Competency-Based Learning Materials List of Competencies No. Unit of Competency Module Title Code Participate in Workplace Communication Participating in Workplace Communication 500311105

Competency-Based Learning Materials
List of Competencies
No. Unit of Competency Module Title Code
Participate in Workplace Participating in 500311105

1. Communication workplace
communication
Work in a team Working in a team 500311106

2. environment
environment
Practice career 500311107

3. Practicing career
professionalism
professionalism
Practice occupational Practicing 500311108

4. health and safety occupational health
and safety
Document No.
Competency Date Developed:
Based Learning January 25, 2016
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Developed by:
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HOW TO USE THIS COMPETENCY – BASED LEARNING MATERIALS
Welcome!
This unit of competency, “Participate in workplace

communication”, is one of the competencies of the BASIC in FOREIGN
LANGUAGE (NIHONGO-NTR), a course which comprises the knowledge,
skills and attitudes required for a TVET trainer to possess.
This module, participating in workplace communication, contains

training materials and activities related to determining and selecting
appropriate program and development approach applying the selected
development approach for you to complete.
In this module, you are required to go through a series of learning
activities in order to complete each learning outcome. In each learning
outcome are Information Sheets, Self-Checks, Task Sheets and Operation
Sheets. Follow and perform the activities on your own. If you have questions,
do not hesitate to ask assistance from your facilitator.
Remember to:
 Read information sheets and complete the self-checks. Suggested

references are included to supplement the materials provided in this
module.
 Perform the Task Sheets and Job Sheets until you are confident that
your outputs conform to the Performance Criteria Checklist that
follows the sheets.
 Submit outputs of the Task Sheets, Operation Sheets, and Job Sheets
to your facilitator for evaluation and recording in the Achievement
Chart. Outputs shall serve as your portfolio during the Institutional
Competency Evaluation. When you feel confident that you have had
sufficient practice, ask your trainer to evaluate you. The results of
your assessment will be recorded in your Achievement Chart and
Progress Chart.
You must pass the Institutional Competency Evaluation for this

competency before moving to another competency. A Certificate of
Achievement will be rewarded to you after passing the evaluation.
You need to complete this module before you can perform the module on
Work in a Team Environment.
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MODULE CONTENT
UNIT OF COMPETENCY: PARTICIPATE IN WOKPLACE

COMMUNICATION
MODULE TITLE: PARTICIPATING IN WOKPLACE

COMMUNICATION
MODULE DESCRIPTOR:
This module covers the knowledge, skills and attitudes required to
obtain, interpret and convey information in response to workplace
requirements.
Nominal Duration: 5.5 hours
LEARNING OUTCOMES:
At the end of this module, you MUST be able to:
LO 1: Follow routine spoken messages
LO 2: Perform workplace duties following written notices
LO 3: Obtain and convey workplace information
ASSESSMENT CRITERIA:
1. Required information is gathered by listening, and is
correctly interpreted.
2. Instructions/procedures are followed in appropriate sequence
for tasks and in accordance with information received.
3. Clarification is sought from workplace supervisor on all occasions
when any instruction/procedure is not understood.
4. Written workplace notices and instructions are read and
interpreted correctly.
5. Routine written instructions/procedures are followed in sequence.
6. Clarification is sought from workplace supervisor on all occasions
when any instruction/procedures is not understood
7. Effective questioning, active listening and speaking skills are used to
gather and convey information
8. Appropriate medium is used to transfer information and ideas
9. Appropriate non-verbal communication is used.
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10. Appropriate lines of communication with superiors and colleagues are
identified and followed.
11. Define workplace procedures for the location and storage of information are
used.
12. Personal interaction is carried out clearly and concisely.
13. Ranges of forms relating to conditions of employment are completed
accurately and legibly.
14. Workplace data is recorded on standard workplace forms and
documents.
15. Basic mathematical processes are used for routine calculations.
16. Errors in recording information on forms/ documents are identified and
rectified.
17. Reporting requirements to superior are completed according to
enterprise guidelines.
18. Team meetings are attended on time.
19. Own opinions are clearly expressed and those of others are listened to
without interruption.
20. Meeting inputs are consistent with the meeting purpose and established
protocols.
21. Workplace interaction is conducted in a courteous manner appropriate
to cultural background and authority in the enterprise procedures.
22. Questions about simple routine workplace procedures and matters
concerning conditions of employment are asked and responded.
23. Meeting outcomes are interpreted and implemented.
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LEARNING OUTCOME NO. 1 FOLLOW ROUTINE SPOKEN MESSAGES.
CONTENTS:
1. Forms of Communication
2. Effective Communication Techniques
3. Modes of Verbal Communication

correctly interpreted.
2. Instructions/procedures are followed in appropriate sequence
for tasks and in accordance with information received.
3. Clarification is sought from workplace supervisor on all
occasions when any instruction/procedure is not understood.
CONDITIONS:
The students/ trainees must be provided with the following:
1. Writing materials (pen & paper)

2. References (books)
3. Manuals
METHODOLOGIES:
1. Group discussion
2. Interaction learning
ASSESSMENT METHODS:
1. Demonstration
2. Observation
3. Interview questioning
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Learning Experiences
Learning Outcome 1
FOLLOW ROUTINE SPOKEN MESSAGES
Learning Activities Special Instructions
Read Information Sheet 1.1-1 This Learning Outcome deals with the
on “Forms of Communication” development of the Institutional
Answer Self-check 1.1-1 Competency Evaluation Tool which
Read Information Sheet 1.1-2 trainers use in evaluating their trainees
on “Effective Communication after finishing a competency of the
Techniques” qualification.
Go through the learning activities

Answer Self-check 1.1-2 outlined for you on the left column to
Read Information Sheet 1.1-3 gain the necessary information or
on “ Modes of Verbal knowledge before doing the tasks to
Communication” practice on performing the requirements
of the evaluation tool.
Answer Self-check 1.1-3 The output of this LO is a complete

Institutional Competency Evaluation
Package for one Competency of Foreign
Language (Nihongo-NTR). Your output
Perform Task 1.1-3 shall serve as one of your portfolio for
“ Modes of Verbal your Institutional Competency
Communication ” Evaluation for FOLLOW ROUTINE
SPOKEN MESSAGES.
Feel free to show your outputs to your

trainer as you accomplish them for
guidance and evaluation.
Check Performance Criteria After doing all the activities for this LO,
Checklist “ Modes of Verbal you are ready to proceed to the next LO:
Communication ” Perform Workplace Duties following
1.1-3 Written Notices
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INFORMATION SHEET 1.1-1
FORMS OF COMMUNICATION
Learning Objectives:
After reading this information sheet, you must be able to:
1. Discuss the forms of communication
Different Forms of Communication
Verbal Communication
Verbal communication includes sounds, words, language and speaking.

Language is said to have originated from sounds and gestures. There are
many languages spoken in the world. The bases of language formation are:
gender, class, profession, geographical area, age group and other social
elements. Speaking is an effective way of communicating and is again
classified into two types viz. interpersonal communication and public
speaking.
Good verbal communication is an inseparable part of business

communication. In a business, you come across people from various ages,
cultures and races. Fluent verbal communication is essential, to deal with
people in business meetings. Also, in business communication self-
confidence plays a vital role which when clubbed with fluent communication
skills can lead to success.
Public speaking is another verbal communication in which you have to

address a group of people. Preparing for an effective speech before you start
is important. In public speaking, the speech must be prepared according to
the type of audience you are going to face. The content of your speech
should be authentic and you must have enough information on the topic
you have chosen for public speaking. All the main points in your speech
must be highlighted and these points should be delivered in the correct
order. There are many public speaking techniques and these techniques
must be practiced for an effective speech.
Non-Verbal Communication
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Non-verbal communication involves physical ways of communication, like,
tone of the voice, touch, smell and body motion. Creative and aesthetic non-
verbal communication includes singing, music, dancing and sculpturing.
Symbols and sign language are also included in non-verbal communication.
Body language is a non-verbal way of communication. Body posture and
physical contact convey a lot of information. Body posture matters a lot
when you are communicating verbally to someone. Folded arms and crossed
legs are some of the signals conveyed by a body posture. Physical contact,
like, shaking hands, pushing, patting and touching expresses the feeling of
intimacy. Facial expressions, gestures and eye contact are all different ways
of communication. Reading facial expressions can help you know a person
better.
Written Communication
Written communication is writing the words which you want to

communicate. Good written communication is essential for business
purposes. Written communication is practiced in many different languages.
E-mails, reports, articles and memos are some of the ways of using written
communication in business. The written communication can be edited and
amended many times before it is communicated to the second party to
whom the communication is intended. This is one of the main advantages of
using writing as the major means of communication in business activity.
Written communication is used not only in business but also for informal
communication purposes. Mobile SMS is an example of informal written
communication.
Visual communication
The last type of communication is the visual communication. Visual

communication is visual display of information, like topography,
photography, signs, symbols and designs. Television and video clips are the
electronic form of visual communication.
Effective communication is essential for the success of any type of business.

Informally too, nothing can be achieved without proper communication.
Therefore, developing communicative skills is a must. One must understand
that all the four types of communication are equally important and one
must develop communicative skills in all the mediums. Communicative
media is growing day by day to ensure clarity and to eliminate the ambiguity
in communication.
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SELF-CHECK 1.1-1
True or False:
_______ 1. Verbal communications includes sounds, words, language and

speaking.
_______ 2. Language is said to have originated from sounds and gestures
_______ 3. The bases of language formation are: gender, class, profession,

geographical area, age group and other social elements
_______ 4. Reading is an effective way of communicating
______ 5. Good verbal communication is an inseparable part of business

communication
______ 6. Fluent verbal communication is essential, to deal with people in

business meetings.
______ 7. In business communication self-actualization plays a vital role

which when clubbed with fluent communication skills can lead to
success.
______ 8. Public speaking is another verbal communication in which you

have to address a group of people
______ 9. In public speaking, the speech must be prepared according to the

type of audience you are going to face
______ 10. Non-verbal communication involves physical ways of

communication, like, tone of the voice, touch, smell and body
motion.
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ANSWER TO SELF-CHECK 1.1-1
1. True
2. True
3. True
4. False
5. True
6. True
7. False
8. True
9. True
10. True
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EFFECTIVE COMMUNICATION TECHNIQUES
1. explain the effective communication techniques
TECHNIQUES OF EFFECTIVE COMMUNICATION
Effective communication techniques are useful to make the

communication efficient and meaningful. There are several techniques of
effective communication, which can be used as per the context and type of
communication. For example, maintaining eye-to-eye contact with the
listener is essential for effective communication while communicating with a
single person or a small group of people. However, the technique of eye-to-
eye contact has to be used in a different way while communicating with a
large group of audience. Similarly, some people are considered experts to
communicate bitter information quite comfortably, whereas, others may feel
difficulty because they don’t know how to communicate in such a situation.
Likewise, some people communicate the message straightforward without
providing unnecessary detailed background information, whereas, others
may provide detailed background information before communicating the
main fact. Techniques of communication used by an individual are
determined by the family environment, culture, life philosophy of the
person, and various other factors. Being a nurse, you must learn how to
communicate with the patient and the members of health care
team effectively. Communication techniques are often the key to climb up
the professional ladder, and the budding nurses should master the skills
earlier in their career to be a successful nurse. Given below are some of the
communication techniques that should be used by nurses in a health care
setting.
Listening Actively
To listen closely and reply well is the highest perfection we are able to attain in
the art of conversation
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—La Rochefoucauld
Listening actively means to be attentive to what the other person is saying

verbally and nonverbally. Active listening is an effective communication skill
for therapeutic communication, which must be practiced and mastered by
every professional nurse. Several nonverbal behaviors can facilitate the skill
of active listening which are as follows:
1. Sit squarely facing the other person; establish eye-to-eye contact.

2. Keep the posture open.
3. Lean forward toward the client.
4. Be relaxed.
5. Concentrate on what the other person is saying.
6. Restating what the other person said and showing him that you’re
listening.
Use Silence
Silence during communication process can carry a variety of meanings. It
provides an opportunity to the communicator to explore his/her inner
thoughts or feelings comfortably that will be required to facilitate the
communication.
Observe Nonverbal Behavior of the Client

Nonverbal cues are more important than the verbal message because 60
percent of the impact from every conversation you have comes from your
nonverbal cues. These include eye contact, your posture, and the gestures
you make.
The nonverbal cues indicate what you think, even if your words say
something else entirely. Some people don’t like to be touched, and invasion
to their personal space is one nonverbal cue you can easily avoid to facilitate
communication. Nonverbal cues are just as important as any other
communication technique you’re trying to master.
Tone and Words

It is observed by communication experts that 30 percent of what you
actually mean while communicating something is determined by the tone of
your voice. For example, if you say that “You’ll be happy to sacrifice this
opportunity for someone,” but you’re yelling when you say it, the other
person will clearly notice that you’re actually not happy to do it. Only 10
percent of the real meaning of your conversation is usually determined by
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the actual words you use. Therefore, having a big vocabulary is less
important to the communicative process than having the right hand signals
and facial expressions.
Be Consistent Verbally and Nonverbally

Inconsistency in verbal and nonverbal communication by the sender may
lead to confusion and misunderstanding of the message on the part of the
receiver

Ask Open-ended Questions
Open-ended questions encourage the client to communicate more and more,
whereas, close-ended questions discourage the communication. For
example, “What are your food preferences?” is an open-ended question,
whereas, “Do you like Dalia Khichdi?” is a close-ended question.
Use Language Understood by the Patient

The patient will not respond until and unless you are not using the same
language as understood by the patient. For example, you are not supposed
to use Tamil while communicating with a patient who belongs to Karnataka.
Restating
Let the client know whether an expressed statement has or has not been
understood. For example, “You told me that, you are constipated since the
last two days.”
Reflecting
This directs questions or feelings back to client so that they may be
recognized and accepted.
Focusing
This takes notice of a single idea or even a single word. For example, “You
told me that, your father was suffering from a chronic illness, which type
of chronic illness it was?” Here, the nurse is focusing on chronic illness as
mentioned by the client about his father.
Exploring
This delves further into a subject, idea, experience, or relationship. For
example, “You told me that your father was not a good person, why do you
think so?”
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Giving Broad Openings
This allows the client to select the topic.
Offering General Leads

This encourages client to continue.
Making Observations
Verbalize what is observed or perceived.
Encouraging Description of Perceptions

Ask the client to verbalize what is being perceived.
Encouraging Comparison
Ask the client to compare similarities and differences in ideas, experiences,
or interpersonal relationships.
Seeking Clarification and Validation

Strive to explain what is vague and search for mutual understanding.
Warmth and friendliness, openness and respect, and providing personal
space are some other important communication skills.
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SELF-CHECK 1.1-2
True or False:
________ 1. Effective communication techniques are useful to make the

communication efficient and meaningful.
________ 2. Maintaining eye-to-eye contact with the listener is essential for

effective communication while communicating with a single
person or a small group of people
________ 3. The technique of eye-to-eye contact has to be used in a different

way while communicating with a large group of audience
________ 4. Listening actively means to be attentive to what the other person

is saying verbally and nonverbally
________ 5. Active listening is an effective communication skill for

therapeutic communication, which must be practiced and
mastered by every professional nurse
_______6. Nonverbal cues are more important than the verbal message
because 60 percent of the impact from every conversation you
have comes from your nonverbal cues
_______ 7. The nonverbal cues indicate what you think, even if your words
say something else entirely
______ 8. Inconsistency in verbal and nonverbal communication by the

sender may lead to confusion and misunderstanding of the
message on the part of the receiver
______ 9. Open-ended questions encourage the client to communicate more

and more, whereas, close-ended questions discourage the
communication
______ 10. Warmth and friendliness, openness and respect, and providing
personal space are some other important communication skills
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1. True
2. True
3. True
4. True
5. True
6. True
7. True
8. True
9. True
10. True
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MODES OF VERBAL COMMUNICATION
1. define modes of Verbal Communication
The various modes of verbal communication
The content of this part can seem obvious but yet it is altogether essential.
We distinguish two communication modes which are dialog and monologue,
which will be used to different ends in the game.
The monologue
What we call monologue is when a creature sends a self-supporting message

and hence does not wait for an answer.
This message can be intended for a creature in particular, but most of the
time it is not specifically aimed.
Example 17. A guard attacks Janselmeer
Guard: Now you die, Janselmeer!

A guard attacks Janselmeer.
This message is aimed merely to Janselmeer, but all creatures passing by

can hear it.
Example 18. A caravan arrives to the market place
The caravan: The caravan has arrived! Look at my beautiful

vegetables!
This message is intended for all creatures passing by.
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Example 19. Janselmeer has just bought something
Janselmeer: That was my last silver...
The message is aimed to no one but can be heard by all present creatures
(who will wonder about Janselmeer's health :).
The Dialogue
The dialog is an information exchange by means of messages between two or

more creatures.
It is carried out in connected mode, with a connection phase, a conversation

phase and a disconnection phase.
Let us see an instance of dialog: a tourist who asks his way to a passer-by.
-connection phase:
tourist: Please, sir...
The passer-by stops
passer-by: Yes?
-conversation phase:
tourist: I'm looking for the local camp site.
passer-by: You turn to the left 500m from here, then go straight
ahead
to the fountain and then turn to the right.
-disconnection phase:
tourist: Thank you, have a nice day!
passer-by: You're welcome.
It's this kind of dialog which we will attempt to reproduce. A dialog unfolds
in the following way:
The C1 creature wants to talk to creatures C2, C3, ..., Cn.

1- C1 asks to talk to C2, C3, ..., Cn.
2- Some Ci accept the request, others decline it.
3- C1 talks with the ones who have accepted.
4- Those taking part in the conversation withdraw gradually. The last
but one
leave will put an end to the conversation.
The advantage of a connected mode is to make the control of bots easier.

For
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Example, if one speaks to a bot which is moving, this bot will stop during
the conversation (hence during the connection).
The dialog should then be the privileged communication mode with bots. As
soon as a dialog is opened, some actions are forbidden (as going away for
instance). These actions automatically break the conversation.
A dialog can be interrupted by an external event only if this one requires a

mandatory reaction from a creature involved in the conversation. Such an
event can be a fight for example.
Tourist | Passer-by
------------------------------------------------------------------
-----
>talk passer-by |
Tourist: Please sir... | Tourist: Please sir...
| A tourist wants to talk with you.
| Do you accept? (Y/N)
| >Y
passer-by: Yes?... | passer-by: Yes?...
>tell passer-by "I'm looking |
for the local camp site." | tourist: I'm looking for the
local
| camp site.
| >tell tourist "You turn to the
left
| 500m from here, then go
straight
| ahead to the fountain and then
turn
| to the right."
passer-by: You turn to the left |
500m from here, then go on |
straight ahead to the |
fountain and then turn to the |
right. |
tell passer-by bye |
Tourist: Thank you, have a nice |
day! | tourist: Thank you, have a nice
day!
This is worth noting that the command 'talk' allows dialog opening and that
the keyword 'bye' puts an end to the conversation.
Note too, that an UI can provide some shortcuts in the dialog. For example,
it is not needed to ask the players if they want to answer. It is possible just
let them answer if yes and do something else if no. In a similar fashion, to
break the dialog, it should be enough just to do something else and not to
have to type bye.
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In order to open a dialog with more than one creature, one adds the names
of the desired creatures in the parameters to 'talk', or one uses 'talk all' in
order to talk to all present creatures.
Example 20. Hiring in a tavern
Recruiter> talk all

Recruiter: "I beg your attention, please."
[To this stage, some listen, some others don't.]
Recruiter: "I've got a job to offer, dangerous and underpaid."
[Two or three creatures are still listening...]
Recruiter: "3 silvers to go kill Skarkash."
[Huge silence in the room]
Recruiter: "Well, never mind!"
Recruiter> bye
Recruiter: "Thanks for your attention."
Example 21. Identity control in the street
The guard is searching for an escaped elf prisoner.
Guard> talk elf1 elf2

Guard: "Hey you, and you!"
Guard: "Give me your names!"
Elf1: "Celeborn"
Elf2: "Galadriel"
Guard> bye
Guard: "All right, move along."
This example shows the underlying coding difficulties. The sentence

associated to a keyword depends on the language level of the one who
speaks (politeness, elocution, etc), on its work, on the number of
persons to which one speaks to, on the sex of these persons, etc.
Messages and perception
The dialog system depends on perceptions. A message is indeed nothing but

a special stimulus which holds a lot of information. A message is associated
to one or several stimuli, which makes it possible to choose the medium
(sound, telepathy, etc) and the intensity of the message. So it is possible to
choose one's means to communicate. Comparing Various Forms of
Communication
Communication is imparting or interchanging thoughts, opinions, or

information among people by speech, writing, or signs. People communicate
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in different ways, with the three typical types being verbal, non-verbal and
visual.
 Verbal
Verbal communication entails the use of words in delivering the intended

message. The major forms of verbal communication
include written and oral communication.
Written communication includes traditional pen

and paper letters and documents, typed electronic
documents, e-mails, text chats, SMS and anything
else conveyed through written symbols such as
language. This type of communication is
indispensable for formal business communications
and issuing legal instructions. Communication
forms that predominantly use written communication include handbooks,
brochures, contracts, memos, press releases, formal business proposals,
and the like. The effectiveness of written communication depends on the
writing style, grammar, vocabulary, and clarity.
 Oral communication
The other form of verbal communication is the spoken word, either face-to-
face, or through phone, voice chat, video conferencing or any other medium.
Various forms of informal communications such as the grapevine or
informal rumor mill, and formal communications such as lectures,
conferences are forms of oral communication. Oral communication finds use
in discussions and causal and informal conversations. The effectiveness of
oral conversations depends on the clarity of speech, voice modulation, pitch,
volume, speed, and even non-verbal communications such as body language
and visual cues.
Verbal communication makes the process of communication easier and
faster, and remains the most successful form of communication. Yet this
makes up only seven percent of all human communication!
 Nonverbal Communication
Nonverbal communication entails communicating by sending and receiving
wordless messages. They usually reinforce verbal communication, though it
can also stand alone and convey messages on its own.
Physical nonverbal communication, or body language, includes facial
expressions, eye contact, body posture, gestures such as a wave, pointed
finger and the like, overall body movements, tone of voice, touch, and
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others. Facial expressions are the most common among all nonverbal
communication. For instance, a smile or a frown conveys distinct emotions
hard to express through verbal communication. Research estimates that
body language, including facial expressions, account for 55 percent of all
communication.
 Paralanguage
The way something is said, rather than what is actually said, is an
important component of nonverbal communication. It includes voice quality,
intonation, pitch, stress, emotion, tone, and style of speaking, and
communicates approval, interest or the lack of it. Research estimates that
tone of the voice accounts for 38 percent of all communications.
Other forms of non-verbal communication usually communicate one’s
personality. These include:
 Aesthetic communication or creative expressions such as dancing,
painting, and the like
 Appearance or the style of dressing, combing hair and the like which
communicates of one’s personality
 Space language such as paintings, landscapes and others communicate
social status and taste
 Symbols such as religious, status, or ego-building symbols
 Visual Communication
A third type of communication is visual communication through visual aids
such as signs, typography, drawing, graphic design, illustration, color and
other electronic resources.
Visual communication such as graphs and charts usually reinforce written
communication, and can in many case replace written communication
altogether. As the adage goes “a picture is worth a thousand words”; such
visual communication is more powerful than verbal and nonverbal
communication on many occasions. Technological developments has made
expressing visual communications much easier than before.
A good understanding of different types of communications
and communication styles help you know and deal with people better, clear
up misunderstandings and misconceptions, and contribute to the success of
the enter
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Non-Verbal Communication Modes

What is non-verbal communication?
Definition (CBC): “nonverbal communication involves those nonverbal stimuli

in a communication setting that are generated by both the source [speaker]
and his or her use of the environment and that have potential message value
for the source or receiver [listener] (Samovar et al). Basically it is sending
and receiving messages in a variety of ways without the use of verbal codes
(words). It is both intentional and unintentional. Most speakers / listeners
are not conscious of this. It includes — but is not limited to:
 touch
 glance
 eye contact (gaze)
 volume
 vocal nuance
 proximity
 gestures
 facial expression ? pause (silence)
 intonation
 dress
 posture
 smell
 word choice and syntax
 sounds (paralanguage)
Broadly speaking, there are two basic categories of non-verbal language:

nonverbal messages produced by the body; nonverbal messages produced
by the broad setting (time, space, silence)
Why is non-verbal communication important?

Basically, it is one of the key aspects of communication (and especially
important in a high-context culture). It has multiple functions:

o Used to repeat the verbal message (e.g. point in a direction while

stating directions.
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o Often used to accent a verbal message. (e.g. verbal tone indicates the
actual meaning of the specific words).
o Often complement the verbal message but also may contradict.
E.g.: a nod reinforces a positive message (among Americans); a “wink”
may contradict a stated positive message.
o Regulate interactions (non-verbal cues covey when the other person
should speak or not speak).
o May substitute for the verbal message (especially if it is blocked by
noise, interruption, etc) — i.e. gestures (finger to lips to indicate need
for quiet), facial expressions (i.e. a nod instead of a yes).
Note the implications of the proverb: “Actions speak louder than words.” In

essence, this underscores the importance of non-verbal communication.
Non-verbal communication is especially significant in intercultural
situations. Probably non-verbal differences account for typical difficulties in
communicating.
Cultural Differences in Non-verbal Communication
1. General Appearance and Dress
All cultures are concerned for how they look and make
judgements based on looks and dress. Americans, for instance,
appear almost obsessed with dress and personal attractiveness.
Consider differing cultural standards on what is attractive in
dress and on what constitutes modesty. Note ways dress is used
as a sign of status?
2. Body Movement
We send information on attitude toward person (facing or

leaning towards another), emotional statue (tapping fingers,
jiggling coins), and desire to control the environment (moving
towards or away from a person).
More than 700,000 possible motions we can make — so

impossible to categorize them all! But just need to be aware the
body movement and position is a key ingredient in sending
messages.
3. Posture
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Consider the following actions and note cultural differences:
o Bowing (not done, criticized, or affected in US; shows rank in

Japan)
o Slouching (rude in most Northern European areas)
o Hands in pocket (disrespectful in Turkey)
o Sitting with legs crossed (offensive in Ghana, Turkey)
o Showing soles of feet. (Offensive in Thailand, Saudi Arabia)
o Even in US, there is a gender difference on acceptable posture?
4. Gestures
Impossible to catalog them all. But need to recognize: 1)

incredible possibility and variety and 2) that an acceptable in
one’s own culture may be offensive in another. In addition,
amount of gesturing varies from culture to culture. Some
cultures are animated; other restrained. Restrained cultures
often feel animated cultures lack manners and overall restraint.
Animated cultures often feel restrained cultures lack emotion or
interest.
Even simple things like using hands to point and count differ.
Pointing: US with index finger; Germany with little finger;

Japanese with entire hand (in fact most Asians consider
pointing with index finger to be rude)
Counting: Thumb = 1 in Germany, 5 in Japan, middle finger for

1 in Indonesia.

5. Facial Expressions
While some say that facial expressions are identical, meaning

attached to them differs. Majority opinion is that these do have
similar meanings world-wide with respect to smiling, crying, or
showing anger, sorrow, or disgust. However, the intensity
varies from culture to culture. Note the following:
o Many Asian cultures suppress facial expression as much as

possible.
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o Many Mediterranean (Latino / Arabic) cultures exaggerate grief
or sadness while most American men hide grief or sorrow.
o Some see “animated” expressions as a sign of a lack of control.
o Too much smiling is viewed in as a sign of shallowness.
o Women smile more than men.
6. Eye Contact and Gaze
In USA, eye contact indicates: degree of attention or interest,

influences attitude change or persuasion, regulates interaction,
communicates emotion, defines power and status, and has a
central role in managing impressions of others.
o Western cultures — see direct eye to eye contact as

positive (advise children to look a person in the eyes). But
within USA, African-Americans use more eye contact
when talking and less when listening with reverse true for
Anglo Americans. This is a possible cause for some sense
of unease between races in US. A prolonged gaze is often
seen as a sign of sexual interest.
o Arabic cultures make prolonged eye-contact. — believe it
shows interest and helps them understand truthfulness of
the other person. (A person who doesn’t reciprocate is
seen as untrustworthy)
o Japan, Africa, Latin American, Caribbean — avoid eye
contact to show respect.
7. Touch
Question: Why do we touch, where do we touch, and what

meanings do we assign when someone else touches us?

Illustration: An African-American male goes into

a convenience store recently taken over by new Korean
immigrants. He gives a $20 bill for his purchase to Mrs
Cho who is cashier and waits for his change. He is upset
when his change is put down on the counter in front of
him.
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What is the problem? Traditional Korean (and many
other Asian countries) don’t touch strangers. Especially
between members of the opposite sex. But the African-
American sees this as another example of discrimination
(not touching him because he is black).
Basic answer: Touch is culturally determined! But each

culture has a clear concept of what parts of the body one may
not touch. Basic message of touch is to affect or control —
protect, support, disapprove (i.e. hug, kiss, hit, kick).
o USA — handshake is common (even for strangers), hugs,

kisses for those of opposite gender or of family (usually)
on an increasingly more intimate basis. Note differences
between African-Americans and Anglos in USA. Most
African Americans touch on greeting but are annoyed if
touched on the head (good boy, good girl overtones).
o Islamic and Hindu: typically don’t touch with the left
hand. To do so is a social insult. Left hand is for toilet
functions. Mannerly in India to break your bread only
with your right hand (sometimes difficult for non-Indians)
o Islamic cultures generally don’t approve of any touching
between genders (even handshakes). But consider such
touching (including hand holding, hugs) between same-
sex to be appropriate.
o Many Asians don’t touch the head (Head houses the soul
and a touch puts it in jeopardy).
Basic patterns: Cultures (English, German, Scandinavian,

Chinese, and Japanese) with high emotional restraint concepts
have little public touch; those which encourage emotion (Latino,
Middle-East, Jewish) accept frequent touches.

3. Smell
o USA — fear of offensive natural smells (billion dollar

industry to mask objectionable odors with what is
perceived to be pleasant) — again connected with
“attractiveness” concept.
o Many other cultures consider natural body odors as
normal (Arabic).
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o Asian cultures (Filipino, Malay, Indonesian, Thai, and
Indian) stress frequent bathing — and often criticize USA
of not bathing often enough!
Paralanguage
o Vocal characterizers (laugh, cry, yell, moan, whine, belch,

and yawn). These send different messages in different
cultures (Japan — giggling indicates embarrassment;
India – belch indicates satisfaction)
o Vocal qualifiers (volume, pitch, rhythm, tempo, and tone).

Loudness indicates strength in Arabic cultures and
softness indicates weakness; indicates confidence and
authority to the Germans,; indicates impoliteness to the
Thais; indicates loss of control to the Japanese.
(Generally, one learns not to “shout” in Asia for nearly any
reason!). Gender based as well: women tend to speak
higher and more softly than men.
o Vocal segregates (un-huh, shh, uh, ooh, mmmh, humm,
eh, mah, lah). Segregates indicate formality, acceptance,
assent, uncertainty.
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SELF-CHECK 1.1-3
True or False:
______ 1. Monologue is when a creature sends a self-supporting message and

hence does not wait for an answer
_____ 2. The dialog is an information exchange by means of messages

between two or more creatures.
_____ 3. The dialog system depends on perceptions.
_____ 4. The two major forms of verbal communication include written and
oral communication
_____ 5. Oral communication includes traditional pen and paper letters and
documents, typed electronic documents, e-mails, text chats, SMS
and anything else conveyed through written symbols such as
language
_____ 6. Written communication communication finds use in discussions

and causal and informal conversations
_____ 7. The effectiveness of oral conversations depends on the clarity of

speech, voice modulation, pitch, volume, speed, and even non-
verbal communications such as body language and visual cues
_____ 8. Nonverbal communication entails communicating by sending and

receiving wordless messages
_____ 9. includes facial expressions, eye contact, body posture, gestures

such as a wave, pointed finger and the like, overall body
movements, tone of voice, touch, and others
______ 10. Aesthetic communication or creative expressions such as dancing,

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1. True
2. True
3. True
4. True
5. False
6. False
7. True
8. True
9. True
10. True
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TASK SHEET 1.1-3
Title: MODES OF VERBAL COMMUNICATION
Performance Objective:
Using the available resources the trainee will able to define Modes of
Verbal Communication.
Materials/supplies:
Pen and paper
Equipment:
Computer
Steps/Procedure:
1. Choose partner
2. Discuss to the partner about modes of verbal communication
3. Give each student 15 to discuss
4. Present to the class after 15 minutes
Assessment Method:
Performance test
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PERFORMANCE CRITERIA CHECKLIST FOR TASK SHEET 1.1-3
Criteria YES NO
1. show creativity
2. show originality
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LEARNING OUTCOME NO. 2 PERFORM WORKPLACE DUTIES
FOLLOWING WRITTEN NOTICES
CONTENTS:
1. Types of written notices
2. Organizational chain of command and appropriate sources of
advice
 Written workplace notices and instructions are read and
interpreted correctly.
 Routine written instructions/procedures are followed in
sequence.
 Clarification is sought from workplace supervisor on all
occasions when any instruction/procedures is not understood
CONDITIONS:
1. Paper
2. Pencils/ball pen
3. Reference books
4. Manuals
METHODOLOGIES:
1. Group discussion
2. Interaction learning
ASSESSMENT METHODS:
1. Demonstration
2. Observation
3. Interview questioning
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Learning Outcome 2
PERFORM WORKPLACE DUTIES FOLLOWING WRITTEN NOTICES
on “ Types of Written Notices” development of the Institutional
Competency Evaluation Tool which
Answer Self-check 1.2-1 trainers use in evaluating their trainees
after finishing a competency of the
Read Information Sheet 1.2-2 qualification.
on “Chain of Command in
Organizational Structure” Go through the learning activities
outlined for you on the left column to
Answer Self-check 1.2-2 gain the necessary information or
knowledge before doing the tasks to
Perform Task 1.2-2 “Chain of practice on performing the requirements
Command in Organizational of the evaluation tool.
Structure”
The output of this LO is a complete
Check Performance Criteria Package for one Competency of FOREIGN
Checklist 1.2-2 “Chain of LANGUAGE (NIHONGO-NTR). Your
Command in Organizational output shall serve as one of your
Structure” portfolio for your Institutional
Competency Evaluation for PERFORM
WORKPLACE DUTIES FOLLOWING
WRITTEN NOTICES.
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After doing all the activities for this LO,
you are ready to proceed to the next LO:
OBTAIN AND CONVEY WORKPLACE
INFORMATION
OBTAIN AND CONVEY WORKPLACE INFORMATION
1. Discuss different types or written notices
Types of written notices
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SELF-CHECK 1.2-1
Choose the right answer:
1. A) is being organized B) has organized

2. A) is organizing B) have been organized
3. A) would be played B) are played
4. A) will be played B) will play
5. A) are requested B) were requested
6. A) are being requested B) have been requested
7. A) witnessing B) witness
8. A) to witness B) are witnessed
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1. A
2. A
3. B
4. A
5. A
6. A
7. A
8. A
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CHAIN OF COMMAND IN ORGANIZATIONAL STRUCTURE
1. Explain of command in organizational structure
CHAIN OF COMMAND IN ORGANIZATIONAL

STRUCTURE
Positions in an organization can be compared to

links in a chain.
In an organizational structure, “chain of

command” refers to a company's hierarchy of
reporting relationships -- from the bottom to the top of an organization, who
must answer to whom. The chain of command not only establishes
accountability, it lays out a company’s lines of authority and decision-
making power. A proper chain of command ensures that every task, job
position and department has one person assuming responsibility for
performance.
Formation
The command chain doesn't happen accidentally. Organizational designers

lay it out as the last step in creating an organizational structure. Planners
first consider a company’s goals since organizational structure must support
strategy. Designers next determine the tasks needed to reach the goals.
Departmentalization follows as designers decide how to group the tasks.
Grouping affects resource sharing and the ease with which people
communicate and coordinate work. After departmentalizing, designers
assign authority for tasks and areas. Once authority is assigned, planners
can finally lay out the relationships between positions, thereby creating a
chain of command.
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Organizational Chart
The reporting relationships established in the final step of organizational

design are easy to see on an organizational chart, which depicts a
company’s structure. Starting at the bottom, each position is connected to
one above it by a line. Following the line vertically from position to position
reveals the chain of command. Each person is one link in the chain.
Span of Control
A manager may be linked to many or few subordinates. The number of

people reporting to a manager is called a manager’s span of control.
Managers with wide spans of control have many subordinates, and it’s not
possible for a manager to closely examine activity. Consequently, employees
under such managers have more authority to perform their jobs and even
make decisions than do employees reporting to managers with narrow spans
of control.
Flat Organizations
When a manager has a wide span of control, the organizational chart takes
on a horizontal, flattened appearance. Fewer managers are needed in middle
management, so the company has less of a power hierarchy. These are
characteristics found in organic organizational structures. In organic
structures, the chain of command’s importance is de-emphasized, since
power is distributed among employees. The chain may only consist of
employees and the owner or employees to a manager to the CEO, making for
a very short chain of command. Lacking bureaucracy, flat organizations can
readily mobilize to meet market conditions.
Vertical Organizations
Managers closely supervising subordinates can only manage a few. These

managers have narrow spans of control. Narrow spans require more
managers to make sure all employees are properly supervised. These
managers must also be managed closely, given their involvement in details
and decision-making. This results in tall organizations with several layers of
middle management. The chain of command is important and is used to
exert control from the top. Many rules govern activities. Such structures are
rigid and mechanistic, leaving little room for innovation and creativity.
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SELF-CHECK 1.2-2
True or false:
_______ 1. In an organizational structure, “chain of command” refers to a

company's hierarchy of reporting relationships
_______ 2. The command chain happen accidentally
_______ 3. The reporting relationships established in the final step of

organizational design are easy to see on an organizational chart
_______ 4. The number of people reporting to a manager is called a

manager’s span of control
_______ 5. When a manager has a wide span of control, the organizational

chart takes on a horizontal, flattened appearance
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1. True
2. False
3. True
4. True
5. True
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Task Sheet 1.2-2
Title: CHAIN OF COMMAND IN ORGANIZATIONAL STRUCTURE
Explain chain of command in organizational structure
Materials/supplies:
Equipment:
Steps/Procedure:
1. Group the class into 3
2. Each group will have a reporting about chain of command in
organizational structure
Assessment Method:
Performance test
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Criteria YES NO
1. show creativity
2. use of visual aids
3.content
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LEARNING OUTCOME NO. 3 OBTAIN AND CONVEY WORKPLACE
INFORMATION
CONTENTS:
 Parts of speech
 Sentence construction
 Effective communication
1. Specific relevant information is accessed from appropriate sources.
2. Effective questioning, active listening and speaking skills are used to
gather and convey information
3. Appropriate medium is used to transfer information and ideas
4. Appropriate non-verbal communication is used.
5. Appropriate lines of communication with superiors and colleagues are
identified and followed.
6. Define workplace procedures for the location and storage of
information are used.
7. Personal interaction is carried out clearly and concisely.
CONDITIONS:
1. Writing materials (pen & paper)

3. Manuals
METHODOLOGIES:
1. Group discussion
2. Interaction
ASSESSMENT METHODS:
1. Written test
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2. Practical/performance test
3. Interview
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Learning Outcome 3
OBTAIN AND CONVEY WORKPLACE INFORMATION
on “Parts of Speech” development of the Institutional
Answer Self-check 1.3-1 trainers use in evaluating their trainees
Read Information Sheet 1.3-2 qualification.
on “Sentence Construction”
Answer Self-check 1.3-2 outlined for you on the left column to
Read Information Sheet 1.3-3 gain the necessary information or
on “Effective Communication” knowledge before doing the tasks to
practice on performing the requirements
of the evaluation tool.
Answer Self-check 1.3-3
Perform Task 1.3-3 The output of this LO is a complete
“Sentence Construction” Institutional Competency Evaluation
Package for one Competency of Foreign
Check Performance Criteria Language (Nihongo-NTR). Your output
Checklist 1.3-3 shall serve as one of your portfolio for
“Sentence Construction” your Institutional Competency
Evaluation for OBTAIN AND CONVEY
WORKPLACE INFORMATION.

you are ready to proceed to the next Unit
of Competency: WORK IN A TEAM
ENVIRONMENT
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PARTS OF SPEECH
1. Identify different parts of speech
2. Give examples of each part of speech
Parts of Speech
Learning about the parts of speech is the first step in grammar study

just as learning the letters of the alphabet is the first step to being able to
read and write. From learning the parts of speech we begin to understand
the use or function of words and how words are joined together to
make meaningful communication. To understand what a part of speech is,
you must understand the idea of putting similar things together into groups
or categories.
Let's look at some examples of categories.

COLORS FRUITS DRINKS LANGUAGES
blue banana Milk Spanish
red apple Water Arabic
yellow orange Soda Japanese
green grape Beer English
black lemon Coffee Korean
Colors, fruits, drinks, and languages are categories. If I tell you

that Grebo is a language, you would understand exactly what Grebo is. If
we did not have the category language, it would be hard to explain what is
meant by the word Grebo. It is very convenient to have categories to talk
about similar things. Let's look at some more examples of categories. In the
list below, which does not belong with the others?
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a) violin
b) hammer
c) drums
d) piano
e) guitar
If you chose hammer, you are right. Violin, drums, piano,

and guitar are used to make music, but a hammer is not used to make
music. Hammer doesn't fit with the other words because it is a tool and all
of the others are musical instruments.
Let's try another example. Which of these does not belong with the others?
a) hammer
b) saw
c) violin
c) screwdriver
d) wrench
This time, the word violin does not belong because it is not a tool. It

is very useful to have categories like musical instruments and tools to
organize our ideas. The parts of speech are categories used to organize
or classify words according to how they are used. We use parts of speech as
a way to make it easier to talk about language.
The philosopher Aristotle and later scientists studied animals

and classified them according to what they have in common. For
example, eagles, robins and sparrows are kinds of birds; sharks,
salmon and tuna are kinds of fish; and dogs, horses and elephants are
kinds of mammals. Aristotle and others also studied language
and classified words according to what they have in common. We usually
use 8 categories or parts of speech to classify all the words we use in
English. This classification is not perfect. Sometimes it is hard to tell
which category a word belongs in. The same word may belong in
different categories depending on how it is used. There may be better ways
to classify English than by using the 8 parts of speech. But
this classification has been used for a long time and many grammar books
use it, so it is easier to keep on using it. It is possible to speak or learn a
language without knowing the parts of speech, but for most of us, knowing
about parts of speech makes things easier.
Here is an example of how it can be helpful to know about the parts of

speech. Look at the sentence: The man surreptitiously entered the room.
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You probably don't know the meaning of the word surreptitiously, but if you
know about parts of speech, you will recognize that it is an adverb and that
it tells you something about how the man entered the room. You may still
not understand the exact meaning of the word, but you can understand the
whole sentence better than if you did not know about parts of speech.
When you look up a word in a dictionary, you will find not only the meaning
of the word but also what part of speech it is. This information is very
helpful in understanding the full meaning of the word and knowing how to
use it.
The 8 parts of speech that are used to describe English words are:
Nouns
Verbs
Adjectives
Adverbs
Pronouns
Prepositions
Conjunctions
Articles
This set of lessons will teach you about each of the parts of speech and show
how they are different from each other. They will help you recognize
which part of speech each word in a sentence is and that will help you
become a better reader. Review this lesson as many times as you want, and
when you are ready, take the pop quiz on this chapter.
Nouns
A noun is often defined as a word which names a person, place or thing.
Here are some examples of nouns: boy, river, friend, Mexico, triangle, day,
school, truth, university, idea, John F. Kennedy, movie, aunt, vacation, eye,
dream, flag, teacher, class, grammar. John F. Kennedy is a noun because it
is the name of a person; Mexico is a noun because it is the name of a place;
and boy is a noun because it is the name of a thing.
Some grammar books divide nouns into 2 groups - proper

nouns and common nouns. Proper nouns are nouns which begin with a
capital letter because it is the name of a specific or particular person place
or thing. Some examples of proper nouns are: Mexico, John F. Kennedy,
Atlantic Ocean, February, Monday, New York City, Susan, Maple Street,
Burger King. If you see a word beginning with a capital letter in in the
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middle of a sentence, it is probably a proper noun. Most nouns are common
nouns and do not begin with a capital letter.
Many nouns have a special plural form if there is more than one. For

example, we say one book but two books. Plurals are usually formed by
adding an -s (books) or -es (boxes) but some plurals are formed in different
ways (child - children, person - people, mouse - mice, and sheep - sheep).
Review this lesson as many times as you want, and when you are ready,
take the pop quiz on this chapter.
Verbs
A verb is often defined as a word which shows action or state of being.
The verb is the heart of a sentence - every sentence must have a verb.
Recognizing the verb is often the most important step in understanding the
meaning of a sentence. In the sentence the dog bit the man, bit is the verb
and the word which shows the action of the sentence. In the sentence the
man is sitting on a chair, even though the action doesn't show much
activity, sitting is the verb of the sentence. In the sentence she is a smart
girl, there is no action but a state of being expressed by the verb is. The
word be is different from other verbs in many ways but can still be thought
of as a verb.
Unlike most of the other parts of speech, verbs change their form.

Sometimes endings are added (learn - learned) and sometimes the word
itself becomes different (teach-taught). The different forms of verbs show
different meanings related to such things as tense (past, present, and
future), person (first person, second person, third
person), number (singular, plural) and voice (active, passive). Verbs are also
often accompanied by verb-like words called modals (may, could, should,
etc.) and auxiliaries (do, have, will, etc.) To give them different meanings.
One of the most important things about verbs is their relationship to

time. Verbs tell if something has already happened, if it will happen later,
or if it is happening now. For things happening now, we use the present
tense of a verb; for something that has already happened, we use the past
tense; and for something that will happen later, we use the future tense.
Some examples of verbs in each tense are in the chart below:
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Present Past Future
look looked will look
move moved will move
talk talked will talk
Verbs like those in the chart above that form the past tense by adding -
d or -ed are called regular verbs. Some of the most common verbs are not
regular and the different forms of the verb must be learned. Some examples
of such irregular verbs are in the chart below:
Present Past Future
see saw will see
hear heard will hear
speak spoke will speak
The charts above show the simple tenses of the verbs. There are

also progressive or continuous forms which show that the action takes place over a
period of time, and perfect forms which show completion of the action. These
forms will be discussed more in other lessons, but a few examples are given in the
chart below:
Present Continuous Present Perfect
is looking has looked
is speaking has spoken
is talking has talked
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Simple present tense verbs have a special form for the third person
singular. Singular means "one" and plural means "more than one." Person is used
here to show who or what does the action and can have the following forms:
1st person or the self (I, we)
2nd person or the person spoken to (you)
3rd person or a person not present (him, her, it, and them)
The third person singular forms are represented by the pronouns he, she, it. The
chart below shows how the third person singular verb form changes:
Singular Plural
see see
1st Person (I) hear 1st Person (we) hear
come come
see see
2nd Person (you) hear 2nd Person (you) hear
come come
sees see
3rd Person (he, she, it) hears 3rd Person (they) hear
comes come
A verb must "agree" with its subject. Subject-verb agreement generally means that

the third person singular verb form must be used with a third person subject in the
simple present tense. The word be - the most irregular and also most
common verb in English - has different forms for each person and even for the
simple past tense. The forms of the word be are given in the chart below:

Number Person Present Past Future
1st (I) Am was will be
Singular 2nd (you) are were will be
3rd (he, she, it) Is was will be
1st (we) are were will be
Plural 2nd (you) are were will be
3rd (they) are were will be
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Usually a subject comes before a verb and an object may come after
it. The subject is what does the action of the verb and the object is what
receives the action. In the sentence Bob ate a hamburger, Bob is
the subject or the one who did the eating and the hamburger is the object or
what got eaten. A verb which has an object is called a transitive verb and
some examples are throw, buy, hit, love. A verb which has no object is
called an intransitive verb and some examples are go, come, walk, listen.
As you can see in the charts above, verbs are often made up of more than
one word. The future forms, for example, use the word will and the perfect forms
use the word have. These words are called helping or auxiliary verbs. The
word be can serve as an auxiliary and will and shall are also auxiliary forms. The
chart below shows two other verbs which can also be used as auxiliaries:

Number Person Present Past
have had
1st (I)
do did
have had
Singular 2nd (you)
do did
has had
3rd (he, she, it)
does did
have had
1st (we)
do did
have had
Plural 2nd (you)
do did
have had
3rd (they)
do did
There is a type of auxiliary verb called a modal which changes the

meaning of a verb in different ways. Words like can, should, would, may,
might, and must are modals and are covered in other lessons.
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There are other lessons that cover the use of verbs. This lesson
presents some of the important features of verbs and also shows some
common forms. Review this lesson as many times as you want, and when
you are ready, take the pop quiz on this chapter.
Adjectives
An adjective is often defined as a word which describes or gives more

information about a noun or pronoun. Adjectives describe nouns in terms
of such qualities as size, color, number, and kind. In the sentence the lazy
dog sat on the rug, the word lazy is an adjective which gives more
information about the noun dog. We can add more adjectives to describe
the dog as well as in the sentence the lazy, old, brown dog sat on the rug.
We can also add adjectives to describe the rug as in the sentence the lazy,
old, brown dog sat on the beautiful, expensive, new rug. The adjectives do
not change the basic meaning or structure of the sentence, but they do give
a lot more information about the dog and the rug. As you can see in the
example above, when more than one adjective is used, a comma (,) is used
between the adjectives.
Usually an adjective comes before the noun that it describes, as

in tall man. It can also come after a form of the word be as in the man is
tall. More than one adjective can be used in this position in the
sentence. The man is tall, dark and handsome. In later lessons, you will
learn how to make comparisons with adjectives.
Most adjectives do not change form whether the noun it describes

is singular or plural.
Another common type of adjective is the possessive adjective which

shows possession or ownership. The words my dog or my dogs indicate that
the dog or dogs belong to me. I would use the plural form our
if the dog or dogs belonged to me and other people. The chart below shows
the forms of possessive adjectives.
Person* Singular Plural
1st Person My Our
2nd Person Your Your
3rd Person his/her/its Their
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*Person is used here as a grammar word and has these meanings:
1st person or the self (I, me, we),
2nd person or the person spoken to (you)
3rd person or the person spoken about (he, she, him, her, they, them).
Adverbs
We have seen that an adjective is a word that gives more information about
a noun or pronoun. An adverb is usually defined as a word that gives more
information about a verb, an adjective or another adverb. Adverbs describe
verbs, adjectives and adverbs in terms of such qualities as time,
frequency and manner. In the sentence Sue runs fast, fast describes how
or the manner in which Sue runs. In the sentence Sue runs very
fast, very describes the adverb fast and gives information about
how fast Sue runs.
Most, but not all adverbs end in -ly as in but not all words that end in -lie
are adverbs (ugly is an adjective, supply and reply can both
be nouns or verbs). Many times an adjective can be made into an adverb by
adding -ly as in nicely, quickly, completely, sincerely.
Adverbs of time tell when something happens and adverbs of

frequency tell how often something happens.
Below are some common adverbs of time and frequency which you should

learn:
Adverbs of Time Adverbs of Frequency
Do it now. I always do my homework
I will see you then. We sometimes get confused.
They will be here soon. He usually gets good grades.
I can't meet you today. I never went skiing.
Let's go tomorrow. She rarely eats a big breakfast.
They told me yesterday. He was once on TV.
Have you traveled recently? He saw the movie twice.
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Pronouns
A pronoun is often defined as a word which can be used instead of a

noun. For example, instead of saying John is a student, the pronoun he can
be used in place of the noun John and the sentence becomes He is a
student. We use pronouns very often, especially so that we do not have to
keep on repeating a noun. This chapter is about the kind of pronoun called
a personal pronoun because it often refers to a person. Like nouns, personal
pronouns sometimes have singular and plural forms (I-we, he-they).
Unlike nouns, personal pronouns sometimes have different forms

for masculine/male, feminine/female and neuter (he-she-it). Also unlike
nouns, personal pronouns have different forms depending on if they act
as subjects or objects (he-him, she-her). A subject is a word which does an
action and usually comes before the verb, and an object is a word that
receives an action and usually comes after the verb. For example, in the
sentence Yesterday Susan called her mother, Susan is
the subject and mother is the object. The pronoun she can be used instead
of Susan and the pronoun her can be used instead of mother. The form of
a personal pronoun also changes according to what person is referred
to. Person is used here as a grammar word and means:
1st person or the self (I, me, we),

2nd person or the person spoken to (you),
3rd person or the person spoken about (he, she, him, her, they, them).
There is also a possessive form of the pronoun. Just as we can make

a noun possessive as in the sentence that is my father's book to mean that
is the book of my father, we can make the pronoun possessive and say that
book is his. There are possessive adjective forms (such as my, your, his,
her etc.) that are discussed with other adjectives in chapter 4. Possessive
pronouns can stand by themselves without nouns, but possessive adjectives,
like other adjectives, are used together with nouns.
There is also an intensive form of the pronoun which intensifies or

emphasizes the noun that it comes after as in the sentence I myself saw
him. The reflexive form of the pronoun looks exactly like the intensive form
but is used when the subject and object of a verb refers to the same person
as in the sentence I saw myself in the mirror.
All of this may sound confusing, but if you study the chart below, it
will be clearer:
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Singular
Intensive
Person Subject Object Possessive
Reflexive
1st I me Mine Myself
2nd you you Yours Yourself
3rd he/she/it him/her/it his/hers himself/herself/itself
Plural
Intensive
Person Subject Object Possessive
Reflexive
1st we us ours Ourselves
2nd you you yours Yourselves
3rd they them theirs themselves
Notice that the form you is the same

for subject and object, singular and plural and that there is no neuter
singular possessive form.
There are also interrogative pronouns (who, which, what) used for

asking questions and relative pronouns (who, which, what, that) used in
complex sentences which will be discussed in another place. Some
grammar books also talk about demonstrative pronouns (this, that, these,
those) and indefinite pronouns (some, all, both, each, etc.) which are very
similar to adjectives and do not need to be discussed here.
Prepositions
A preposition is a word which shows relationships among other words in the

sentence. The relationships include direction, place, time, cause,
manner and amount. In the sentence she went to the store, to is
a preposition which shows direction. In the sentence He came by bus, by is
a preposition which shows manner. In the sentence they will be here at
three o'clock, at is a preposition which shows time and in the sentence It is
under the table, under is a preposition which shows place.
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A preposition always goes with a noun or pronoun which is called the object
of the preposition. The preposition is almost always before the noun or
pronoun and that is why it is called a preposition. The preposition and
the object of the preposition together are called a prepositional phrase. The
following chart shows the prepositions, objects of the
preposition, and prepositional phrases of the sentences above.

Preposition Object of the Preposition Prepositional Phrase
to the store to the store
by Bus by bus
at three o'clock at three o'clock
under the table under the table
Prepositional phrases are like idioms and are best learned through listening
to and reading as much as possible. Below are some
common prepositions of time and place and examples of their use.
Prepositions of time:
at two o'clock
on Wednesday
in an hour, in January; in 1992
for a day
Prepositions of place:
at my house
in New York, in my hand
on the table
near the library
across the street
under the bed
between the books
Conjunctions
A conjunction is a word that connects other words or groups of words. In the

sentence Bob and Dan are friends the conjunction and connects two nouns
and in the sentence. He will drive or fly, the conjunction or connects two
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verbs. In the sentence it is early but we can go, the conjunction
but connects two groups of words.
Coordinating conjunctions are conjunctions which connect two equal parts of

a sentence. The most common ones are and, or, but, and so which are used
in the following ways:
And is used to join or add words together in the sentence they

ate and drank or is used to show choice or possibilities as in the
sentence. He will be here on Monday or Tuesday. but is used to
show opposite or conflicting ideas as in the sentence She is
small but strong. so is used to show result as in the sentence I was
tired so I went to sleep.
Subordinating conjunctions connect two parts of a sentence that are not

equal and will be discussed more in another class. For now, you should
know some of the more common subordinating conjunctions such as:
after before unless

although if until
as since when
because than while
Correlative conjunctions are pairs of conjunctions that work together. In the

sentence Both Jan and Meg are good swimmers, both . . . and are correlative
conjunctions. The most common correlative conjunctions are:
both . . .and
either . . . or
neither . . . nor
not only . . . but also
Articles
An article is a kind of adjective which is always used with and gives

some information about a noun. There are only two articles a and the, but
they are used very often and are important for using English accurately.
The word a (which becomes a when the next word begins with

a vowel - a, e, i, o, u) is called the indefinite article because the noun it goes
with is indefinite or general. The meaning of the article a is similar to the
number one, but one is stronger and gives more emphasis. It is possible to
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say I have a book or I have one book, but the second sentence emphasizes
that I do not have two or three or some other number of books.
The word the is known as the definite article and indicates a specific

thing. The difference between the sentences I sat on a chair and I sat
on the chair is that the second sentence refers to a particular, specific chair,
not just any chair.
Many nouns, especially singular forms of countable nouns which you

will learn about later, must have an article. In English, it is not possible to
say I sat on chair without an article, but a demonstrative or possessive
adjective can be used instead of an article as in the sentences I sat on
that chair and I sat on his chair.
Whenever you see an article, you will find a noun with it. The noun may be
the next word as in the man or there may be adjectives and perhaps adverbs
between the article and the noun as in the very angry, young man.
Identification of Parts of Speech
Now that you have learned all the parts of speech, you can identify the
words in a sentence. This chapter will give you some clues that will make
identification easier.
First of all, a word can be more than one part of speech and you have to look
at how the word works in a particular sentence to know what part of
speech it is. The chart below shows examples of words that have more than
one part of speech.

Word Sentence Part of Speech

can I think I can do it. verb
can Don't open that can of beans. noun
only This is my only pen. adjective
only He was only joking. adverb
his That book is his. pronoun
his That is his book. adjective
English Can you speak English? noun
English I am reading an English novel. adjective
The verb is the heart of a sentence, so it is a good idea to identify the verb first
when looking at a sentence. Verbs can be recognized through:
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past tense ending (looked)
3rd person singular ending (says)
auxiliary verb (will see)
modal verb (can hear)
There are also verb endings or suffixes that can help you recognize verbs. Some
common verb endings are listed in the chart below.
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SELF-CHECK 1.3-1
Multiple Choice: Choose the correct answer:
1. Which does not belong with the others?

a. September b. March c. Wednesday d. October e. April
a. Apple b. cherry c. peach d. lettuce e. lemon
a. Car b. radio c. train d. airplane
e. buss
a. Woman b. mother c. daughter d. aunt e. cousin
a. Adjective b. article c. category d. pronoun
e. adverb
6. Which is not a part of speech?
a. Conjunction b. noun c. preposition d. verb
e. classification
7. Which philosopher is known for classifying animals and words?
a. Socrates b. Pythagoras c. Aristotle d. Diogenes
e. Heraclitus
8. Which word means to put into categories?
a. Belong b. explain c. classify d. name
9. Which of the following is the name of the category that the other words
belong to?
a. Philosophy b. history c. geography d. math e. subject
10. Which is a part of speech?
a. Subject b. preposition c. object d. imperative
e. clause
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ANSWERS TO SELF-CHECK 1.3-1
1. c
2. d
3. b
4. a
5. c
6. e
7. c
8. c
9. e
10. b
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SENTENCE CONSTRUCTION
1.) Construct a sentence correctly
2.)
Elements of Sentence Construction
Subjects and Predicates
Parts of speech have specific tasks to perform when they are put together in
a sentence.
A noun or pronoun functions as the sentence subject when it is paired with

a verb functioning as the sentence predicate.
Every sentence has a subject and predicate.
A subject can be a noun or pronoun that is partnered with an action verb.
Example:

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Sometimes a verb will express being or existence instead of action.

Example:

Example:

A sentence like this gives an order or a request to someone.

Because we use such statements when we are talking directly to someone,

we omit the word you. It is understood in the sentence. Therefore, in
statements like this one, we say the subject is
you (understood).
This kind of sentence is an imperative sentence.

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A predicate is a verb that expresses the subject's action or state of being.

Example:

Sometimes the predicate will be composed of two or three verbs that fit
together - the main verb preceded by one or more auxiliary (helping) verbs.

IMPORTANT NOTE: To be a predicate, a verb that ends in -

ing must ALWAYS have a helping verb with it. An -ing verb WITHOUT a
helping verb cannot be a predicate in a sentence.
A subject and predicate may not always appear together or in the normal
order, as the following examples show:

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Phrases
A phrase is a group of related words that
1. does not express a complete thought
2. does not have a subject and predicate pair
One type of phrase is a prepositional phrase.
Examples:

Another kind of phrase is a verbal phrase.
Examples:

Even though these phrases contain nouns (pronouns) and/or verb forms,
none of the nouns/pronouns/verbs are subjects or predicates. None of
them work as a partnership.
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Also, these phrases do NOT express complete thoughts.
Clauses
Words and phrases can be put together to make clauses.
A clause is a group of related words that contain a subject and predicate.
Note the difference between phrases and clauses in the following examples:

Only one of the clauses is a sentence.
Clause #1 gives a thought or an idea that is COMPLETE, that can stand by

itself, independent of other words.
However, clause #2 gives an INCOMPLETE thought or idea, one

that cannot stand by itself, one that needs some more words to make it
whole. The word after changes the meaning, making the thought
incomplete. After reading this clause, we are left hanging.
These two clauses illustrate the two kinds of clauses:
Independent clauses and Dependent clauses
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An independent clause is a group of words that contains a subject, a
predicate, and a complete thought.
A dependent clause is a group of words that contains a subject and a

predicate, but does NOT express a complete thought.
Compounding Sentence Elements
Words, phrases, and clauses may be joined to one another inside a sentence
with a conjunction.
The coordinating conjunctions and, but, or, and nor may join subjects,

predicates, adjectives, adverbs, prepositional phrases or dependent clauses
within a sentence. This process is called "compounding."
The following examples show the process of compounding
WORDS

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PHRASES

DEPENDENT CLAUSES

When entire independent clauses (simple sentences) are joined this way,

they become compound.
Avoiding Fragments
A complete sentence needs only two elements:
a subject - predicate unit AND a complete thought
In other words, a simple sentence is actually the SAME thing as

an independent clause.
Dependent clauses or phrases are called fragments because they are

missing one or more parts needed to make a sentence.
Therefore, they are only pieces or fragments of complete sentences.
Look at these examples:

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Avoiding Comma Splices and Fused Sentences
Sometimes two independent clauses (simple sentences) can be joined to

form another kind of sentence: the compound sentence.
Two major errors can occur when constructing compound sentences.
Error #1: The Comma Splice
Writers make this error when they try to separate the two independent
clauses in a compound sentence with a comma alone.
A comma is not a strong enough punctuation mark to separate the two

independent clauses by itself; thus, using it causes the clauses to
be spliced together.
Example of a comma splice:

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This sentence can be repaired in three ways:
1. by adding an appropriate coordinating conjunction

2. by changing the comma to a semicolon

3. by changing the punctuation and adding an appropriate conjunctive

adverb

Error #2: The Fused Sentence
Writers make this error by joining two independent clauses into a compound
sentence without using any punctuation between them.
No punctuation between the two independent clauses causes them to "fuse"

into an INCORRECT compound sentence.
Example of a fused sentence:

This sentence is also repaired in three ways:
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1. by adding a comma and an appropriate coordinating conjunction

2. by placing a semicolon between the two clauses

3. by adding the needed punctuation and an appropriate conjunctive

adverb
Another way

to repair a comma splice or fused sentence is to make each independent
clause into a simple sentence.

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SELF-CHECK 1.3-2
Identification:
_____1. can be a noun or pronoun that is partnered with an action verb.
_____ 2. is a verb that expresses the subject's action or state of being.
_____ 3. is a group of related words that
_____ 4. is a group of words that contains a subject, a predicate, and a

complete thought.
_____ 5. is a group of words that contains a subject and a predicate, but

does NOT express a complete thought.
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1. Subject
2. Predicate
3. Phrase
4. Independent clauses
5. Dependent clause
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EFFECTIVE COMMUNICATION
1.) Discuss how to communicate effectively
How to Communicate Effectively
Creating The Right Environment For

Communication Organizing Your
Communications Communicating Through
Speech Communicating Through Body Language
Communicating Effectively In Conflict
Conversation Help
Edited by Samuel, Nathan Wong, Lauren Lewis, Wes Platt and 72 others
No matter your age, background, or experience, effective communication is a

skill you can learn. The greatest leaders of all time are also fantastic
communicators and orators. In fact, communications is one of the most
popular college degrees today; people recognize the value of a truly efficient
communicator. With a little self-confidence and knowledge of the basics,
you'll be able to get your point across in no time.
Method 1 of 5: Creating the Right Environment for Communication
1. Choose the right time. As the cliché states, there is a time and a place
for everything, and communicating is no different.
Avoid leaving discussions about heavy topics such as finances or weekly

planning until late evening. Few people will be thrilled to be faced with
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sorting out major issues when they're at their most tired. Instead, leave
heavy topics for mornings and afternoons when people are alert, available,
and more likely to be able to respond with clarity.
2. An intimate conversation Choose the right place. If you need to tell

someone something that isn't going to be well received (such as news of a
death or a breakup), don't do it in public, around colleagues or near
other people. Be respectful and mindful of the person receiving the
communication and communicate to them in a private place. This will
also enable you to provide space to open dialog with them about the
communication, and helps to ensure that the two-way process is
occurring properly.
If you are presenting to a group of people, be sure to check the acoustics

beforehand and practice projecting your voice clearly. Use a microphone if
needed to ensure that your audience can hear you.
3. Remove distractions. Turn off ALL electronics that could go off during

the conversation. If the phone rings, laugh it off the first time, then turn
it off immediately and continue talking. Do not allow external distractions
to act as crutches that keep sidetracking your concentration. They will
distract both you and your listener, and effectively kill the
communication.
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Method 2 of 5: Organizing Your Communications
1. Organize and clarify ideas in your mind. This should be done before you
attempt to communicate these ideas. If you are feeling passionate about a
topic, you may become garbled if you haven't already thought of some
key points to stick to when communicating it.
A good rule of thumb is to choose three main points and keep your

communication focused on those. That way, if the topic wanders off course,
you will be able to return to one or more of these three key points without
feeling flustered. Writing these key points down (if it's appropriate) can also
help.
2. Be clear. Make it clear what you're wishing to convey from the outset.

For example, your purpose could be to inform others, obtain information
or initiate action. People need to know in advance what you expect from
your communication.
3. Stay on topic. Once you start addressing your three main points, make
sure everything you're saying adds to the conversation or debate. If you
have already thought through the issues and the essence of the ideas
that you wish to put across, it is likely that some pertinent phrases will
stick in your mind. Do not be afraid to use these to underline your
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points. Even very confident and well-known speakers reuse their key
lines again and again for major effect.
4. Thank your listener(s). Thank the person or group for the time taken to
listen and respond. No matter what the outcome of your communication,
even if the response to your talk or discussion has been negative, it is
good manners to end it politely and with respect for everyone's input and
time.
Method 3 of 5: Communicating Through Speech
1. Set the listener at ease. You want to do this before launching into your
conversation or presentation. It can help sometimes to begin with a
favorite anecdote. This helps the listener identify with you as someone
like them.
2. Be articulate. It is important to speak clearly so that the message comes

across in a way that every listener can understand. Your words are
remembered because people instantly understand what it is that you are
saying. It means uttering your words distinctly, preferring simpler words
over more complex ones and speaking at a level guaranteed to be heard,
but without coming across as too quiet or disengaged.
3. Avoid mumbling. Take special care to enunciate highlighted points you

need to make in order to avoid any kind of misunderstanding. If
mumbling is a defensive habit that you have fallen into out of fear of
communicating, practice your message at home in front of the mirror.
Discuss what you want to communicate with those you feel comfortable
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around first in order to better develop the message in your own mind.
Both the practice and the development of your words for the messaging
will build your confidence.
4. Be attentive when listening and ensure that your facial expressions

reflect your interest.]] Listen actively. Communication is a two-way
street. Remember that while you are talking, you are not learning. In
listening, you will be able to gauge how much of your message is getting
through to your listeners and whether or not it is being received
correctly. It can be helpful to ask listeners to rephrase some of what you
have said in their own words if they appear to be returning confused or
mistaken views to you.
5. Be vocally interesting. A monotone is not pleasing to the ear. A good

communicator will use "vocal color" to enhance communication. Norma
Michael recommends raising the pitch and volume of your voice when
you transition from one topic or point to another, and to increase your
volume and slow down your voice whenever you are raising a special
point or summing up.[1] She also recommends speaking briskly, but
pausing to emphasize keywords when you are requesting action.
Method 4 of 5: Communicating Through Body Language
1. Recognize people. Sure, you don't necessarily know the people in your

audience or that new friend in your group, but they're nodding along with
you and looking knowingly at you all the same. This means that they are
connecting with you. So reward them with your acknowledgment.
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2. Clarity of meaning can be expressed through your body language,
too.|right]] Use facial expressions consciously. Aim to reflect passion and
generate empathy from the listener by using soft, gentle, and aware facial
expressions. Avoid negative facial expressions, such as frowns or raised
eyebrows. What is or isn't negative is dependent on the context, including
cultural context, so be guided by your situation.
Be alert for unexpected behavior that suggests you're cross-culturally

colliding, such as a clenched fist, a slouched posture, or even silence. [2] If
you don't know the culture, ask questions about communication challenges
before you start to speak with people in their cultural context.
3. Communicate eye-to-
eye. Eye contact
establishes rapport,
helps to convince
people that you're
trustworthy, and
displays interest.
During a conversation
or presentation, it is important to look into the other person's eyes if
possible and maintain contact for a reasonable amount of time (but don't
overdo it; just as much as feels natural, about 2-4 seconds at a time). [3]
Remember to take in all of your audience. If you're addressing a boardroom,

look every member of the board in the eye. Neglecting any single person can
easily be taken as a sign of offenseand could lose you business, admission,
success, or whatever it is you are endeavoring to achieve.
If you're addressing an audience, pause and make eye contact with a

member of audience for up to 2 seconds before breaking away and resuming
your talk. This helps to make individual members of the audience feel
personally valued.
Be aware that eye contact is culturally ordained. In some cultures it is

considered to be unsettling, or inappropriate. Ask or research in advance.
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4. Use breathing and pauses to your advantage. There is power in
pausing. Simon Reynolds says that pausing causes an audience to lean
in and listen. It helps you to emphasize your points and allow the listener
time to digest what has been said. It also helps to make your
communication come across as more compelling and it makes your
speech easier to listen to.[4]
Take deep breaths to steady yourself before you begin communicating.
Get into the habit of solid, regular breathing during a conversation that will
help you to keep a steady, calm voice. It will also keep you more relaxed.
Use pauses to take a breather in what you are saying.
5. How does this gesture come across?|right]]Use hand gestures

carefully. Be conscious of what your hands are saying as you speak.
Some hand gestures can be very effective in highlighting your points
(open gestures), while others can be distracting or even offensive to some
listeners, and can lead to the conversation or listening being closed down
(closed gestures). It also helps to watch other people's hand gestures to
see how they come across to you.
6. Keep a check on other body language signals. Watch for wandering

eyes, hands picking at fluff on your clothing and constant sniffling. These
small gestures add up and are all guaranteed to dampen the effectiveness
of your message.
Method 5 of 5: Communicating Effectively In Conflict
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1. Place yourself on even ground. Do not stand or hover over the other
person. This creates a power struggle and pushes the conflict to another
level. If they are sitting, you should sit with them.
2. Listen to the other party. Let them say how they feel. Wait until they
are completely finished talking before beginning to speak yourself.
3. Speak in a calm voice. Don't yell or make accusations at the other
party. Let them know you have heard their point and understand their
side.
4. Don't try to finish the argument at all costs. If the person walks out of
the room, don't follow them. Allow them to do so and let them return
when they are calmer and ready to talk.
5. Don't try to get the last word in. Again, this could lead to a power
struggle that may not end. Sometimes, you have to agree to disagree and
move on.
6. Use "I" messages. When you're phrasing your concerns, try to start your
sentences with "I...". This will make the other person more receptive to
your complaints. For instance, instead of saying "You're sloppy and it
drives me crazy," try "I feel like messiness is a problem in our
relationship."
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SELF-CHECK 1.3-3
True or false:
______ 1. An intimate conversation choose the right place.
______ 2. Do not turn off all electronics that could go off during the
conversation
______ 3. A good rule of thumb is to choose three main points and keep your
communication focused on those.
______ 4. Don’t take special care to enunciate highlighted points you need to
make in order to avoid any kind of misunderstanding.
______ 5. Be attentive when listening and ensure that your facial expressions
reflect your interest.
______ 6. A monotone is not pleasing to the ear.
______ 7. Clarity of meaning can be expressed through your body language
______ 8. Eye contact establishes rapport, helps to convince people that

you’re trustworthy, and displays interest.
______ 9. If you’re addressing a boardroom, look every member of the board

in the eye.
______ 10. Stand or hover over the other person-this creates a power
struggle and pushes the conflict to another level
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1. True
2. False
3. True
4. False
5. True
6. True
7. True
8. True
9. True
10. False
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TASK SHEET 1.3-3
Title: SENTENCE CONSTRUCTION
Given the following supplies and equipment’s the trainee will be able
to construct a sentence
Supplies:
Pen and paper
Equipment:
Computer
Steps/Procedure:
1.) Instruct a student to create a 4 paragraphs entitled “My
Autobiography”
Assessment Method:
Performance Criteria Checklist
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Criteria YES NO
1. Create a sentence correctly
2. Use the 8 parts of speech properly
3. contract a clear paragraph
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LEARNING OUTCOME NO. 4 COMPLETE RELEVANT WORK
DOCUMENTS
CONTENTS:
1. Basic mathematics
2. Technical writing
3. Types of forms
1. Ranges of forms relating to conditions of employment are
completed accurately and legibly.
2. Workplace data is recorded on standard workplace forms and
documents.
3. Basic mathematical processes are used for routine calculations.
4. Errors in recording information on forms/ documents are identified
and rectified.
5. Reporting requirements to superior are completed according to
enterprise guidelines.
CONDITIONS:
The students/trainees must be provided with the following:
1. Paper
2. Pencils/ball pen
3. Reference books
4. Manuals
METHODOLOGIES:
1. Group discussion
2. Interaction
3. Lecture
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ASSESSMENT METHODS:
1. Written test
3. Interview
Learning Outcome 4
COMPLETE RELEVANT WORK DOCUMENTS
Read information sheet 1.4-1 This Learning Outcome deals with the
Basic mathematics development of the Institutional
Competency Evaluation Tool which trainers
Answer Self-check 1.4-1 use in evaluating their trainees after
Compare your answers with answer finishing a competency of the qualification.
key1-2-1
Read Information sheet 1.4-2 Go through the learning activities outlined
Technical writing for you on the left column to gain the
Answer Self-check 1.4-2 necessary information or knowledge before
Compare your answers with answer doing the tasks to practice on performing
key 1.4-2 the requirements of the evaluation tool.
Perform Task Sheet 1.4-2
Performance Criteria Checklist for Institutional Competency Evaluation
Task Sheet 1.4-2 Package for one Competency of Household
Services NC II. Your output shall serve as
one of your portfolio for your Institutional
Competency Evaluation for PREPARE
DINING AREA.

After doing all the activities for this LO, you

are ready to proceed to the next LO:
PARTICIPATE IN WORKPLACE MEETING
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AND DISCUSSION APPLYING GENDER-
FAIR LANGUAGE
BASIC MATHEMATICS
1.) Explain basic mathematics
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Self-Check 1.4-1
True or False:
______ 1. Commutative is a special mathematical name we give to certain

operations.
______ 2. Subtraction is a commutative
______ 3. Multiplication is indicated by x or +
______ 4. Division is not commutative
______ 5. The indices indicates how many times a number should be

multiplied by itself
______ 6. Zero divided by any quantity is zero
______ 7. Scientific notation is a way of writing very big or very small

numbers
______ 8. Mathematical expressions can be read by anyone regardless of

their spoken language.
______ 9. Zeroes to the right of a decimal point with no digits following have
no value
______ 10. To add or subtract decimal numbers you should always

remember to line up the decimal point and then add or subtract
normally.
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Answers to Self-Check 1.4-1
1. True
2. False
3. False
4. True
5. True
6. True
7. True
8. True
9. True
10. true
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TECHNICAL WRITING
4. Explain technical writing
TECHNICAL WRITING
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Self-Check 1.4-2
True or false:
_____ 1. If you must abbreviate, define the term in its first occurrence, and
put abbreviations in parentheses
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_____ 2. Use two words even if one word will do
_____ 3. Combine overlapping sentences when possible
_____ 4. Specific details are desirable, but be careful to balance detail with
audience needs for clarity—significance is more important
_____ 5. Do not overuse pronouns-particularly “it” and “this”—because it is

often difficult to identify the antecedent
_____ 6. Do not avoid too many “to be” verbs “is” “was” “were” “has been”
_____ 7. Avoid excess words, which slow comprehension of the main point
_____ 8. Active voice is more straightforward and is stronger that passive

voice
_____ 9. Good writing doesn’t happen overnight; it requires planning,

drafting, rereading, revising, and editing
_____ 10. Learning and improvement requires self-review, peer review,

subject-matter expert feedback, and practice
Answers to Self-Check 1.4-2
1. True
2. False
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3. True
4. True
5. True
6. False
7. True
8. True
9. True
10. True
Task Sheet 1.4-2
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Title: TECHNICAL WRITING
Performance Objective: Define Technical Writing
Supplies/Materials: pictures, magazines
Equipment: PC & Printer
Steps/Procedure:
1. Group the class into 3
2. Each group will discuss to their group about technical
writing
3. After 15 each leader of the group will discuss to the class
about their topic
Assessment Method:
Portfolio Assessment using the Performance Criteria Checklist
Performance Criteria Checklist for Task Sheet 1.4-2

Criteria YES NO
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1. Discuss quietly
2. Report clearly
3. able to deliver the topic correctly
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Learning Outcome 5
PARTICIPATE IN WORKPLACE MEETING AND DISCUSSION APPLYING
GENDER FAIR LANGUAGE
Read Information Sheet 1.5.1 This Learning Outcome deals with the
SENTENCE CONSTRUCTION development of the Institutional
trainers use in evaluating their trainees
Answer Self-check 1.5.1
Perform Task Sheet qualification.
Task Sheet 1.5.1
Performance Criteria Checklist outlined for you on the left column to gain
for Task Sheet 1.5.1 the necessary information or knowledge
before doing the tasks to practice on
performing the requirements of the
evaluation tool.

Package for one Competency of
Household Services NC II. Your output
shall serve as one of your portfolio for
your Institutional Competency Evaluation
for PARTICIPATE IN WORKPLACE
MEETING AND DISCUSSION APPLYING
GENDER FAIR LANGUAGE.


you are ready to proceed to the next
competency: WORK IN A TEAM
ENVIRONMENT
LEARNING OUTCOME NO. 3 PARTICIPATE IN WORKPLACE MEETING

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AND DISCUSSION APPLYING GENDER FAIR
LANGUAGE
CONTENTS:
1. Sentence construction
1. Team meetings are attended on time.

2. Own opinions are clearly expressed and those of others are listened
to without interruption.
3. Meeting inputs are consistent with the meeting purpose and
established protocols.
4. Workplace interaction is conducted in a courteous manner
appropriate to cultural background and authority in the enterprise
procedures.
5. Questions about simple routine workplace procedures and matters
concerning conditions of employment are asked and responded.
6. Meeting outcomes are interpreted and implemented.
CONDITIONS:
The students/trainees must be provided with the following:
1. Paper
5. Pencils/ball pen
7. Manuals
METHODOLOGIES:
1. Group discussions
2. Interaction
3. Lecture
ASSESSMENT METHODS:
1. Written test
3. Interview
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Information Sheet 1.5-1
SENTENCE CONSTRUCTION
1. Construct a sentence correctly
ENGLISH GRAMMAR
Sentence Construction
Building a Sentence
What makes a complete sentence?

Simple Sentences
Compound Sentences
Complex Sentences
The anatomy of a sentence

Objects
Transitive/Intransitive
Adverbials
Complements
Building a sentence
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.
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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.
There are more things you can add to enrich your sentence.
Parts of a sentence Description
Adjective Describes things or people.
Adverb Alters the meaning of the verb slightly
a, an - indefinite articles
Article
the - definite articles
Conjunction Joins words or sentences together
Interjection A short word showing emotion or feeling
Noun Names things
Preposition Relates one thing to another
Pronoun used instead of a noun to avoid repetition

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Proper noun (subject) The actual names of people or places etc.
Verb Action or doing word
For example:
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. So are sentences formed by words, the words are the bones and
they are put together in different ways to form sentences.
But just because you put words together in the right order, it doesn't mean you
will have a sentence that makes sense.
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.
Even the addition of adjectives, adverbs, and prepositional phrases to a

simple sentence does not change it into a complex sentence.
For example:
 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:
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 The dog barked and growled loudly.
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 coordinating
conjunction.
For example:
"The sun was setting in the west and the moon was just rising."
Each clause can stand alone as a sentence.
For example:
"The sun was setting in the west. The moon was just rising."
Every clause is like a sentence with a subject and a verb. A coordinating
conjunction goes in the middle of the sentence, it is the word that joins the
two clauses together, the most common are (and, or, but)
For example:
 I walked to the shops, but my husband drove.

 I might watch the film, or I might visit my friends.
 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."

Dependent clauses can be nominal, adverbial or adjectival.
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The anatomy of a sentence
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 favorite drinks." The verb "are" is a linking (be)
verb.
Fortunately, there are only a limited number of different verb patterns.

Verbs can describe the action (something the subject actually does)
or state (something that is true of the subject) of the subject.
For example:
 ACTION: I play football twice a week.

 STATE: I've got a car.
Some verbs can represent both actions and states, depending on the
context.
For example work:
 ACTION: David's working in the bank.

 STATE: David works in a bank.
Finding the Verb
When you analyze a sentence, first identify the verb. The verb names and
asserts the action or state of the sentence.
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For example:
 "Working at the computer all day made David's head ache."

The main verb of the sentence is "made", not working.
Verbs identify our activity or state.
For example:
 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 why..? Question of the verb. This will
locate the subject(s).
For example:
 David works hard.

o Who "works hard"? =David does=the subject.
 Beer and wine are my favorite drinks.
o What "are my favorite drinks"? Beer and wine are=the subjects.
The subject(s) of a sentence will answer the questions, "who or what."
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:
 Michael Schumacher drove the race car.

o "Michael Schumacher" is the subject; "drove the race car" is the
predicate.
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More Advanced Terminology
The Object
Some verbs have an object (always a noun or pronoun). The object is the
person or thing affected by the action described in the verb.
Objects come in two types, direct and indirect.
The direct object refers to a person or thing affected by the action of 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.
Transitive / Intransitive verbs
Verbs which don't have an object are called intransitive. Some verbs can
only be intransitive (disagree). In addition they cannot be used in
the Passive Voice e.g. smile, fall, come, and go.
For example:
 David disagreed. - Intransitive.
Verbs that have an object are called transitive verbs e.g. eat, drive, give.
For example:
 David gave her a present.
Some verbs can be transitive or intransitive e.g. sing

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For example:
 Xavier Nadu sings. - Intransitive.

 Xavier Nadu sings pop songs. - Transitive.
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:
 I sometimes have trouble with adverbs.

 He spoke very quietly.
 I've read that book three times.
 She's gone to the bank.
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.
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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.
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.
 She became an engineer.
 That man looks like John.
Object complements follow the direct object of the verb-
For example.
 They painted the house red.

 She called him an idiot!
 I saw her standing there.
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 or an adverbial.
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SELF-CHECK 1.5-1
Identification:
________ 1. 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.
________ 2. Have one clause
________ 3. Have two or more clauses
________ 4. Describes things or people
________ 5. Alters the meaning of the verb slightly
________ 6. Joins words or sentences together
________ 7. A short word showing emotion
________ 8. Names thins
________ 9. Relates one thing to another
________ 10. Used instead of a noun to avoid repetition
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Answers to Self-check 1.5-1
1. Sentence
2. Simple sentences
3. Compound sentences and complex sentences
4. Adjective
5. Adverb
6. Conjunction
7. Interjection
8. Noun
9. Preposition
10. preposition
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Task Sheet 1.5.1
Title: Information Sheet 4.3-1 SENTENCE CONSTRUCTION
Performance Objective: Construct a sentence correctly

Materials/supplies: paper and pencil
Equipment: PC
Steps/Procedure:
1. instruct the student to create a paragraph entitled “My favorite
Place”
2. write it in a 1 whole sheet of paper
Assessment Method:
Performance test
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Performance Criteria Checklist for Task Sheet 1.5.1
Criteria YES NO
1. show creativity
2. show originality
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INSTRUMENT FOR INSTITUTIONAL ASSESSMENT
Evidence Plan
QUALIFICATION TITLE FOREIGN LANGUAGE (NIHONGO-NTR)
UNIT OF COMPETENCY PARTICIPATE IN WORKPLACE COMMUNICATION
Ways in which evidence will be collected:
Demonstration w/
Oral Questioning
[tick the column]
Written Test
Interview
The evidence must show that the candidate…
correctly interpreted
2. Instructions/procedures are followed in appropriate
sequence for tasks and in accordance with information
received.*
3. Clarification is sought from workplace supervisor on all
occasions when any instruction/procedure is not
understood
4. Written workplace notices and instructions are read and
interpreted correctly *
5. Routine written instructions/procedures are followed in
sequence.
6. Effective questioning, active listening and speaking skills are
used to gather and convey information*
7. Appropriate medium is used to transfer information and ideas*
NOTE: *Critical aspects of competency
Prepared by: Date:
Checked by: Date:
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Demonstration with Questioning Checklist
Trainee name:
Trainer name:
Qualification: FOREIGN LANGUAGE (NIHONGO-NTR)
PARTICIPATE IN WORKPLACE
Unit of competency:
COMMUNICATION
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary tools, the candidate will be able to demonstrate, Work In A Team
Environment following standard procedures within 15 minutes.
 to show if evidence
DEMONSTRATION is demonstrated
Yes No N/A
During the demonstration of skills, did the candidate:
1. Appropriate non-verbal communication is used *   
2. Appropriate lines of communication with superiors and
colleagues are identified and followed *   
3. Define workplace procedures for the location and storage of

information are used   
4. Personal interaction is carried out clearly and concisely   

The candidate’s demonstration was:
Satisfactory  Not Satisfactory 
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Demonstration with Oral Questioning Checklist (continued)
Questions Satisfactory
response
The trainee should answer the following questions: Yes No
1. What are the forms of communication?  
2. What are the effective communication techniques?  

3. What are the modes or verbal communication?  
4. What are the types or written notices?  
The trainee’s underpinning knowledge was:

Feedback to trainee:
The trainee’s overall performance was:

Assessor’s signature: Date:
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WRITTEN TEST
True or False:
______ 1. Monologue is when a creature sends a self-supporting message and

hence does not wait for an answer
_____ 2. The dialog is an information exchange by means of messages

between two or more creatures.
_____ 3. The dialog system depends on perceptions.
_____ 4. The two major forms of verbal communication include written and
oral communication
_____ 5. Oral communication includes traditional pen and paper letters and
documents, typed electronic documents, e-mails, text chats, SMS
and anything else conveyed through written symbols such as
language
_____ 6. Written communication finds use in discussions and causal and

informal conversations
_____ 7. The effectiveness of oral conversations depends on the clarity of

speech, voice modulation, pitch, volume, speed, and even non-
verbal communications such as body language and visual cues
_____ 8. Nonverbal communication entails communicating by sending and

receiving wordless messages
_____ 9. includes facial expressions, eye contact, body posture, gestures

such as a wave, pointed finger and the like, overall body
movements, tone of voice, touch, and others
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______ 10. Aesthetic communication or creative expressions such as dancing,
ANSWER KEY TO WRITTEN TEST
1. True
2. True
3. True
4. True
5. False
6. False
7. True
8. True
9. True
10. True
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Table of Specifications
Objectives/ Content # of items / % of

Knowledge Comprehension Application
Area/Topics test
5% 5% 10% 20%
10% 30% 40%
10% 10% 20% 40%
TOTAL 15% 25% 60% 100%
TEST ITEM DISTRIBUTION # of Percent-

Objectives/ Content
items / % age
Area/Topics Knowledge Comprehension Application of test %
1 1 2 20%
1 3 4 40%
Document No.
Material Issued by:
Developed by: 146
Revision #
1 1 2 4 40%
TOTAL 2 3 5 10 100%
Document No.
Material Issued by:
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Revision #
COMPETENCY ASSESSMENT RESULTS SUMMARY
Candidate’s Name:
Assessor’s Name:
Title of Qualification / Cluster of Units

of Competency FOREIGN LANGUAGE (NIHONGO-NTR)
Date:
Assessment Center:
The performance of the candidate in the following unit(s) of competency and corresponding
methods
Satisfactory Not Satisfactory
Unit of Competency Assessment Method
A. Demo. /Observation w/ Questioning

1. PARTICPATE IN WORKPLACE
COMMUNICATION
B. Interview

3. WORK IN A TEAM ENVIRONMENT
B. Interview

5. PRACTICE CAREER PROFESSIONALISM
B. Interview

7. PRATICE OCCUPATIONAL HEALTH AND
SAFETY PROCEDURES
B. Interview
Note: Satisfactory Performance shall only be given to candidate who demonstrated successfully all the competencies identified in the above-
named Qualification/Cluster of Units of Competency
Recommendation:  For issuance of NC/COC  For submission of additional  For re-assessment (pls. specify)
(Indicate title of COC, if full documents
Qualification is not met) Specify: _______________
______________________
Did the candidate overall performance meet the required evidences/standards?  YES  NO
OVERALL EVALUATION  Competent  Not Yet Competent
General Comments [Strengths/Improvements needed]
Candidate’s signature: Date:
Assessor’s signature: Date:

Assessment Center Manager
Date:
Signature:
Document No.
Material Issued by:
Developed by: 146
Revision #
CANDIDATE’S COPY (Please present this form when you claim your NC/COC)
COMPETENCY ASSESSMENT RESULTS SUMMARY
Name of Candidate: Date:
Name of Assessment Center: Date:
Assessment Results:  Competent  Not Yet Competent
Recommendation:  For issuance of NC/COC  For submission of additional  For re-assessment (pls. specify)
(Indicate title of COC, if full documents
Qualification is not met) Specify:
Assessed by: _____________________________ Attested by: __________________________

Name and Signature Name and Signature
Date: Date:
Document No.
Material Issued by:
Developed by: 146
Revision #

Competency-Based Learning Materials List of Competencies No. Unit of Competency Module Title Code Participate in Workplace Communication Participating in Workplace Communication 500311105

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Competency-Based Learning Materials List of Competencies No. Unit of Competency Module Title Code Participate in Workplace Communication Participating in Workplace Communication 500311105

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Competency-Based Learning Materials

No. Unit of Competency Module Title Code

Participate in Workplace Participating in 500311105

Work in a team Working in a team 500311106

Practice career 500311107

Practice occupational Practicing 500311108

This unit of competency, “Participate in workplace

This module, participating in workplace communication, contains

 Read information sheets and complete the self-checks. Suggested

You must pass the Institutional Competency Evaluation for this

UNIT OF COMPETENCY: PARTICIPATE IN WOKPLACE

MODULE TITLE: PARTICIPATING IN WOKPLACE

Nominal Duration: 5.5 hours

1. Required information is gathered by listening, and is

The students/ trainees must be provided with the following:

1. Writing materials (pen & paper)

Go through the learning activities

Answer Self-check 1.1-3 The output of this LO is a complete

Feel free to show your outputs to your

Different Forms of Communication

Verbal communication includes sounds, words, language and speaking.

Good verbal communication is an inseparable part of business

Public speaking is another verbal communication in which you have to

Written communication is writing the words which you want to

The last type of communication is the visual communication. Visual

Effective communication is essential for the success of any type of business.

_______ 1. Verbal communications includes sounds, words, language and

_______ 2. Language is said to have originated from sounds and gestures

_______ 3. The bases of language formation are: gender, class, profession,

_______ 4. Reading is an effective way of communicating

______ 5. Good verbal communication is an inseparable part of business

______ 6. Fluent verbal communication is essential, to deal with people in

______ 7. In business communication self-actualization plays a vital role

______ 8. Public speaking is another verbal communication in which you

______ 9. In public speaking, the speech must be prepared according to the

______ 10. Non-verbal communication involves physical ways of

EFFECTIVE COMMUNICATION TECHNIQUES

TECHNIQUES OF EFFECTIVE COMMUNICATION

Effective communication techniques are useful to make the

Listening actively means to be attentive to what the other person is saying

1. Sit squarely facing the other person; establish eye-to-eye contact.

Observe Nonverbal Behavior of the Client

Tone and Words

Be Consistent Verbally and Nonverbally

Use Language Understood by the Patient

Offering General Leads

Encouraging Description of Perceptions

Seeking Clarification and Validation

________ 1. Effective communication techniques are useful to make the

________ 2. Maintaining eye-to-eye contact with the listener is essential for

________ 3. The technique of eye-to-eye contact has to be used in a different

________ 4. Listening actively means to be attentive to what the other person

________ 5. Active listening is an effective communication skill for

______ 8. Inconsistency in verbal and nonverbal communication by the

______ 9. Open-ended questions encourage the client to communicate more

MODES OF VERBAL COMMUNICATION

The various modes of verbal communication

What we call monologue is when a creature sends a self-supporting message

Example 17. A guard attacks Janselmeer

Guard: Now you die, Janselmeer!

This message is aimed merely to Janselmeer, but all creatures passing by

Example 18. A caravan arrives to the market place