show impossibility
May
Might
Should
To suggest a
possibility/opportunity
or give an option
To ask for or to give
permission (formal)
To show possibility
To show possibility
To show advisability
To show obligation
To show expectation
Ought to
To show advisability
To show obligation
To show expectation
58
Must
To show probability or
to make a logical
assumption
To show necessity
To show prohibition
Have to
To show necessity
To show lack of
necessity
To indicate future time
To make a promises
or to show willingness
Will
To state a general
truth
To ask a polite
question
To ask a polite
question
To indicate a repeated
action in the past
Would
To indicate future time
in the sentence that is
in the past
Would
To show a preference I would rather go to
rather
summer school than
graduate late.
Would like To express a desire
I would like to go to
medical school.
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SELF-CHECK 4A
Fill in the blanks in each sentence using a modal verb, such as can, could, would,
should, might, may, must, or have to, based on the situational hints shown in
italics. Select the modal that seems most appropriate for the situation described.
1. I _______________not know what to say to him if he showed up.
(Im unprepared to speak to him.)
2. She ____________ look at things differently once the facts are in.
(A change in opinion is possible after all the information becomes
available.)
3. Its company policy; you _________do it this way or your expenses wont
be reimbursed.
(The company requires that this procedure be followed for expense
reimbursements.)
4. Im in terrible shape! I ___________exercise more!
(Ive decided that more exercise is an absolute necessity for me.)
5. ___________you get this report done for us by tomorrow morning?
(Are you willing and able to prepare this report by tomorrow if we ask you?)
6. __________you handle this much work on a regular basis?
(Do you have the capacity to handle this much work regularly?)
7. We were worried about you. You __________have called us as soon as you
knew youd be late.
(Calling someone when you will be late is a good idea, in my opinion.)
8. You _________want to think a little more carefully about that before trying
it next time.
(I think you were stupid not to think more carefully about it.)
9. This computers not working. It ___________have been damaged by the
thunderstorm.
(The damage is a logical deduction based on the information available)
10. Ellen _______be sent to London this summer, if the board decides that the
situation there warrants it.
(The trip is certainly possible, but whether or not she goes depends on the
boards preference
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SELF-CHECK 4B
Fill in the blanks in each sentence using a modal verb, such as can, could, would,
should, might, may, must, or have to.
1. My trainer says Im in terrible shape. According to him I
___________exercise more.
2. You _____always try reinstalling Windows, that might work if the disk is
corrupt.
3. I ___________not do that if I were you!
4. When she was young, she _______play tennis every single day, rain or
shine.
5. _________ I suggest this dark blue jacket?
6. I _________admit, its very nice-looking car.
7. She __________---admit that it was a very nice-looking car.
8. I _________think not!
9. __________we be required to ditch the aircraft, there are flotation devices
under your seats.
10. You _____________say that.
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INFORMATION SHEET 5
>
Cats
eat
fish.
The passive voice is less usual. In the passive voice, the subject receives the
action of the verb:
subject verb
passive
object
<
Fish
The object of the active verb becomes the subject of the passive verb:
subject
active
verb
Everybody drinks
passive Water
object
water.
is drunk by everybody.
62
63
Use the objective passive for writing in disciplines such as the sciences.
Active: Dr. Cranium considered the drug to be a medical breakthrough,
but after he tested the drug further, he found that it had serious side
effects.
Passive: The drug was considered to be a medical breakthrough, but
after further testing, it was found to have serious side effects.
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SELF-CHECK 5A
Rewrite the following sentences by replacing passive verbs with active verbs, and
by adding a subject if necessary.
1. The building has been left by Elvis.
2. When I was prosecuted by Ned, I felt very foolish.
3. A superb dinner was prepared by the famous chef.
4. The dog was given a bath, and the cat was rescued from the tree.
5. The story of the albatross will be told many times by the ancient mariner.
6. The sentiments of the speaker were applauded.
7. It was proven by Atticus that the crime was not committed by the accused.
8. The site will be excavated as soon as permission is granted by the local
government.
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SELF-CHECK 5B
The following paragraph is written with some verbs in the passive voice. Rewrite
the paragraph, and change the verbs from the passive voice to the active voice.
Supply new subjects for some sentences.
Last year a hurricane was experienced by my family and me for the first time. It was Hurricane
Ellen, and much damage to our property and neighborhood was caused by its fierce winds of 200
miles per hour and its heavy rains. The old oak tree in our backyard was uprooted and hurled
across the roof of our house, creating a large hole through which the rain poured in. Our living
room was flooded by the water, which rose to a height of three feet. When we began to think that
the worst of the storm was over, we heard a loud crash and looked out the window to see that our
car had been hit by our neighbors fallen tree, caving in the roof and breaking all the windows.
Having recently moved to the East Coast from North Dakota, we thought that a hurricane was
little more than a thunderstorm. Next time, when people in our area are advised to evacuate
before a hurricane comes, Im sure our family will be the first to leave.
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Satisfactory response
Yes
No
1.
2.
3.
4.
5.
Not satisfactory
Student's Signature:
Date
Trainor's signature:
Date:
Trainor's signature:
Date:
Rating Sheet
Module 1 - Leading Workplace Communication
1. Self-Check 1.1A
2. Self-Check 1.1B
3. Self-Check 1.2A
4. Self-Check 1.2B
5. Self-Check 1.3A
6. Self-Check 1.3B
7. Self-Check 1.4A
8. Self-Check 1.4B
9. Self-Check 1.4C
10. Self-Check 1.5A
11. Self-Check 1.5B
12. Self-Check 1.5A
13. Self-Check 1.6B
14. Self-Check 1.7B
15. Self-Check 1.8
16. Self-Check 2.1A
17. Self-Check 2.1B
18. Self-Check 2.2A
19. Self-Check 2.3A
20. Self-Check 2.3B
21. Self-Check 2.4B
22. Self-Check 3.1A
23. Self-Check 3.1B
24. Self-Check 3.1C
25. Self-Check 4.1A
26. Self-Check 4.1B
27. Self-Check 5A
28. Self-Check 5B
Performance
Feedback
Remarks
NS
NYC
S - Satisfactory
NS Not Satisfactory
C - Completed
NYC Not Yet Completed
Module is
Completed
Remarks:
Student's Signature
Date
Trainor's signature:
Date: