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Competency Based Learning Material: Basic Competencies
Competency Based Learning Material: Basic Competencies
Sector:
Qualification Title:
Unit of Competency
Module Title:
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HOW TO USE THIS MODULE
If you have questions, don’t hesitate to ask your teacher for assistance.
You may already have some of the knowledge and skills covered in this
module because you have:
o been working for some time
o Already have completed training in this area.
After completing this module ask your teacher to assess your competency.
Result of your assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.
Inside this module you will find the activities for you to complete followed by
relevant information sheets for each learning outcome. Each learning outcome may
have more than one learning activity.
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Participate in a Workplace Communication
LEARNING ACTIVITIES
Note: Upon accomplishing the activities, the instructor will observe the
following:
In Reading Activities:
· Proper intonation
· Correct pronunciation
In Writing Activities:
· Capitalization
· Spelling
LEARNING STEPS
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RESOURCES/SPECIFIC INSTRUCTIONS
Note: Follow the same steps No. 1-4 mentioned above to accomplish the
Information Sheet Nos. 2-9:
learning materials.
Communication?
Communication?
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INFORMATION SHEET No. 1
WHAT IS COMMUNICATION?
The word “communication” came from the Latin word “communis” which
means commonness. When people communicate with one another, the
establish commonness; they share a commonality. Dictionaries define the
process as “the giving and receiving of communication signals or messages
by talk, writing, gestures and signals.”
Forms of communication
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words – whether written or spoken. What then is the difference between
oral and written communication.
Sign communication can be of two forms – the overt and covert. When we
talk of overt signs, we pertain to the signs, symbols or signals which are
visible and easily read. These are also referred to as the macro symbols.
On the other hand, covert signs are such signs, symbols and signal which
are not easily seen. These are otherwise known as the micro symbols.
ACTIVITY No. 1
WHAT IS COMMUNICATION?
Objectives:
Materials:
Activity Sheet
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Procedure/Task:
What is communication?
If possible discuss your responses with others and record your answers.
There are also information sheets provided for you to consult if necessary
after you have completed each activity.
Activity 1
What is communication?
Circle the items in the list below that you think are examples of
communication:
Talking
Listening
Holding hands
Body language
Sending a fax
Showing photo
If you circled all of them you are right. Communication is any verbal or non-
verbal behavior which gives people an opportunity to send their thoughts
and feelings, and to have these thoughts and feelings received by someone
else.
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Now list the form of communication you can think of:
___________________________________________________________________________
___________________________________________________________________________
___________________________
Here are some of the signs which Mr. Wright saw in the workshop:
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In order to communicate well, it is helpful to understand how
communication takes place.
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INFORMATION SHEET No. 2
Sender (encoder)
Message
Channel
Receiver
Feedback
Receiver
Communication involves:
A sender who has a message or idea which they wish to send (source,
transmitter, speaker, encoder)
A message which is sent between the sender and the receiver (idea,
thought, topic)
feedback passed from the receiver to the sender showing that the
message has been received and understood (reaction (non-verbal)
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ACTIVITY SHEET No. 2
Objectives:
Materials:
Information sheet
Activity sheet
Procedure/Task
A. See if you can draw a flow diagram that represents the process of
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ORGANIZATION COMMUNICATION
:
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B. If you were planning to take a one-month vacation leave, how will you
inform the management about it? Draw a diagram of upward
communication illustrating the follow of the message in your organization.
send.
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EFFECTIVE COMMUNICATION
EFFECTIVE COMMUNICATION
Clear instructions so people know exactly what they are expected to do and
do it properly;
People feeling involved because they are well informed;
Be patient
Show interest
Used words that the people you are speaking to can understand
Listen carefully to the conversation so that you get the right message.
Do not interrupt
Promote good listening in others (if you are prepared to listen to others, they
will be prepared to listen to you)
People are not often aware that there is a difference between hearing and
listening. It is commonly assumed that because people can hear they can
also listen. Unless people have a physical disability they are able to hear. At
any one something which just happens.
Processing sound:
A great many things can interfere with effective listening. They include:
concentrate to listening.
Furniture - the way in which furniture is arranged in a room may block good
listening for example; if you cannot see a speaker it is much harder to pay
attention.
Time - when people are tried or in a hurry they are less able to fully
concentrate fully on what is being said.
Impatience - if you are feeling impatient and want to get away to do other
thing you mind will not concentrating on the speaker.
Attitude - if you do not like the speaker or do not like what they are saying
you may quickly tune out.
Lack of interest - when you are not interested in a topic it is difficult to pay
attention.
Thinking you - often people think that they already know what is about
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Effective note-taking is important to record information/instructions based
on what we read and heard.
The following tips will help you in taking notes from your sources:
3. Don’t get off the track. That is, stick to the topic
When you take notes from listening your degree of success can only be to
the extent that you listened well and understood what you heard.
EFFECTIVE COMMUNICATION
Objectives:
Materials:
Procedure/Tasks:
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Activity A: (Speaking)
1. Let’s say you are in a party and you don’t know anyone present. The
person whom you know was an acquaintance from the past whom you
haven’t had contacted for quite a time. Naturally, you are very apprehensive
because they might not know you anymore. But you need to circulate
because you are expected by your employer to bring good results. What
would you do?
3. You are one of the participants of the recent conference. After the
conference you are assigned to disseminate the information that you have
heard.
5. Prove that your chosen course play an important role in your life.
Activity B: (Listening)
Write down which you think is the most interesting topic that was shared by
your classmates.
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INFORMATION SHEET No. 4
There are many obstacles along the way that result to ineffective
communication. These are the following:
Ambiguity. This refers to the fact that some messages have more than
one meaning. Unless the message means the same thing to both the
sender and receiver, confusion can arise. It is important to be specific
and exact if you are the sender and to use feedback and questions to
check the message if you are the receiver.
People who think that they know everything and don’t listen. They
neither give nor ask for feedback and then complain that others send
confusing message.
If people working together are not able to communicate well. It can lead
to confusion, unhappiness, frustration and annoyance. It can also
mean that the organization’s goal will not be met.
Wastage
Frustration
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ACTIVITY SHEET No. 4
Objectives:
Materials:
Information sheet
Procedure/Task
Activity 4:
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Group yourselves into five and present a workplace situation where
ineffective communication may take place – Do not forget to refer to the
information sheet about barriers of communication.
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
1._______________________________________________________2.________________
_______________________________________3.__________________________________
_____________________
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INFORMATION SHEET No. 5
Mang Victor: Alfred’s father, needs help, doesn’t he? Yes, he does.
Does Alfred understand his father? Does he get the message? Why?
These are short oral messages which anyone understands because they
express clear thoughts or ideas. However, when we write, we must state our
ideas completely.
Column I
Column II
Help!
Over here!
Coming fast!
Use the definition of a sentence to decide which of these word groups are
sentences.
Notice that the first four word groups are SENTENCES. The last two
examples may look like sentences. They begin with capital letters and end
with punctuation marks like the period, but neither one expresses a
complete thought.
See what happens when words or word groups are added to make them both
sentences.
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Do these word groups now suggest clearer, better and complete ideas?
KEEP IN MIND:
There are many kinds of sentences. Some sentences tell or ask something.
Others give a command or express a strong feeling.
Each sentence ends with a punctuation mark, like a period, question mark,
or exclamation point.
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4. The perimeter of our yard is about five hundred meters.
6. My fingers
B:
In the following word groups, find three (3) sentences in each number and
rewrite them correctly. Observe proper punctuation and capitalization.
Last night Spin tail, my dog, awakened me it was a little after midnight he
was barking frightfully.
Last night Spin tail, my dog , awakened me. It was a little after midnight. He
was barking frightfully!
5. it is planting season people, young and old, have fun out in the fields
again under the rain they work, sing and play.
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Below are short meaningful sentences which anyone can use orally and
understand easily. But when one writes, he must use sentences. Each
sentence must have a person, place or thing, spoken of or to, and a word
that expresses action or being.
1. Listen.___________________________________________________
2. Thanks. _________________________________________________
4. Go up. __________________________________________________
5. Quick! ___________________________________________________
7. Go. _____________________________________________________
· People who belong outside your organization and wish to do business with
you
You communicate with people at work for several reasons, for example to:
· To assist customers
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· To receive or pass on information or instruction
· Discuss problem
· Get help
It is important that you communicate with people inside and outside your
organization in a professional and efficient manner. People do not work in
isolation. No matter what your job is good communication is vital.
Objectives:
Materials:
Information sheet 6
Activity sheet 6
Procedure/Task
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1. Read information sheet no. 6 Reasons for “Communication in Workplace”
Activity No. 6
a. share with him/her the things you like and dislike. ( your partner will
also share the same with you)
b. record other’s informationb, asking whatever questions you will feel are
necessary and appropriate to obtain a clear picture.
NOTE: You will be graded by your instructor on how well you expressed
yourself.
After having acted the above activities, think about all the ways you
communicate with others in the workplace.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________
You can consult Information Sheet no. 7 “Reasons for communication in the
Workplace”
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INFORMATION SHEET No. 7
Vocabulary refers to the stock or range of words available to you for use in
oral and written communication, words you understand from listening to
others speak, or from reading and which you can use in writing.
In your reading, the problem is usually not so much to form words but
sometimes to figure out words already written which might be unfamiliar to
you. If you can recognize that a word is made up of other words or word
parts that you know you may be able to figure out the word even if it seems
unfamiliar at first. Figuring out how words nare made up of different parts,
souding them out in order to pronouce them and examining how they are
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used in order to get meaning from them, are all methods of word attack
which can help you understand new or unfamiliar words you encounter in
your reading. The methods or word attack may be reffered to as reading
tactics.
There are two ways of viewing vocabulary: 1). From the standpoint of the
communication skills, and 2). From the standpoint of usefulness or purpose.
1. From the first standpoint, we have three vocabularies: one for reading
(or listening), one for writing, and one for speaking. Our reading
vocabulary in English is the largest, because we can guess at the
meaning of an isolated word by the way it is used. Our writing
vocabulary is smaller, but it is larger than our speaking vocabulary
because we have the time when writing to think of the right word we
want to use which we may not have when speaking. Our speaking
vocabulary is the smallest, because if the words to express the exact
shade of meaning aren’t there waiting for us, we fall back on clichés,
or words which don’t quite express our intended meaning but will
have tgo “make do”. However, this is true of students, like Filipinos, to
whom English is not the first language. Also the listening vocabulary
might in a sense be smaller than the reading one if the listener’s grasp
of correct pronunciation is inadequate.
1. Your working vocabulary has in it the words that you use in spelling
and in writing, while your recognition vocabulary is composed of those
words that you may understand in listening and in reading. All four,
of course, overlap.
2. read more
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3. develop skill in finding meaning from context;
Be curious about words - Begin by selecting from what you read today
those words which you feel are essential to you whether you read, write,
listen or speak. Then as you read more and more in the varied field that
interest you or in your particular course, notice the words that appear again
and again, for inevitably you will need to add them to your working
vocabulary. As you add these recurring words, you’ll notice that one of the
effect is greater skill in selecting words to learn for your own use in
communicating your thoughts to others and in your chosen profession
especially.
Reading More –Reading more means reading widely. It does not mean to
read more and more of the same, so be careful not to specialize. Consider,
first of all which sections and items of your newspaper you are neglecting.
Try out your curiosity on the words in an editorial as well as those in a
feature article or human interest story. Reach for a different magazine next
time you view the whole array on the shelves in the library.
It must be remembered that reading is a habit. Once you have developed the
habit you never lose it. But you must somehow be exposed to reading early
enough in life to have it become a part of your daily routine, like washing
your face or breathing. Most school children in our highly seasoned,
electronic, picture conscious age have never been exposed to the reading
habit and cannot, therefore, read without effort. Some modern children
seldom if ever read for fun. Like muscles that are almost never used, their
concentration and interest give way quickly. They prefer the automatic,
pictorial sensation of TV (which can be highly instructive and entertaining at
times) rather than the “tedious” movement of the eyes from left to right, from
right to left on line after line after line of un-illustrated print. “There’s a
certain sadness in realizing that a whopping segment of the exploding new
teen-age generation never really reads anything unless forced to do so.
Finding Meaning from Context. Suppose that in your reading you meet a
new word yet it is not something you feel you should add to either your
recognition or working vocabulary, however, its meaning will be essential to
your understanding of what you are reading. Instead of immediately looking
up such a word in your dictionary, try to figure out what it means by
considering the words and phrases around it. These will usually throw some
light on its meaning.
Even when you do use a dictionary you will often have to pay attention to
the words around an unfamiliar word to find the word’s “exact” meaning, to
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single out the one meaning that fits from among the many dictionary
meanings. It is therefore advisable to look around a strange or puzzling word
for clues to meaning. You can then arrive at the meanings of certain words
through the clues provided by the words that surround them. Such clues
could be in the form of outright definition, an appositive, or an explanation
in parenthesis or in a subsequent statement. This process is called lo9oking
for meaning through context clues.
Two kinds of context clues – There are two kinds of context clues: 1)
direct and 2). Indirect. The direct context clues tell you exactly what the
italicized or underlined word means. Indirect context clues are words not
found in the sentence but help you to know the meaning of the word.
Sabotage, with its destruction of enemy supplies and property, was used
often by both sides during World War II.
The phrases with its destruction of enemy supplies and property and filled
with misleading information and vague generalities help to convey the
meaning of sabotage and ambiguous.
By the simile – the simile, a comparison made clear by the use of the word
like or as is frequent employed to assist the reader with word meaning. In
the practicum exercises, observe how the similes help with meaning.
d). Using the dictionary and card system – An effective means of adding
words to your vocabulary is to set up a file of vocabulary cards. Acquire a
pack or two of 3 by 5 or 4 by 6 inch cards- the unrolled ones-and keep them
in a box. Carry a number of blank cards with you so that whenever you hear
a word you believe essential to your vocabulary, jot it down. Write no more
than one word on a card. Should any situation –a test, for example-fail to
permit this practice, make a mental note and put the word on a card at a
more convenient time. While you read, do the same thing; furthermore,
whenever possible, write down the sentence in which you found the word.
Group the cards alphabetically under separate headings, and mark each
group with an identifying tab on a plain white card so that you can find the
categories easily as you work with them.
Many of the words you encountering your reading that may seem unfamiliar
at first are made up of parts you already know. The same basic word can be
combined with other words or word parts to produce different meanings.
When you can figure out the parts that a word is made of and from them
figure out the meaning of the word you are using the words structure to
understand what it means. A word that is a derivative is usually made up of
the root with a prefix before it or a suffix after it or both (informal).
A knowledge of prefixes or suffixes, and roots will indeed help you figure out
the meaning of many an unfamiliar word. Such knowledge will also make
increasing you vocabulary a more interesting experience.
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Roots – The basic element in a word is called a “root” or “stem” This part
may appear alone (as a word); as an element of a compound or as a part,
expanded by a prefix, suffix, or both.
Familiarize yourself with the technical terms commonly used in your course.
A. Here are some exercises. Each sentence contains a clue that will
help you choose the right answer. The clue may be one of the
summary.
1.Anita and Rosa live next door. They are (friends, neighbors, classmates)
2. Although there was lack of water in the community, food was cheap,
expensive, sufficient)
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3. A Travelers in the Orient often hire a dragoman who interprets what they
say, especially while shopping or sightseeing. A dragoman is an (animal, a
businessman, an interpreter).
4. We paid the usual rate for our tickets. Rate means (class, speed, price).
5. The old woman was so angry that she spoke in a quavering voice.
Quavering means (shaking, booming, soothing).
6. There was really no room for mistake because his figures were (easy,
approximate, accurate).
7. His lack of skill with his hands is offset by his (wisdom, knowledge,
ability) in mental work.
8. Our methods of farming are still primitive when compared with those of
the highly (urban, rural, mechanized) countries like the United State.
10. When her daughter failed to show up after two days, the (sorrow,
anxiety, enthusiasm) became so great she decided to call the police.
12. The root word is called the core or nucleus because it is the principal
carrier of _____
13. Prefixes and suffixes are small meaningful units that are added to the
root. When these meaningful units come before the root they are called____.
14. Looking little word within big words is also one kind of _____analysis.
15. The birdhouse is made up of two little words, ____and house. It means a
______ for birds
B. Assignment Sheet:
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Refer to technical manual. Choose 5 technical terms that are
EFFECTIVE READING:
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between 500 and 600 wpm. An exceptional reader can manage over 1000
words per minute.
While reading your eyes would sometime move back – because you felt you
missed something or if you wish to make sure you grasp the meaning. About
90% of the time your eyes will seem to be fastened on words while the other
10% they will seem to be moving.
Your long pauses are commonly called fixations, while the returns to an
earlier point are called regressions.
It is when the eyes are fixed that meaningful reading takes place, when the
image on the retina of the eye gets translated into meaning by the brain.
How long fixation lasts depends on the amount of time that it takes the
brain to translate the sign on a page into meaning. While the eyes are
moving, images are blurred, and nothing can be translated by the brain.
One who reads at 225 wpm or less is usually the victim of one or more bad
habits, which include:
1. lip reading – Lip readers are slow readers. Are you? If you move your
lips while you are reading, you limit your reading rate to the number
of words you speak per minute which is really not very many.
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2. vocalizing words – Poor readers often speak the words they read, a
habit even more common than in lip reading. Do you lip read? This is
not advisable for it limits you to reading word by word.
3. sounding words in the inner ear – Many readers hear the words they
read. These auditory readers, though not pronouncing words aloud or
silently, are actually pronouncing them in mind. You can eliminate
this habit by practicing reading through units, by getting away from
hearing words.
Poor readers, on the other hand make many necessary regression for the
following reasons:
1. They usually are reading word by word and have to regress frequently in
order to get any meaning;
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ACTIVITY SHEET No. 8
1. Reading Speed:
Rockets are built to orbit the earth, but they are the results of many years of
research, millions of man-hours, and billions of dollars. Unfortunately we
have not yet arrived at that state op public mind which would invest much
money and time in educational research.
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It is obviously absurd to expect a perfect self-teaching device to be developed
from a few years of relatively uncoordinated effort and research that have
been financed by foundations, private businesses, and the government, in
small proportion to funds allocated to defense projects.
A. Place “T” in the blank to the left if the statement is correct and
place “F” if the statement is incorrect.
_____2. The best title for this paragraph would be “Rockets and Research.”
_____3. The writer obviously feels that not enough money has been spent on
rockets research.
_____4. The writer states that too much has been allocated for defense
projects.
One kind of inflation is caused by the law of supply and demand. Prices go
higher in a time of shortage because demand exceeds supply. The other kind
of inflation is caused when people are paid higher wages without producing
more. To distinguish between these two kinds of inflation is to distinguish
between a natural law and a man-made condition.
This means taking things that belong to others. The businessman who
inflates prices for the sake of excessive profits takes what belongs to us as
surely as the thief who picks our pockets.
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2. What is being talked about is in the area of
a. physics c. mathematics
b. economics d. aesthetics
5. Two pairs of terms used in the paragraph that are opposite in meaning
are:
a. and
b. and
6. The following words found in the text are used in a technical sense:
1. 4.
2. 5. 3. 6.
Read the following text and based on your understanding of their contents
answer the questions that follow:
All the evident indicates that the population upsurge in the underdeveloped
countries is not helping them to advance economically. On the contrary, it
may well be interfering with their economic growth. A surplus of labor on
the farms holds back the mechanization of agriculture. A rapid rise in the
number of people to be maintained uses up income that might otherwise be
utilized for long term investment in education, equipment and other capital
needs. To put it in concrete terms, it is difficult to give a child the basic
education he needs to become an engineer when he is one of eight children
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of an illiterate farmer who must support the family with the produce of two
acres of ground.
1. The subject or general thing being talked about in this paragraph is:
a. Opinion c. hearsay
e. political emancipation
1. In the selection the words and phrases that have negative meaning
are:
1. _____________________ c. ___________________
2. _____________________ d. ___________________
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e. ______________________
a. f.
b. G.
c. h.
d. i.
e. j.
The Technical writer should be careful about the length of his sentences.
The amont of difficulty a reader experiences in reading a given tex is
positively correlated to sentence length and number of syllables per word.
Since technical subject matter often requires the use of a complex technical
vocabulary and the expression of complex ideas, the use of shorter words
and sentences simple in structure will help a lot in the readability of difficult
material.
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A. Paragraph Structure and Length
Typically, a paragraph begins with the topic sentence which state the main
idea to be developed. The other sentences of the paragraph develop, support,
and clarify this central idea. But this topic sentence may appear in the
middle, ir it may appear last as a summary or generalization based on
material already presented. Sometime, it doesn’t appear at all, in so many
words, but is implied.
In technical writing, the topic sentence comes first in the paragraph, or, at
the very latest just after whatever transitional sentences appear. When the
writer states his thesis or main idea at the start of the paragraph, he uses
the rest of the paragraph for proof, discussion, or other kinds of
amplification. Sometimes he does the opposite and give his details, facts and
examples at the beginning and then concludes by stating the main idea.
Two things govern paragraph length: unit of thought and eye releif for the
readers. The use of one or more very short paragraphs achieves an
especially forceful effect. All sentences in a paragraph must be about the
same topic, but paragraphs should not be too long. One or more breaks on
every page of a report is ideal in technical writing.
1. Narrative
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In this type of functional English use the parts of speech that abound are
verbs and adverbs.
1. Descriptive
c. to describe a place
One of the most common function of narration (not in the sense of story
telling but of relating sequence) is in description of process, considering that
process is a series of actions done in sequence.
Note the following illustration and be able to answer the questions that
follow:
Ilocano salt takes time and effort to produce. For the salt maker it means
leaving home and building a make-shift dwelling near the seashore. It
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entails days of hard work under the heat of the sun and nights of tending
the fire.
First they stake out a portion of the sandy shore for their use. This is
usually twenty to thirty square meter in size. The sand is then sprinkled
with sea water and allowed to dry. This process is done three times
When the sand is caked it is scraped off and deposited into an unglazed
earthen jar called burnay which has a spout at the bottom. Additional sea
water is sprayed into the jar.
The resulting saline fluid is strained and collected. This fluid is then brought
to the hurno, a large oven-like cooking place made of clay. It is cooked for
hours, sometimes overnight, under very high temperature until salt crystals
form.
The crystals are then cooled off and allowed to dry in a large bamboo basket.
Salt made this way is very fine and almost sugar like. It is not course nor
bitter in taste which may be the result is made simply from sea water
allowed to dry until the salt crystals remain.
Producing good fine salt than means sacrifice and hard work, but is well
worth the effort.
The topic sentence which is the controlling idea in the paragraph consists of
the broad topic or subject, the specific topic and the limiting terms.
Example: The coconut palm is one of the most important trees in Micronesia
because it provides many of the necessities of life for the people of the
Western Pacific.
Western Pacific.
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English ______ Under _____Student ________________________________
Date ___________________Score________________Grade_____________
Scale: 24 = 100% 21-23 = 95% 18-20 = 90% 15-17 = 85% 12-14 =80%
Analyze the following topic sentences and give for each: a the broad topic or
subject b. the specific topic c. the limiting terms.
a.
b.
c.
a.
b.
c.
a.
b.
c.
a.
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b.
c.
a.
b.
c.
6. Lord Jim is one of the most exciting novels that Joseph Conrad ever
wrote.
a.
b.
c.
7. The student of karate should have strength, agility, patience and a good
supply of bandages.
a.
b.
c.
A. In three or five sentences develop at least two of the following topics into
a single paragraph.
3. Installing
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B. Written Notices in the Workplace
Sample Memorandum:
TO : Ms Sanchez
Ms Ramirez
Ms Malabanan
Ms. Valdez
Messr: Anderson
Perez
Cortes
Aguirre
NOTICE
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Luncheon will be served at 12:15p.m. If you cannot be with us, please call
713-9731 no later than June 5, 2006
An agenda is enclosed. Also, you will find a map with complete travel
directions and a description of the parking facilities at the Tower Building.
Emily Rodriguez
RF: cea
Enclosures: Agenda
Map
C.
Sample Letters:
A. Inquiry
Sales Manager
Ayala Industries
Presently we are planning to add yard and garden tractors to our line of
leased equipment. It is my pleasure to announce that we shall feature
Kamagong Tractors.
Would you please send us a complete list of model and specifications for
Kamagong Tractors. It would be helpful to have the following data as soon
as possible:
2. Commercial/homeowner equipment
Since the publication date for our catalog is slated for November, your early
reply will be appreciated.
Sincerely yours,
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Christopher Fabregas
Marketing Manager
CF: cea
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Please be guided accordingly.
ROBERTO O. NIEZ
Questions:
1. What is the content of briefing note and when does a person write a briefing
note?
F. You have read and understood the above written notices, what you would
do if you are:
3. A worker/student/parent
RECORD OF COMPETENCE
YES NO
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5. Grasped the ideas heard.
Answer Key:
Check your answer with the answer key below. If you fail to get it right,
refer back to the corresponding resources until you make it perfect:
Information Sheet 1:
Activity 1
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Sign Language symbols
Signals colors
a. 1 d. 3 g. 9
b. 6 e. 2
c. 4 f. 8
Information Sheet 2:
A. Activity 2:
Sender (encoder)
Message
Channel
Receiver
Feedback
Receiver
General Manager
B.
Supervisor
Line Leader
Technician
1. receiver
2. sender
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3. channel/medium
4. message
5. feedback
1. I will call a meeting then prepare a note on what is the seminar about:
a).the topic b) content c) the importance of the seminar.
1. I will prepare a written report about the seminar attended (the topic,
Example:
Rubber tip.
A.
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1. keep the message simple
5. sit or stand so that you directly face the person whom you are talking or
listening to.
8. be patient
9. show interest
10. use words that the people you are speaking can understand
11. listen carefully to the conversation so that you get the right message.
B.
4. do not interrupt
Activity 4:
I. The students will have a role playing about in effective communication (Be
guided by Info Sheet No. 4)
B. 1. Poor listening – people who think that they know everything &
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they don’t listen.
2. Ambiguity (words are not clear or with more than one meaning
Activity 5
A.
1. S
2. NS – The potatoes are usually cut into long strips, before mixing them in
the main dish.
4. S
7. S
9. S
10. NS – The screw driver is in the tool box inside the cabinet.
B.
2. Acacia tree make food firewood. They easily burn when dry. Some fine
pieces of furniture are made of acacia tree.
3. In door plants are refreshing. Rooms become naturally cool and beautiful
with them. Having plants inside is like having a garden in your room.
Self Check 5:
Activity No.6
Self-Check 6:
2. to assist customer
4. discuss problem
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Activity Sheet 7:
1. Neighbors 9. preceding
8. mechanized
Self Check 7:
Activity No. 8:
A.
1. T
2. F educational research
3. F educational research
4. T
B.
1. b
2. b
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3. a
4. c
6. a. inflation d. shortage
b. supply e. wages
1. a 4. e
2. d 5. d
3. b
1. a. fighting cock
b. tragic drama
3. a. birthday
b. eighteenth birthday
4. a. attraction
b. tourist attraction
c. taal volcano
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5. a. furniture
b. furniture making
b. Lord Jim
7. a. student
b. student of karate
Self Check 9:
Time: 11:00 am
Kamagong Tractors:
b. commercial/homeowner equipment
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2. the publication date for the catalog is scheduled in November, that’s why
they need the data immediately
2. The brochure will help the clients to be informed of what the school
offers
1. 1. The briefing notes contains information about the person who will
be
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