CBLM HSKPNG Basic Ohsp

COMPETENCY-BASED
LEARNING MATERIAL
Asian Caregiving and Technology Education Centers, Inc.
Qualification: HOUSEKEEPING NCII

BASIC
Unit of Competency: PRACTICE OCCUPATIONAL HEALTH AND
SAFETY PROCEDURES
Module Title: PRACTICING OCCUPATIONAL HEALTH

AND SAFETY PROCEDURES
Developed by: ASIAN CAREGIVING & TECHNOLOGY

EDUCATION CENTERS, INC.
Curriculum Department
HOW TO USE THIS
COMPETENCY BASED LEARNING MODULE
Welcome to the Module PRACTICING OCCUPATIONAL HEALTH

AND SAFETY PROCEDURES. This module contains training materials
and activities for you to complete.
The unit of competency PRACTICE OCCUPATIONAL HEALTH
AND SAFETY PROCEDURES contains the knowledge and skills and
attitudes required for environmental protection. It is one of the
specialized modules at National Certificate level II (NC II).
You are required to go through a series of learning activities in
order to complete each learning outcomes of the module. In each
learning outcome there are Information Sheets to help you better
understand the required activities. Follow these activities on your own
and answer the self –check at the end of each learning outcome. You
may remove a blank answer sheet at the end of each module (or get
from your facilitator/ trainer) to write your answers for each self-check.
If you have questions, don’t hesitate to ask your facilitator for
assistance.
Recognition of Prior Learning (RPL)
You may already have some or most of the knowledge and skills covered in
this module because you have:
 Been working in the same industry for some time.
 Already completed training in this area.
If you can demonstrate to your trainer that you are competent in a

particular skill or skills, talk to him/her about having them formally
recognized so you won’t have to do the same training again. If you have
qualifications or Certificates of Competency from previous trainings, show
them to your trainer. If the skills you acquired are still relevant to this
module, they may become part of the evidence you can present for RPL.
A Trainee Record Book (TRB) is given to you to record important dates,

jobs undertaken and other workplace events that will assist you in providing
further details to your trainer/assessor. A Record of Achievement/Progress

Chart is also provided to your trainer to complete/accomplish once you have
completed the module. This will show your own progress.
DIRECTION FOR USE OF THE CBLM
This module was prepared to help you achieve the required competency:
Practicing Occupational Health and Safety Procedures. This will be the
source of information for you to acquire the knowledge and skills in this
particular module with minimum supervision or help from your trainer. With
the aid of this material, you will acquire the competency independently and
at your own pace.
Talk to your trainer and agree on how you will both organize the training
of this unit. Read through the module carefully. It is divided into sections
which covers all the skills and knowledge you need to successfully complete
in this module.
Work through all the information sheets and complete the activities in
each section. Do what is asked in the INSTRUCTIONAL SHEETS and complete
the SELF-CHECK. Suggested references are included to supplement the
materials provided in this module.
Most probably, your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do things.
Ask for help.
Your trainer will tell you about the important things you need to
consider when you are completing activities and it is important that you listen
and take notes.
Talk to more experienced workmates and ask for their guidance.
Use the self-check questions at the end of each section to test your own
progress.
When you are ready, ask your trainer to watch you perform the
activities outlined in the module.
As you work through the activities, ask for written feedback on your
progress. Your trainer gives feedback/pre-assessment reports for this reason.
When you have successfully completed each element or learning outcome, ask
your trainer to mark on the reports that you are ready for assessment.
When you have completed this module and feel confident that you have
had sufficient practice, your trainer will schedule you for the institutional
assessment. The result of your assessment/evaluation will be recorded in
your COMPETENCY ACHIEVEMENT RECORD.
MODULE CONTENT
UNIT OF COMPETENCY: PRACTICE OCCUPATIONAL HEALTH

MODULE TITLE : PRACTICING OCCUPATIONAL HEALTH

INTRODUCTION:
This module covers the knowledge, skills and attitudes required

to comply with the regulatory and organizational requirements for
occupational health and safety such as identifying, evaluating and
maintaining occupational health and safety (OHS) awareness.
NOMINAL DURATION :
LEARNING OUTOMES :
At the end of the module, the trainee must be able to:
1. Identify hazards and risks.
2. Evaluate hazards and risks
3. Control Hazards and Risks
4. Maintain Occupational Health and Safety Procedure
Assessment Criteria:
ASIAN CAREGIVING AND TECHN OLOGY EDUCATION CENTERS, INC. 4
1. Workplace hazards and risks are identified and clearly
explained
2. Hazards/Risks and its corresponding indicators are identified
with the company procedures
3. Contingency measures are recognized and established in
accordance with organizational procedures
4. Terms of maximum tolerable limits are identified based on
threshold limit values (TLV)
5. Effects of hazards are determined
6. OHS issues and concerns are identified in accordance with
workplace requirements and relevant workplace OHS
legislation
7. OHS procedures for controlling hazards and risks are strictly
followed
8. Procedures in dealing with workplace accidents, fire and
emergencies are followed in accordance with the organization’s
OHS policies
9. Personal protective equipment is correctly used in accordance
with organization’s OHS procedures and practices
10. Procedures in providing appropriate assistance in the
event of workplace emergencies are identified in line with the
established organizational protocol
11. Procedures in emergency related drill are strictly
followed in line with the established organization guidelines
and procedures
12. OHS personal records are filled out in accordance with
workplace requirements
13. PPe are maintained in line with organization guidelines
and procedures.

LEARNING OUTCOME 1
OBTAIN AND CONVEY WORKPLACE INFORMATION
CONTENTS:
 Hazards and risks identification and control

 Organizational safety and health protocol
 Threshold limit value (TLV)
 OHS Indicators
ASSESSMENT CRITERIA:
1.Workplace hazards and risks are identified and clearly
explained
2.Hazards/ Risks and its corresponding indicators are identified

in with the company procedures.
3.Contingency measures are recognized and established in

accordance with organizational procedures.
CONDITIONS:
The students/ trainees must be provided with the following:
Writing materials (pen & paper)

Reference (books)
Manuals
METHODOLOGIES:
Group discussion
Interaction
Lecture
ASSESSMENT METHODS
Written Test
Practical/Performance Test
Interview
LEARNING EXPERIENCES

LEARNING OUTCOME 1 IDENTIFY HAZARDS AND RISKS
Learning Activities Special Instructions

1. Read information sheet 4.1-1 If you have some problem on the
content of the information sheet
Hazards and Risk don’t hesitate to approach your
Identification and Control facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheet, you can
now answer self-check provided
in the module
2. Answer self-check 4.1-1 Refer your answer to answer key
1.1-1
If you have some problem on the
3. Read information sheet 4.1-2 content of the information sheet
Organizational safety and don’t hesitate to approach your
Health Protocol facilitator.
in the module.
4.1-2
5. Read Information sheet 4.1-3 on If you have some problem on the

content of the information sheet
Threshold Limit Value (TLV) don’t hesitate to approach your
facilitator.
in the module.

4.1-3
7.Read Information sheet 4.1-4 on If you have some problem on the
Occupational Health and Safety content of the information sheet
Indicators don’t hesitate to approach your
facilitator.
now answer self-check provided in
the module.
4.1-4

INFORMATIONS SHEET No. 4.1-1
Hazards and Risks Identification and Control
Learning Objective:
After reading the information sheet, you should be able to:

1. Identify safety regulations in the workplace.
2. Define hazard.
3. Differentiate the different types and methods of hazards.
Hazard Identification
The first step in reducing the likelihood of an accident is hazard

identification. Hazard identification is identifying all situations or events
that could cause injury or illness. Eliminating or minimizing workplace
hazards needs a systematic approach. It is essential to try and anticipate
all possible hazards at the workplace - known as the `what if?' approach.
Hazards Defined
A hazard is a source or potential source of human injury, ill health or

disease. Anything which might cause injury or ill health to anyone at or
near a workplace is a hazard. While some hazards are fairly obvious and
easy to identify, others are not - for example exposure to noise, chemicals
or radiation.

Types of Hazards
Hazards are classified into five different types:
• physical - includes floors, stairs, work platforms, steps, ladders, fire,

falling objects, slippery surfaces, manual handling (lifting, pushing,
pulling), excessively loud and prolonged noise, vibration, heat and cold,
radiation, poor lighting, ventilation, air quality
• mechanical and/or electrical - includes electricity, machinery,

equipment, pressure vessels, dangerous goods, fork lifts, cranes, hoists
• chemical - includes chemical substances such as acids or poisons and

those that could lead to fire or explosion, cleaning agents, dusts and fumes
from various processes such as welding
• biological - includes bacteria, viruses, mould, mildew, insects, vermin,

animals
• psychosocial environment - includes workplace stressors arising from

a variety of sources.
Note that some physical and chemical hazards can lead to fire, explosion and
other safety hazards.
Methods for Identifying Hazards
 injury and illness records - review your workers' compensation data

and check the incidence, mechanism and agency of injury, and the
cost to the organization. These statistics can be analyzed to alert the
organization to the presence of hazards
 staying informed on trends and developments in workplace health
and safety, for example via the internet or OHS publications
 reviewing the potential impact of new work practices or equipment
introduced into the workplace in line with legislative requirements
 doing walk-through surveys, inspections or safety audits in the
workplace to evaluate the organization’s health and safety system
 considering OHS implications when analyzing work processes
 investigating workplace incidents and `near hits' reports - in some
cases there may be more than one hazard contributing to an incident

 getting feedback from employees can often provide valuable
information about hazards, because they have hands-on experience
in their work area
 consulting with employees, health and safety representatives and
OHS Committee members
 benchmarking against or liaising with similar workplaces.

SELF – CHECK # 4.1-1
Direction: Choose the correct answer from the choices given.
_______ 1. Anything which may cause injury or ill.
a. hazard b. risk c. chemical d. illness
________2. This hazard includes floors, stairs, work platforms, steps,

ladders, fire, falling objects, slippery surfaces, manual
handling (lifting, pushing, pulling), excessively loud and
prolonged noise, vibration, heat and cold, radiation, poor
lighting, ventilation, air quality
. a.. Physical b. Mechanical/Electrical
c. Chemical d. Biological
_______3. This hazard includes electricity, machinery, equipment,

pressure vessels, dangerous goods, fork lifts, cranes, hoists
a. Physical b. Mechanical/Electrical
c. Chemical d. Biological
______4. This hazard includes chemical substances such as acids or

poisons and those that could lead to fire or explosion,
cleaning agents, dusts, fibers, mists, gases, vapors and fumes
from various processes such as welding
a.. Physical .b. Mechanical/Electrical
.c. Chemical d. Biological
________5. This hazard includes bacteria, viruses, mold, mildew, insects,

vermin, animals, plants, parasites, mites and fungi.
a. Physical b. Mechanical/Electrical
c. Chemical . d. Biological

ANSWER KEY # 4.1-1
1. A
2. A
3. B
4. C
5. D

INFORMATION SHEET 4.1-2
Organizational Safety and Health Protocol
Learning Objectives: After reading this information sheet, the student/

trainee should be able to;
1. Discuss safety protocols.
2. Demonstrate their commitment to ensure health and safety
measures
In their workplace.
Organizational safety and Health Protocols

Internal Factors Impacting Workplace Health & Safety
Companies must ensure that employees are protected from safety and
health hazards.
The administration of an organization can pose health and safety risks

if the internal environment is not maintained and monitored appropriately
by a company. Business executives must adopt safety behaviors into their
leadership practices, since companies are charged with the task of ensuring
the health and safety of their staff. As such, organizations should examine
what steps they can take in order to protect employees from risks and
dangers.

1. Internal Factors
o The attitude a business has towards maintaining the health and

safety of its employees is an internal factor that employees rely on to
be protected from dangers and threats in the workplace. According
to the U.S. Department of Labor Occupational Safety and Health
Administration (OSHA), employees have the right to feel safe while on
the job, and employers have the obligation to ensure their safety.
There are many ways that businesses can effectively manage the
health and safety of their employees.
Safety Councils
o Businesses can demonstrate their commitment to ensuring health

and safety measures by creating safety management councils. These
committees may be in charge of evaluating workplace conditions and
employee health risks, and then taking the proper measures to make
sure the office is well-equipped to deal with any threats. Safety
councils are often responsible for creating safety protocols and
performing safety drills.
Safety Protocols
o . Developing safety protocols allows companies to keep written

policies and procedures about how to prevent hazards from occurring
in the workplace, as well as provide instructions on how to respond
if employees' health or safety are threatened. Safety protocols should
be easily accessible for anyone in the company to review.
Education
o Education is an effective way for businesses to maintain their

commitment to safety. By providing training modules to employees,
employers can educate staff on things like how to stay healthy during
flu season, how to prevent physical injuries on the job, how to keep
work areas sanitized and how to use protective equipment in the case
of emergencies.
Conducting Safety Drills
o Disaster drills are valuable because they teach people how to respond
in a time of urgency. Such exercises prepare people to coordinate efforts
and put their safety skills to work. Many businesses conduct safety drills,
such as fire or disaster drills, to keep employees on their toes about how to
respond in the case that their safety is in danger.
These sorts of exercises are important, so employers may gather statistics,

such as how long evacuations take, which can then be used to determine
more effective and efficient ways to keep employees safe.

SELF-CHECK 4.1-2
Learn your mastery in Information Sheet 2 by answering the questions

below.
Test 1. Write TRUE if the statement is correct and write FALSE if the
statement is incorrect.
________1. Establishing safety protocols for the workplace is another way

that companies can positively impact employee health and safety
________2. safety protocols allows companies to keep written policies and
procedures about how to prevent hazards from occurring in the
workplace, as well as provide instructions on how to respond if
employees' health or safety are threatened.
________3. The administration of an organization cannot pose health and
safety risks if the internal environment is not maintained and monitored
appropriately by a company.
________4 Companies must ensure that employees are protected from
safety and health hazards.
..
________5. Education is an effective way for businesses to maintain their
commitment to safety
The trainee’s underpinning knowledge was

Satisfactory Not Satisfactory
ANSWER KEY 4.1-2
1. True
2. True
3. False
4. True
5. True
Threshold Limit Value


1. Prevent exposure to substances which could be hazardous to their
health.
2. Distinguish appropriate types of measurement that can affect the
health.
The key to preventing exposure to substances, which could be
hazardous to health, depends on the first two steps mentioned – recognition
of the hazard or potential hazard, and, evaluation of the extent of the
hazard. People in the workplace may encounter hazards from several
sources. An important means of evaluation is measurement to determine
the extent of the threat.
MEASUREMENT – WHICH TECHNIQUE
The health effects of exposure to toxic substances can be acute or

chronic. It will therefore be necessary to distinguish appropriate types of
measurement:
1. Long term measurements which access the average exposures of a
person over an extended time period.

Continuous measurements capable of detecting short-term exposures to
high concentrations of short-term exposure to high concentrations of
contaminants, which cause an acute exposure.
2. Spot readings can be used to measure acute hazards if the exact point
of time of exposure is known and the measurement is taken at that time,
chronic hazards may be assessed if a significant number of

measurements are made.
SUMMARY OF MANAGEMENT TECHNIQUES

For chronic hazards - continuous personal dose measurements,
continuous measurement of average background levels, spot readings of
contaminant levels at selected positions and times.

For acute hazards; – continuous personal monitoring with rapid
response, continuous background monitoring with response, spot
readings of background contaminant levels as selected positions and
times.
For analysis of whether area is safe to enter: direct reading instruments.

Particle qualitative and quantitative analysis can be carried out by direct
reading measurements
SELF-CHECK 4.1-3
Learn your mastery in Information Sheet 3 by answering the questions

below:
Test 1. Write TRUE if the statement is correct and write FALSE if the
1. The health effects of exposure to toxic substances can always be

acute.
2. People in the workplace may encounter hazards from several
sources.
3. Spot readings can be used to measure acute hazards if the exact
point of time of exposure is known and the measurement is taken
at that time,
4. Particle qualitative and quantitative analysis can be carried out by
direct reading measurements.
5. The key to prevent exposure to substances can always be
hazardous to our health.
The trainee’s underpinning knowledge was

Satisfactory Not Satisfactory
ANSWER KEY 4.1-3
1. False
2. True
3. True
4. True
5. False

Occupational Health and Safety Indicators
Learning objectives:

1. Know what is an occupational health and its indicators

2. Identify trends and patterns of work-related injury, illness, and death
Health and Safety Indicators
What is an occupational health and safety indicator?
An occupational health and safety indicator is a specific measure of a

work-related disease or injury, or a factor associated with occupational
health, such as workplace exposures, hazards, or interventions, in a
specified population. Indicators can be generated by states to track
trends in the occupational health status of the working population.
Examples of occupational health indicators include counting the number
of work-related deaths and work-related pesticide poisonings.
Why use occupational health and safety indicators?
 Measure baseline health of worker populations
 Identify trends and patterns of work-related injury, illness, and death
 Anticipate early problem areas that deserve attention

 Reduce preventable workplace injuries
 Increase consistency and availability of occupational disease and injury

surveillance data
What occupational health indicators are generated?

Most state public health or labor departments calculate the 19
occupational health indicators listed below. Depending on the type of
industries and jobs in a state and the availability of data, some states have
developed additional indicators to better measure worker health in their
state. At the current time,
Table 1. The 19 occupational health and safety indicators
Occupational Illnesses and Injuries Combined

Indicator 1: Non-fatal injuries and illnesses reported by employers
Indicator 2: Work-related hospitalizations
Acute and Cumulative Occupational Injuries

Indicator 3: Fatal work-related injuries
Indicator 4: Amputations reported by employers
Indicator 5: Amputations identified in state workers’ compensation

systems
Indicator 6: Hospitalizations for work-related burns
Indicator 7: Musculoskeletal disorders reported by employers
Indicator 8: Carpal tunnel syndrome cases identified in state workers’
compensation
systems
Occupational Illnesses
Indicator 9: Pneumoconiosis hospitalizations

Indicator 10: Pneumoconiosis mortality
Indicator 11: Acute work-related pesticide poisonings reported to
poison control centers
Indicator 12: Incidence of malignant mesothelioma
Occupational Exposures
Indicator 13: Elevated blood lead levels among adults
Occupational Hazards
Indicator 14: Workers employed in industries with high risk for
occupational morbidity
Indicator 15: Workers employed in occupations with high risk for
occupational morbidity
Indicator 16: Workers employed in industries and occupations with
high risk for occupational mortality
Intervention Resources for Occupational Health

Indicator 17: Occupational safety and health professionals
Indicator 18: Occupational safety and health administration (OSHA)
enforcement
activities
Socioeconomic Impact of Occupational Illnesses and Injuries

Indicator 19: Workers’ compensation awards
Common health and safety indicators can be divided into two – frequency
rates and incidence rates. So what’s the difference?
A frequency rate is an expression of how many events happened over a

given period of time by a standardized number of hours worked. An
incidence rate is the number of events that happened over a given period
time by a standardized number of employees (usually lower than the
standardized number of hours).

SELF-CHECK 4.1-4
IDENTIFICATION : Identify the following:
1. A specific measure of a work-related disease or injury, or a factor

associated with occupational health, such as workplace exposures,
hazards, or interventions, in a specified population.
2. An expression of how many events happened over a given period of
time by a standardized number of hours worked.
3. The number of events that happened over a given period time by a
standardized number of employees (usually lower than the
standardized number of hours.
ANSWER KEY 4.1-4
1. Occupational health and safety indicator

2. Frequency rate
3. Incidence rate

LEARNING OUTCOME # 2 Evaluate Hazards and Risks
CONTENT:
 Phil OHS Standards

 Effects of hazards in the workplace
 Ergonomics
 Employees Compensation Commission (ECC) Regulation
1. Terms of maximum tolerable limits are identified based on threshold limits

values ( TLV)
2. Effects of hazards are determined.
3. OHS issues and concerns are identified in accordance with workplace
requirements and relevant workplace OHS legislation.
CONDITONS:
The students/ trainee must be provided with the following
 Handout on
- Phil. OHS Standards

- Effects of hazards in the workplace
- Ergonomics
- ECC regulations
 TLV Table
 CD’S VHS tapes, Transparencies
METHODOLOGIES
 Inter-active lecture, Simulation, Demonstration, self-paced instruction
ASSESSMENT METHODS:
 Written, Role playing, Interview

LEARNING EXPERIENCES
LEARNING OUTCOME 2 – EVALUATE HAZARDS AND RISKS

Learning Activities Special Instruction
1.Read, analyze and If you have some problem on the
understand Information Sheet content of the information sheet
No.4.2-1 on don’t hesitate to approach your
facilitator.
Occupational Health If you feel that you are now
Safety Standards knowledgeable on the content of the
information sheet, you can now
answer self-check provided in the
module.
2.Answer self-check 4.2-1 Refer your answer to answer key

4.2-1
3.Read Information sheet 4.2-2 If you have some problem on the
On Effects of hazards in the content of the information sheet
workplace don’t hesitate to approach your
facilitator.
knowledgeable on the content of the
module.

4.2-2
5.Read Information sheet 4.2-3 If you have some problem on the
on Ergonomics content of the information sheet
don’t hesitate to approach your
facilitator.
module.

4.2-3

7.Read information sheet If you have some problem on the
4.2-4 on Employees content of the information sheet
Compensation Commission don’t hesitate to approach your
facilitator.
module.

4.2-3

OCCUPATIONAL HEALTH AND SAFETY STANDARDS
Learning objective: After reading this information sheet, you must be able
to:know the main laws regarding health and safety in the workplace.
Main laws and regulations regarding health and safety in the workplace,
every employee and employer should be aware of are:
Manual handling operations in 1992

Substances Control Health Regulations 2002 (COSHH) (and
Miscellaneous Amendments)
4.2
The Health and Safety at Work Act 1974: This law requires that:
Employers must ensure the health and safety for employees, providing
them with safe investments, handling, storage and transportation of goods,
providing information, training and support, giving them secure jobs and
secure environment and facilities.
Organizations must have five or more employees of a policy statement on

health and safety Implementation of the policy update and the same when
necessary and avoid the risk of their other activities.
Operation Manual Handling Regulation 1992:

Manual handling means bringing a load of hand and physical strength,
such as lifting, putting down, pushing, etc. The employer must:
Hotel management should redesign the movement of the load by
automatic procedures
Employees should be provided with the proper disposal Information about

the weight of each load and its downside.
Mechanical aids such as trolleys, left should, lifting equipment are

available.
Employees from hazardous substance risk assessment must

When working in a confined space, employees must have safe systems of
work.
Before any work begins, should be adequate emergency measures are

made.
Control of Substances Hazardous to Health Regulations 2002.
This law requires employers to assess risks to the health of employees work
and sit on hazardous substances. They should be provided with health
surveillance and medical records available to be stored for 40 years.
Work areas must be free from interference

Floor holes, cracks are loose mats are checked regularly.
Slippery-debris should be cleaned with cleaning equipment and
procedures.
People need to warn of wet floors and alternative routes will be made
available. Processing machines must be organized and to avoid Losses.
Electric cables must be properly positioned to avoid the final cable.
Covers should be used to secure the cables on the bottom.
If soils are wet and dusty, safety shoes for employees should be made
available
Changes in ground level and tends to characterize.
Mats should be placed between wet and dry environments.
Create a great sense of safety signs, postersBathroom and shower valves
to maintain pressure and temperature, providing a pre-mix of hot and
cold water and automatic adaptation to changes in the system should be
chosen.
The hotel management has focused on other security measures to ensure
are:
Room doors should close and lock automatically.
Emergency lighting should be tested monthly
Output port must be clearly visible
A key provision of the work If the keys are not present, it should be replaced
Landscape design should be clean, but not to provide hiding places for
criminals.
Adequate lighting in parking lots, walkways and exposed areas.

Art. 165. Administration of safety and health laws.
a. The Department of Labor and Employment shall be solely responsible

for the administration and enforcement of occupational safety and
health laws, regulations and standards in all establishments and
workplaces wherever they may be located; however, chartered cities
may be allowed to conduct industrial safety inspections of
establishments within their respective jurisdictions where they have
adequate facilities and competent personnel for the purpose as
determined by the Department of Labor and Employment and subject
to national standards established by the latter.
b. The Secretary of Labor and Employment may, through appropriate

regulations, collect reasonable fees for the inspection of steam
boilers, pressure vessels and pipings and electrical installations, the
test and approval for safe use of materials, equipment and other
safety devices and the approval of plans for such materials,
equipment and devices. The fee so collected shall be deposited in the
national treasury to the credit of the occupational safety and health
fund and shall be expended exclusively for the administration and
enforcement of safety and other labor laws administered by the
Department of Labor and Employment
SELF-CHECK 4.2-1
TRUE OR FALSE. Write true if the statement is correct and write false if the
1. Employees should not be provided with the proper disposal

Information about the weight of each load and its downside.
2. Room doors should not be close and lock automatically

3. Organizations must have five or more employees of a policy statement
on health and safety Implementation of the policy update and the
same when necessary and avoid the risk of their other activities.
4. When working in a confined space, employees must have safe
systems of work
5. Manual handling means bringing a load of hand and physical
strength, such as lifting, putting down, pushing, etc

ANSWER KEY
1.False
2. False
3. True
4. True
5. True

Effects of Hazards in the Workplace
Learning objective: After reading this information sheet, you must be able
to: know the effects of hazards in the workplace.
Occupational hazard or occupational evil or gift/reward of an

occupation etc. you may call it by any name; the fact is that every
occupation will have a positive as well as negative effect in people. The
impact of such an effect & the extent of scarring it makes in a person have
to be ascertained as a part of solution and should not tend to follow the
philosophy of avoiding such occupational hazards as best options. It such
were the choice, then one has to meditate till death by sitting under a tree
without taking up any job.
We may loudly think that only employees in the factory are susceptible
to such problems. But truth is that every employee is susceptible to such
occupation related problems. The problems are more pronounced in people
who spent long years in an organization.
Generally perceived understanding about occupation related problems

are limited to physical deformities. For example the people who are working
in tanneries prone to develop skin related problems while people in the
quarries will tend to develop more of upper respiratory problems. Many
such examples we can cite to show what occupational hazards are.
To minimize the risk due to an occupation, various regular medical check

ups have been done and made them mandatory for industry. The

]

Learning Outcome 1 – Obtain and Convey Workplace Communication
Information Sheet 1: The Foundation of Communications
I. Learning Outcomes
You are expected to:
1. define the term “communication
2. identify the principles of communication
3. write an article from a given topic
4. develop appreciation, and confidence
A. Key Concepts: Communications

III. Materials:
Laptop, blackboard, chalk
References:
Chaves, J. D, et.al, Creative Oral Communication for Filipino Students: A

Practical Application
Models of Communication. International Association of Communication Activities.

Retrieved on August 15, 2017 from http://iact.com/?q=models

Values Statement:
Participation, Cooperation, Enthusiasm
From the box below, give your reasons why face to face communication is
important aside from the birth of information and technology?
Importance of Communication
1.
2.
3.
4.
5.
b. Presentation
According to Chavez et. Al (2012, p. 1) “Communication of today demands that

both sender and receiver of the message take an active part in the process. It is a two-
way process. The older the earth has grown, the more complex it has become for people
to communicate”.
Communication involves sending and receiving messages through different

channels. No matter if one speaks intimately to a friend or addresses a huge crowd in
a conference, in formal business meetings, or writing an academic report we all direct
our messages to an audience. It is the responsibility of the sender to deliver his
message effectively.

c. Lesson
Communication is an active process between the sender and receiver. It is an

interaction of channels involved to produce a sound. There are principles to consider
in the process of communication (Chavez et. Al, pp. 2-4)
For students to be equipped with proper knowledge, values and skills, a field of
experience and social interaction is necessary. In the many models of communication,
the Interactive Model is also a representation of this purpose. It presents that
communication is not only a two way process but it has a “field of experience” which
includes our cultural background, ethnicity, geographic location, extend of travel and -
general personal experiences (http://iact.com/?q=models).
Principles of Communication Activity:
1. Know your audience

- You know who you are talking or addressing your speech.
2. Know your purpose

- It important to know your purpose of discussion
3. Know your topic

- A speaker addressing a conference should be prepared as far as the topic
assigned is concerned.
4. Anticipate objections
- You cannot expect everybody to easily agree with you on certain matters. It
is a normal thing to notice some people who would go against you with what
you are saying.
5. Present a rounded picture

- Explain every detail of information with all the possible sources.
6. Achieve credibility with your audience.

- How it is achieved? A credible speaker sticks to the truth no matter what.
He cites figures and facts from respected authorities too.
7. Follow through on what you say.

- Be consistent with what you have started. If you are on the positive side of
the issue, move along on the same plane. Avoid presenting the opposite
which only confuses the audience.
8. Communicate a little at a time.

- Present your ideas logically. Release the key point one after the other. It will
allow listeners to digest well what you have discussed.
9. Present information in several ways

- Develop the art of expressing information differently. Helpful devices maybe
in the form of anecdote, a poem, a short story, a comparison and many
others.

10. Develop a practical and useful way to get feedback.
- Immediate feedback is required.
Communication Techniques:
1. The Good Old Boy is referred to the experienced speaker who the audience is
familiar with. He may deliver good information but at times he may poorly delivered it.
2. The Entertainer is the speaker who uses anecdotes or hilarious stories in delivering
messages.
3. The Academic is the speaker who keeps an eye on the precision of the
presentation. He uses an organized outline and delivers the message as planned.
4. The Reader is the one who reads his script word for word. The speaker is prepared
of the message but at times, it can be technical, boring and difficult to understand.
5. The Snail is the one who drags his speech in a seemingly endless manner. He
tends to discuss each item thoroughly. He can be too detailed of the message but he
would not notice the time consumed for each discussion anymore.
6. The Gadgeteer is the person who uses every gimmick and technique in the
presentation. Too much visual aid, the speaker may lose sight of the message.
V. Activity
Group yourselves by three, pick one type of communication technique and

write down its advantage and disadvantage.
Advantages Disadvantages
1. 1.
2. 2.
3. 3.
4. 4.
Generalization:
Communication is an interaction between two people . It is a process of interacting

your ideas, expression and thoughts to one another or two a group of people.
VI. Evaluation

I. Identification: Write your answers on the space provided before the number.
________________1. It is an act between the sender and the receiver of the message.
________________2. It presents that communication is not only a two way process but
it has a “field of experience” which includes our cultural background, ethnicity,
geographic location, extend of travel and -general personal experiences.
_______________3.The speaker who uses every gimmick and technique in the

presentation.
________________4. The speaker who drags his speech in a seemingly endless

manner.
________________5. The speaker who keeps an eye on the precision of his

presentation.
V. TASK
Write a simple speech about your thoughts as a TESDA Trainee of Passi Trade School.
Supplemental Reading 1: Communication with the Agents of Socialization
Socialization refers to the way young people learn to become members of the society
by accepting and internalizing norms and behaviours.
Agents of Socialization

Family Peer School Mass Media Religion Government
Family is the basic unit of society.
Types of Family
 Nuclear Family
 Extended Family
 Blended Family
 Same sex parents
 Single Parent Family
Thoughts to ponder…
What behavior of yours has been influenced by your peers?
Do your parents worry about the type of friends you choose?
Do you consider school as your second home?
How mass media influence people’s lives?
What are the functions of our government?
How religion has changed your life?

Information Sheet 2: The Functions of Communication
1. describe the functions of communication

2. differentiate the major functions of communion, aesthetic, utilitarian,and
therapeutic
3. create a diagram of the communication process using concepts
4. work as a team
Key Concepts: Communication
III. Materials:
Laptop, soundbox, blackboard, chalk
References:
Chaves, J. D, et.al, Creative Oral Communication for Filipino Students: A

Practical Application
Values Statement:
Thoughts to Ponder:
Why do we need to communicate?

How do we survive without communication?
Lesson
Cayanan and Chan (as cited in Chavez, et. al, 2012, pp. 37-38) that there are
major functions of communication such as utilitarian, aesthetic, and therapeutic.
a. Utilitarian. Human beings use oral communication to fulfill one’s desires,

needs and goals in life. We communicate to express our thoughts, and feelings to
others.
b. Aesthetic. Art is beauty. Aesthetic communication is manifested through

television, radio, stage presentations and the like.
c. Therapeutic. Communication is important because it maintains good health.
According to Singh , words are used in communication to express opinion and

ideas. Even animals like cats and dogs have their system of communication. Singh
also stressed these three fundamental aspects of spoken communication namely:
stress, intonation and rhythm (as cited in Chavez, et. al, 2012, p. 8)
Adopt/Adapt
Adopt (verb)
 legally raise another’s child: to raise a child of other biological parents as if it
were your own, in accordance with formal legal procedures
 to take the child of other person or parents as one’s own child.
Adapt (verb)
 change to meet requirements: to change something to suit different conditions
or a different purpose
 transitive and intransitive verb adjust to something: to become, or different
conditions
Cease/Seize
Cease (verb)
 stop something: to put an end or stop to something
Seize (verb)
 take hold of; appropriate; take control of ; arrest
 to take advantage of
Childish/ Childlike
Childish (adjective)
 somewhat like child: characteristic of or suitable for a child
 immature: regard as showing a lack of adult qualities such as emotional
restraint, seriousness, or good sense
Childlike (adjective)

 having good qualities of child: like a child, especially in having a sweet,
innocent, unspoiled quality.
 Innocent, pure, naïve, candid, uncomplicated, unsophisticated
Collaborate/Cooperate
Collaborate (verb)
 To work together, especially on work of an intellectual nature.
Cooperate (verb)
 To work jointly with others to some end; to contribute to a join effect
Emigrate/Immigrate
Emigrate (verb)
 It refers to the process by which a person leaves his place or country of
residency, to relocate elsewhere.
Immigrate (verb)
 It describes the process by which a person moves into a country for the
purpose of establishing residency.
Gender/Sex
Sex (noun)
 It refers to biological differences; chromosomes, hormonal profiles, internal
and external sex organs
Gender (noun)
 Masculine and feminine (gay, bisexual or transsexual or trangender)
 Gender role’ refers to the characteristics and behaviors that different cultures
attribute to the sexes.
Compliment/Compelement
Compliment (noun)
 It is associated with praise, or flattery; an expression of approval; an admiring
remark
Complement ( noun)
 It is associated with enhancement
 It implies something that completes
Lose/Loose
Lose (verb)
 It means to fail to keep (either physically or in abstract sense), to misplace, fail
to make money in a business.
Loose (adjective)
 It means ‘not tight’ or ‘free from constraint’.

According to Robert, there are three interactive models of communication that
are widely acknowledged namely the Shannon, Schramm and Berlo. Below is an
illustration of the communication process, reflecting the model concepts ( as cited in
Chavez, et. al, 2012, pp. 38-43).
Shannon-Weaver Mathematics Model

http://davis.foulger.info/research/unifiedModelofCommunication.htm
Information
Source Transmitter Receiver Destination
Message Signal Received Message

Signal
Noise Source
 Berlos’s Model of Communication
Berlos’s SMCR Model of Communication

Encodes Decodes
Source Message Channel Receiver
Communication Content Hearing Communication Skills

Skills
Attitudes Elements Seeing Attitudes
Knowledge Treatment Touching Knowledge

Social System Structure Smelling Social System
Culture Code Tasting Culture
 Schramm’s Model of Communication
Field of Experience Field of Experience
DESTINATION
Source SIGNAL decoder

encoder
http://extension.missouri.edu/p/CM109
V. Activity:
Group yourselves by three and create your own concept of the communication
process. Share your ideas in the class.
VI. Task
From the three models of communication process, choose one model and make a
simple presentation on it presentation is good for 3 minutes.

Information Sheet 3: Modes of Communication
1. Identify the different modes of communication

2. describe the benefits of facilities and gadgets in communication
3. write an essay
4. work as a team
Key Concepts: Communication
III. Materials:
References:
Developed CBLM , Receive and Respond in Workplace Communication, 2011
Values Statement:
Question:
Can you name some of the facilities used in communication?
Can you name some of the search engines we often used in doing research.

There are different modes of communication used to exchange ideas/express
feelings and present information.
c. Lesson
Modes and Medium of Communication
1. Face-to-face
2. Video
3. Audio and text-based
4. Writing Braille
5. Speech
6. Sign Language (including finger spelling into the palm of the deaf/blind),
7. Body movements
8. Facial expression
9. Symbols
Face-to-face Communication
- Is the most common. This includes casual conversation between two or
more people and business meetings. It requires no extra materials, making
this the cheapest option for communication.
Video Communication
- Is achieved by using web cameras to connect two or more parties. This is

the next-best communication option after face-to face .
Audio Communication
- Is a voice-only form of communication, such as a conversation on a

telephone. This is a good instant communication tool if you catch the person
instead of getting and answering machine or voice mail.
Text Communication
- Includes Internet communication, such as email, instant messaging and

forums, text messaging and printed papers. Text communication does not
have the benefits of audi and video, but it is much easier to distribute
information to a large group of people and save records of the
communication.
- It also includes in making memorandum, notices, informant discussion and
others.
Facilities/Gadgets used in communication:
1. Cell phones
2. Tablets
3. Computer (desktop)
4. Notebook

5. Telephone
6. Fax machine
7. Laptop
Internet sites commonly used:
1. Yahoo
2. Google
3. Altavista and others
4. Mozilla Firefox
Application Sites for Social Netwroking Communication

1. Yahoo Messenger 4. Facebook 7. Wechat
2. Skype 5. Tweeter 8. Viber
3. Ovoo 6. Instagram
Philippine System of Writing
Alibata is an ancient system of writing that was used before.

Baybayin Writing

Activity :
Transcribe the following words in Baybayin writing:
1. Kamust ka na?
2. Mahal kita
3. Utak at Puso
4. Bayan ng Passi
5. Pilipinas Kung Mahal
V. Evaluation

Write an essay that from the many forms of communication, which one do you think is
useful and why?
VI. Assignment:
In a one whole piece of bondpaper, make a lay out of your profile in Facebook or
Instagram. What do you want your profile to look at? Share your ideas in the class.
Information Sheet 4: Terms, Memos, Notices

1. Identify common terms in different qualification

2. learn how to write memos
3. write a simple memorandum in school
4. work as a team
Key Concepts: Terms, Memos, Notices
III. Materials:
References:
Training Regulations , Retrieved April 7, 2016 from www.tesda.gov.ph
Values Statement:
Question:
Do you know terms like aperitif, al dente, e-mail, adhesives?
There are common terms used in different qualifications which are very useful in
your training.
Food and Beverage Services NC II

Apertif - is any drink takes before meals, to improve your appetite
Brewing - a stage in making beer in which worth is boiled with hops
Busboy - refers to the dining room helper and runner
Bussed Out taking out soiled plates/dishes from the dining area to dishwashing
area.
Cocktail - is a well-mixed drink made up of base liquor, a modifying

ingredient as a modifies and a special flavoring of coloring agents.
Commis - refers to the category to the extent of difficulty and complexity of

skill and knowledge required for the job.
Dish Out - food taken from the kitchen to the dining area.
Fermentation an action of yeast upon a sugar solution which breaks down the sugar
into carbon dioxide and alcohol
Captain Waiter - Chef de Etage
Dining Room Attendant - Commis de Rang
Waiter - Chef de rang/Demi deRang
Wine Steward - Chef de Vin/Chef Sommelier
Director of Service - Chef de Service
Head Waiter - Chef de Salle
Flambe - flamed with spirit or liqueur
Garnish - an ingredient which decorates, accompanies or

completes a dish.
High ball drink - is a tall drink consisting of a shot of specified spirit with
mixers such as sodas, water,etc.
Mise en place - French term for having all ingredients in readu to use
Tableware - it denotes all forms of spoons and forks
Cutlery - refers to knives and other cutting implements
Holloware - consists of any item made from silver, teapots, milk jugs,
sugar, basins, ovalflats
Silverware - tableware made of solid silver, silver gilt ir silver metal.

Table Napkin - an individual piece of linen which is used to protect the
clothing.
Baking and Pastry Production/ Cookery
Al dente (Italian) To cook an item, such as pasta or vegetable, until it is tender but still
firm, not soft.
Baste – To moisten the surface of meat or other foods while roasting to add flavor and
to prevent drying of the surface.
Blanch – to cook a food item partially and briefly.
Brunoise – Vegetables that are cut into very small dice used to garnish soups and
sauces.
Crepe- a thin pancake made with egg batter, used in sweet and savory preparations.
Coddle – to cook below boiling point
Deglaze – to remove meat drippings from cooking utensils to use in gravy or sauce.
Dredge – to sprinkle or coat with flour and fine substances.
Escallop – a small, thin slice of meat, fish or poultry.
Fillet – a boneless cut of meat, fish or poultry.
Fricassee – A stew of poultry or other white meat with a white sauce.
Julienne – vegetables cut into thin strips; 1/8 inch x 1/8 inch x 1 to 2 inches is
standard.
Legume – Seeds of certain plants including beans and peas
Marinate – to let food stand in marinade
Mirepoix – A mixture of carrots, celery and onions, used for flavoring culinary
preparations.
Parch – to brown by means of dry heat; applied to grains as corn
Poach – to cook in a hot liquid, with precautions
Puree – Food that is processed in a blender or food processor or put through a food
mill to make a smooth paste.
Quenelle – a small, oveal-shaped dumpling of forcemeat, used to garnish
Roux - a thickening agent made form flour and butter.

Scallop – to bake food usually cut in pieces, with liquid or sauce. Top may be covered
with crumbs.
Strain – to pass a liquid through a sieve or screen to remove particles
Veloute sauce – a sauce of white stock thickened with white roux; one of the grand
sauces.
Information and Communications Technology Terms
E-mail - electronic mail
System unit - core of the computer system
CPU - central processing unit
Laptop - system unit is built into the body of the computer and not as a
separate unit
Monitor - like a television, has a screen to display information
Computer keyboard – is designed like the keyboard or a typewriter
Mouse - is a small handheld device that controls the pointer of the screen
CD DRIVE - is usually located on the side of the computer.
CD-ROM - Compact Disk-read only memory
ICONS - small pictures on the desktop
Taskbar - is the blue rectangular board located at the bottom or the

window’s desktop.
Shielded Metal Arc Welding NC I and II

Transformer Type or Alternating Current (AC) Welding Machine
- It is the most popular welding machine. The machine usually uses a single-
phase 220 or 240 supply voltage.
Rectifier Type or Direct Current Welding Machine

- A type of welding machine consists of a transformer and silicon or selenium
rectifier to convert the alternating current to direct current.
Alternating Current and Direct Current (AC/DC) Welding Machine

- Combination of transformer type and rectifier type welding machine.
Generator Type Welding Machine (Diesel Driven Type Welding Machine)

- Use diesel or gasoline to generate the welding machine.
Lamp Indicator – indicates that the machine is in “on or off” terminal.
Power on/off switch – controls the entire operation of the machine.
base metal – the metal that is to be worked or welded
weld bead – a deposit of filler metal from a single welding pass
weld defect– an irregularity that spoils the weld appearance or impairs the
effectiveness of the weld or weldment by causing weakness or
failure
weld line – the junction of weld metal and the base metal, or the junction of
base metal parts when filler metal is not used
weldment – an assembly or structure whose component parts are joined by

welding
welding – joining two metals by applying heat to melt and fuse them, with
or without filler metal
welding electrode – the current-carrying rod used to strike an arc between rod and metal
welding rod – filler metal in the form of a rod or heavy wire
welding torch –a gas mixing and burning tool for the welding of metal
Driving NC II

Absolute Speed Limit – the maximum or minimum legal speed at which one may drive.
Accident, motor vehicle – any mishap involving a moving vehicle and resulting in death.
Collision – any crash between motor vehicles or between a motor vehicle and another
object.
Driving License – A legal document in the form of plastic identification card and official
receipt issued by LTO authorizing a person to drive and operate a specified of motor
vehicle after satisfactorily completing and passing the standard requirements as
categorized either non-professional or professional proficiency level.
Defensive driving – being prepared to handle through any hazardous situation caused
by other users of the road.
Directional Signals – lights on motor vehicle or hand signals used to indicate left and
right turns and stops.
Driver – a person who drives motor vehicle and transport passengers and loads over
specified routes or destination for a fee.
Fare – refers to the price charged to transport a passenger.
Light Duty Vehicles These are motor vehicles whose gross vehicle
weight is equal or less than 3,500 kgs. Powered
by a gas or diesel engine.
Automotive Service Refers to an all around auto serviceman that can

Technician perform both mechanical and electrical as well
as auto electronics maintenance checking and
inspection of motor vehicle. Assesses vehicle
problems, perform all necessary diagnostic test
or installation of accessories and competently
repairs or replaces faulty parts.
Adhesives Substance used to hold gasket in place during

assembly. It also maintains a tight seal by filling
in small irregularities on a surface and prevents
gasket from shifting due to vibration.
Anti-Lock Braking System that automatically controls wheel slip or

System prevents sustained wheel locking on braking
Automatic A transmission in which gear or ratio changes are

Transmission self-activated, eliminating the necessity of hand
shifting gears
Backlash The amount of clearance or play between two

meshed gears
Catalytic Converter Emission The control device fitted in the exhaust

system of an internal combustion engine. The

converter reduces the toxicity of products of
combustion by catalytic re-combination
Charcoal Canister Trap containing charcoal granules to store fuel

evaporating from a fuel system and prevent its
loss to atmosphere, particularly from a
carburetor and fuel tank.
Electronics Electrical assemblies, circuit and system that

use electronic devices such as transistors and
diodes.
Motorcycle – refers to a single passenger vehicle for operation on ordinary and typically
having two wheels and a gasoline internal combustion engine.
Public Utility Jeepney – refers to a locally manufactured and modified jeepney-type

vehicle intended to carry as much as prescribed and authorized by Land Transportation
Franchising and Regulatory Board (LTFRB) as approved by the Department of
Transportation and Communication.
Regulatory Signs – traffic signs that tell what a driver must or must not do under penalty
of the law.
Automotive Servicing NC II
Emissions Any air contaminant, pollutant, gas stream from a

known source which is introduced into the
atmosphere.
Final Drive The end of the drive train before power is transmitted
to the wheels.
Fuel Injection An electronic system that increases the performance

ad fuel economy because it monitors engine
conditions and provides the correct air/fuel mixture
based on the engine’s demand. It injects fuel directly
into the cylinder head enabling more precise control
over the quantity used.
Governor A speed sensing device that employs centrifugal force

and spring tension to govern engine speed.
Hotchkiss Drive The type of rear suspension in which leaf springs

absorbs the rear axle housing torque.
Intake Manifold Tubing attached to the engine through which the

air/fuel mixture reaches the cylinder.
Ignition System Electrical system devised to produce timed sparks

from engine spark plug. Consisting of a battery,

induction coil, capacitor, distributor, spark plugs and
relevant switches and wiring.
Master Cylinder The liquid-filled cylinder in the hydraulic brake system

or clutch, where hydraulic pressure is developed when
depresses a foot pedal.
Periodic Maintenance The regular servicing prescribed by manufacturer to

Service maintain the vehicle’s top performance.
Positive Crank Emission control system that prevents crank case

Ventilation gases from entering the atmosphere, usually by
drawing the gases from the crank case and feeding
them into the engine’s induction system.
Power Steering Steering that has been designed to make the wheel
move more easily than in a manual steering system.
Hydraulic assists the process utilizing hydraulic fluid.
The fluid increases pressure in the power steering
pump and aids in the movement of the steering
mechanism. This fluid, called power steering fluid, is
what is replaced at regular intervals to keep steering
soft and comfortable.
Super Charged An engine that is similar to a turbo-charged engine

Engine which uses a series of belts or chains from the
crankshaft to turn the turbines that forces the
air/fuel mixture into the cylinder heads under
pressure creating a bigger explosion which generates
more power. A turbocharger uses the exhaust gases
to turn the turbines to create the same effect.
Transaxle Type of construction in which the transmission and

differential are combined in one unit.
Thermostat A device for automatic regulation of temperature
Turbo Charged A performance-increasing turbine positioned in the

Engine exhaust system. Expanding exhaust gases spin an
impeller (very small fan-type blades) at speeds up to
25 thousand rpm, driving a similar compressing
impeller. Compressed air from the driven impeller is
forced into the induction system, which squeezes
more air/fuel mixture into the combustion chambers.
With the greater charge of air and fuel, a more
powerful combustion burn results, thus more power.
The big advantage of the turbo over directly driven
superchargers is the increased efficiency, although
there is a slight lag before the turbine spins up and
increases the power output. Originally turbo were
developed to enable aircraft to fly at high altitudes,
then they found use in diesel trucks and train
engines to increase their torque.

U-joint A four-joint cross-connected to two U-shaped yokes
that serve as a flexible coupling between shafts.
Sample Memos and Notices
Memos – solve problems, it is designed to be read quickly and passed along rapidly,
oftn within a company or work group.
- Is a short of communication used within a company.
- The memo heading includes the date, sender’s name and title, receipient’s
name(s) and the subject line consisting of ten words or less.
Part of Memo
Standard Memo –are divided into segments to organize the information and to help
achieve the writer’s purpose.
A. Heading Segment
The heading segment follows this general format:
TO: (reader’s names and job titles)

FROM: (your name and job title)
DATE: (complete and current date)
SUBJECT: (what the memo is about , highlighted in some way)
B. OPENING SEGMENT
The purpose of a memo is usually found in the opening paragraphs and is

presented in three parts: the context and problem, the specific assignment or
task, and the purpose of the memo.
1. The context is the event, circumstance or background to the problem

you are solving.
2. In the task statement, you should describe what you are doing to help
solve the problem.
3. Finally, the purpose statement of a memo gives your reason for writing
is and forecasts what is in the rest memo.

C. Summary Segment
If your memo is longer than a page, you may want to include a separate
summary segment
Memorandum
TO: All representatives

FROM: Papelmeroti, Sales Representative
DATE: 18 November, 2003
SUBJECT: ordering recycled paper from Brown’s
All representatives should be using recycled paper now. It is available

through the usual ordering system,but must be filled out on special order forms
(sample attached). Be careful when filling in the form to complete the following
information.
1. Indicate the number of pages, rather than the number of packets.

2. Discounts apply if you order one month in advance.
3. Postage and freight must be added to every order.
All representatives can choose the colors of the paper they want to use.
Once you choose your colors, please stick with your choice.
Sample of Circular in workplace
SUBJECT OF ACTION
Recommending Approval Approval

Positions other than VIS VSS/VSA
VSS/VSA and VIS
Positions other than RTC Senior Staff for R/PTC Regional Director
Chief/PTC Head
4.2.5 An official or employee who is continuously absent for more than one (1) year or
intermittently absent for at least two hundred sixty (260) working days during a 24-month
period by reason of illness may be declared physically unfit to perform his/her duties and the
head of office in the exercise of his own judgment may consequently drop him/her from the
IV.rolls.
Evaluation
4.2.6 Approval
I. Identify of sick leave, whether with or without pay, is mandatory provided proof of
the following:
sickness or disability is attached to the application.
_________________1. It refers to the dining room, helper and runner.
_________________2. It is also known as Chef de Etage.
_________________3. “To cook a food item partially and briefly.”
_________________4. A thin pancake made with egg, batter, used in sweet and
savory preparations.
_________________5. “To cook in a hot liquid with preparation.”
_________________6. A shorthand for electronic mail.
_________________7. The metal that is to be welded.

_________________8. A person who drives motor vehicle and transport passengers
and loads over a specified route and destination for a fee.
_________________9. A device for automatic regulation of temperature.
________________10. It is a short of communication used within a company.
I. Identification
1. Busboy
2. Captain Waiter
3. Blanch
4. Crepe
5. Poach
6. E-mail
7. Base Metal
8. Driver
9. Thermostat
10. Memo

Learning Outcome 2 SPEAK ENGLISH AT A BASIC OPERATIONAL LEVEL
CONTENTS:
1. Oral Communication
2. Philippine English
3. Forms of Expression
4. British and American English Vocabulary
1. Simple conversations on familiar topics with work colleagues is participated

2. Simple verbal instruction or requests are responded to
3. Simple requests are made
4. Routine procedures are described
5. Likes, dislikes and preferences are expressed
6. Different forms of expression in English is identified
CONDITION:
Trainees must be provided with the following”

1. References (books)
2. Fax machine
3. Telephone
4. Internet
ASSESSMENT METHODS:
1. Written Test
2. Performance Test
3. Oral Questioning
4. Direct Observation
Information Sheet 1: Philippine English

Learning Experiences
Learning Outcome 2: Speak English a Basic Operational Level

1. Read Information Sheet If you have some problem on the content of the
1.2.1 on “Philippine English” information sheet don’t hesitate to approach
your facilitator.
If you feel that you are knowledgeable on the

content of the information sheet, you can now
answer self check provided in the module.
2. Answer Self-Check 1.2-1 Compare your answers to the answer keys on

on “Philippine English” 1.2-1 “ Philippine English” You are required to
get all answers correct. If not, read the
information sheets again to answer all the
questions correctly.
3. Read Information Sheet 1. If you have some problem on the content of the
2-2 on “ Forms of Expression information sheet don’t hesitate to approach
in English” your facilitator.

on “Forms of Expression in 1.2-2 “ Forms of Expression in English” You are
English” required to get all answers correct. If not, read
the information sheets again to answer all the
Congratulations on a Job well done!!! You have now successfully completed the
last competency for this qualification and is now ready for the National
Assessment. Good luck and use what you have learned here well!!!

Information Sheet 1: Philippine English
1. learn some terms used in Philippine English

2. identify the British and American words
3. use some words in Philippine English in a sentence
4. work as a team
Key Concepts: Philippine English
III. Materials:
References:
Rueda, R.B (2014), A Plain and Practically Lucid English Grammar , Second
Edition, Centralbooks, Philippines
Values Statement:
Question:
Can you speak English fluently?
How good are you in speaking English?
English is spoken in important countries like the United Kingdom, the United
States, Canada, Australia, Ireland, South Africa, and New Zealand. It is also spoken in
many other nations and territories such as Bangladesh, Ghana, Guyana, India,
Hongkong, Kenya, Jamaica, Malta, Malaysia, Nigeria, Pakistan, the Philippines and
Singapore.
All these territories using the language, inevitably, tend to have distinctive
pronunciations, grammatical features, and items of vocabulary, and all the time, varities
if the standard international language.
PHILIPPINE ENGLISH
Academician A teacher in a college, university or

institution of higher learning
Adidas Chicken foot cooked on a barbecue
Ambush interview An unscheduled interview with a
politician, film actor, etc.

American Time A time system in which people are
always punctual in keeping
appointments, schedules, etc.
As alto A surprise party with ample food and
drink
Bedspace A room for someone to stay in a
dormitory
Berks A close friend or a companion
Betamax Chicken head cooked on a barbecue
Bladed It is used to describe someone who is
carrying a knife.
Boarding-house A private home that provides a room but
usually doesn’t provide meals to paying
guests who are usually workers or
students
Boardmate A person somebody lives with in a

boarding house
Bold star A model or an actor of sexually explicit
magazines, films, or other materials
Boondock A very high area of land with
steepsides
Capiz A small mollusk with a hinged shell
Carless It is used to indicate that somebody or
something does not have a car
Carnap To take a car that belongs to
somebody else, illegally or without the
owner’s permission
Cocol Called a relationship of a couple who
only meet at a coffee shop
Eat-all-you-can All-you-can-eat
Five-six Borrowing or lending money with 20%
interest
Flying kiss A kissing gesture near to , nut not
actually making contact with, his or
her cheek, to greet somebody
Hohol When a person enjoys hanging out
and mingling with others
Hostess A woman who has sex with men in
exchange for money
Ice scramble Crushed or shredded ice with sugar
and food colouring
Jolog A term used for somebody who is
uneducated and stupid because they
come from or a slum.
KKB An outing to a restaurant or
theatre,where each person pays for
himself orherself
Kundiman A love song

mix-mix A form of speech involving frequent
switches between languages.
Momol/momox A relationship without any
commitment
Momowl A relationship with love
Owner jeep A vehicle with four-wheel drive , for
use of commuting public in the
Philippines
Pickpocketer A thief who steals from people’s

pockets and bags in public places,
usually unnoticed.
Querida A woman with whom a man has
usually long-term extramarital sexual
relationship, often one in which he
provides financial support
Salad A dish orf various pieces of fresh or
canned fruit or macaroni with cream
or mayonnaise.
Sando A collarless undergarment for the
upper body, usually with sleeves or
no sleeves.
Sin A roof sheet made of galvanized iron.
Smuggle A flat shoe of soft or lightweight
material, usually worn indoors.
Spaghetti A short stretchy top with straps for
women.
Step in A light open shoe that is held on by

straps across the instep or around
Take-home A meal given by a friend or someone
for eating at home.
Tao An individual human being.
Tomboy A woman who is sexually attracted to
other women.
Topnotcher A person who attains the highest
position in an exam or election.
Tricycle A motorcycle with a side car.
University belt A part of a district or city which has a
large number of universities.
Vendor Somebody who travels from place to
place selling goods.
Viand A dish that is served during a meal
and eaten with rice.
Sentences in Philippine English
Philippine English British English

Did you have a good travel? Did you have a good journey?
Do you like a horse? Do you like horses?

Finally! Where have you been? At last, where have you been?
He availed of the opportunity. He availed himself of the
opportunity.
He’s looking forward to go home. He’s looking forward to going home.
I am a bit in hurry. I am in a bit of a hurry,
I gave to her my address I gave her my address.
I gonna tell you something. I’m gonna tell you something.
I have done a mistake. I have made a mistake.
I have to lose my weight. I have to lose (some) weight.
I think I would enjoy a city life. I think I would enjoy city life.
I’m thankful for your help I’m grateful for your help.
Let’s go and have some coffee to Let’s go and have some coffee at
Starbucks. Starbucks.
Sentences in American English
Philippine English British English

All the children were in school. All the children were in school.
Can you fill in this form? Can you fill out this form.
He just went home. He has just gone home.
We don’t need to hurry. We need not to hurry.
Particulars, keep out. Outsiders, keep out.
The kitchen looks great now that it has The kitchen looks great now that it
been done over. has been done up.
There was a large box of candies on a There was a large box of sweets on a
table nearby. table nearby.
It looks like it’s going to rain. It looks as f it’s going to rain.
British English and American English
These two Englishes are very similar. They are a few differences of vocabulary. It is
important that you observe consistency when using them. You need to decide
whether you use British English or American English for they cannot intermingle in
your writing.
British English American English

Aerial (radio/tv) Antenna
Aeroplane Airplane
Aubergine Eggplant
Autumn Fall
Bap Bill
Biscuit Cracker
Block of flats Apartment building
Bootlace/shoelace Shoestring
Braces Suspenders
Break (school) Recess
Briefs/underpants Shorts/jockey shorts
Candy floss Cotton candy

Car park Parking lot
Chemist’s shop Druggist
Convoy Caravan
Cotton Thread
Curtains Drapes
Dessicated (coconut) Shredded
Diversion Detour
District Precinct
Dynamo Generator
Fair(fun) Carnival
Foyer Lobby
French fries Chips
Funny bone Crazy bone
Gallery Balcony
Gangway Aisle
Gaol jail
Goose pimples Goose bumps
Handbag Purse
Hoover (n) Vacuum cleaner
Ice/sorbet Sherbet
Iced lolly Popsicle
Ironmonger Hardware store
Kiosk Telephone booth
Label Tag
Let Lease/rent
Mackintosh Raincoat
Mobile phone Cellular phone
Nappy Diaper
Wine merchant Liquor store
Paraffin Kersone
Parcel Package
Pavement/footpath Sidewalk
Post Mail
Postman Mailman
Queue Line
Reception Front desk
Rubbish Garbage
Saloon car Sedan
Single ticket One way
Sofa Couch

Silent letters in Philippine English
Aspirin different marriage several business evening
Medicine Temperature chocolate every omelette
usually comfortable Interesting restaurant vegetable
IV. Evaluation
Direction: Match the following
Column A Column B
_____1. A very high area of land with steep sides a. berks

_____2. A close friend or companion b. boondock
_____3. Long way c. tuck out
_____4. To untuck. d. long cut
_____5. A week after next. E. standby
_____6. Someone who has no job f. next next week
_____7. A vehicle with four-wheel drive g. pasalubong
_____8. Something that is given to somebody when h. owner jeep
Going back from a trip somewhere.
_____9. A roof sheet made of galvanized iron. i. spaghetti
____10. A short stretchy top with straps for women j. sin
V. Task
Identify at least five technical terms you use in your respective qualifications. Find the
meaning of those words and write it down in a one-fourth piece of paper.

Answer Key:
1. b
2. a
3. d
4. c
5. f
6. e
7. h
8. g
9. j
10. i

Information Sheet 2: Forms of English in English
1. learn expressions in English

2. know the meaning of idiomatic expressions and proverbs
3. perform a role play
4. work as a team
Key Concepts: Expressions
III. Materials:
References:
 http://www.ihbristol.com/useful-english- expressions/example/advice-and-
suggestions1/8
Values Statement:
Question:
Can you name some common expressions in English?
Lesson:
Example of Forms of Expression in English
Apologising:
Everybody makes mistakes sometimes. When it happens we need a

phrase to tell the other person how really sorry we are and stop them getting really
angry.
1. I’m (so/very/terribly) s0rry.

2. Ever so sorry.
3. How stupid/careless/ thoughtless of me.
4. Pardon (me).
5. That’s my fault.
6. Sorry. It was may fault.
7. Please excuse my (ignorance).
8. Please don’t be mad at me.
9. Please accept our (sincerest) apologies.

Asking Information:
Sometimes you want to ask English people for information.
In English ,it is not very polite to start a conversation with a direct question. For
this reason, we have a number of phrases…
Can you tell me…?

Could you tell me…?
I’d like to know?
D’you know?
Could anyone tell me?
Would you happen to know?
I wonder if you could tell me?
I wonder if someone could tell me?
Advice and Suggestions

Sometimes other people don't know what to do and they ask us for some advice. Here
are ten phrases you can use when you are making suggestions.
Ten Expressions to Use In Speaking And Writing
1. I reckon you should stop now
2. Why don't you stop now?
3. How about stopping now?
4. If I were you, I'd stop now.
5. I suggest you stop now
6. You'd (really) better stop right now.
7. I would strongly advise you to stop
8. My advice would be to stop now
9. It might be a good idea to stop
10. You might try stopping

Asking for Approval
Sometimes we are not sure if it's a good idea to do something. So we need useful
expressions for asking if other people agree with an idea or intended action. Here are
ten phrases.
Ten Expressions to Use In Speaking And Writing
1. Do you think it's all right to do it?
2. What do you think about (me doing that)?
3. Do you think / reckon I ought to (do it)?
4. What would you say if I (did it)?
5. Would you approve of (doing something)?
6. What is your attitude to the idea of...
7. Are you in favour of (me doing something)?
8. You are in favour of ... aren't you?
9. Do you think anyone would mind if I...
10. Do you think it would be really awful if I
Idiomatic Expressions
Common Expressions and their Meanings
1. To keep one’s balance to keep calm

2. One’s flesh and blood members of one’s family
3. Once in a blue moon not often, very uncommon
4. Out of the blue as a surprise
5. Fair play honest behavior
6. To foot the bill to pay the cost
7. Free-handed generous
8. It’s a go: it is agreed
9. Take it with a grain of salt not to believe all of it
10. An old hand an experienced person
11. A cold hand daring and shameless
12. To come to heel to obey like a dog
13. To lose one’s heart to fall in love

Common Proverbs and their meanings:
1. A friend in need is a friend indeed a friend who helps when one

is in trouble is a real friend
2. Charity begins at home a person’s first duty is to

help the members of his
family
3. God helps those who help themselves God helps those who make
an effort
4. Jack of all trades and master of none Jack of all trades
5. Good wine needs no bush good things needs no

advertisement
6. Pride goes before a fall a proud person soon falls

into disgrace
7. Rome was not built in a day great things are not achieved
easily
8. Strike while the iron is hot seize a good opportunity.
9. There’s no smoke without fire rumors don’t spread unless

There’s some truth in them.
10. Great haste makes great waste if we are in a great hurry we

make mistakes and we
waste a lot of time to correct
the mistakes
Activity
Choose a partner and exchange conversation using the dialogues on

apologizing or greetings.
IV. Evaluation:
Choose one proverb and explain the meaning of the proverb.
V. Task:
In 100 words, write your philosophy in life. Write your answers in a one whole
piece of pad paper.

PARTICIPATE IN WORKPLACE MEETING AND
Learning Outcome 3
DISCUSSION
CONTENTS:
1. Business Meeting Procedures, Protocol and System
2. Tasks and Responsibilities
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 establish
protocols.
4. Workplace interaction are 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.
CONDITION:
Trainees must be provided with the following”

1. Reference (books)
2. Fax machine
3. Telephone
4. Internet
ASSESSMENT METHODS:
1. Written test
2. Performance test
3. Oral Questioning

Learning Outcome 3:PARTICIPATE IN WORKPLACE MEETING AND DISCUSSION
1. Read Information Sheet 1.3-1 If you have some problem on the content of
on “Business Meeting the information sheet don’t hesitate to
Procedures, Protocol and System” approach your facilitator.
on “Business Meeting Procedures, 1.3-1 “ Business Meeting Procedures,
Protocol and System” Protocol and System” You are required to get
all answers correct. If not, read the
information sheets again to answer all the
3. Read Information Sheet 1.3-2 If you have some problem on the content of
on “ Task and Responsibilities ” the information sheet don’t hesitate to
approach your facilitator.
on “ Task and Responsibilities ” 1.3-2 “ Task and Responsibilities” You are
required to get all answers correct. If not,
read the information sheets again to answer
all the questions correctly.
Congratulations on a Job well done!!! You have now successfully completed the
last competency for this qualification and is now ready for the National
Assessment. Good luck and use what you have learned here well!!!

Information Sheet 1: Business Meetings, Protocols and System
1. define the term “meeting”

2. describe the procedures in the conduct of business meeting
3. work as a team
Key Concepts: Meeting, Procedure, Protocol, System
III. Materials:
References:
Revised CBLM 2011, Passi Trade School, QA System
Values Statement:
Question:
Have you ever attended a business meetings?
What is the purpose of having a business meeting?
The meeting is one of the most common vehicles for discussing an issue for
expressing the collective desire of a group. The business meeting in particular is a well
organized group and it takes its form, order and conduct from a set of governing rules,
known through generations of English-speaking organizations and societies, as
parliamentary procedure.
Lesson:
Parliamentary procedure – is a standardized code of behavior addressed to

specially created situations which is characterized by a large group of people gathered
together in a business meeting in order to achieve a specific purpose.
Objectives:
1. Protect and defend the assembly from hasty and ill-considered action;
2. To give each member an equal right to be heard
3. To determine the will of the majority
4. To protect the minority

Characteristic features:
1. It is democratic, it provides for a rule of the majority at the same time that it
protects the rights of the minority.
2. It is efficient, it provides for a complete, comprehensive and free discussion of
all matters.
3. It requires orderly disposal or settlement of each item of business.
Planning the meeting:
A meeting is an assemblage of people who gathered at a specified place and

time in order to discuss a certain matter or make a decision on a vital issue.
The officers of an organization should communicate with one another and

announce to the members the following:
a. Place and time of meeting
b. Manner of notifying the members
c. Person to call the meeting to order
d. Person to be nominated for chairman
e. Person to explain the purpose of the meeting
f. Agenda
g. A set of resolution drafted in advance
Conduct the meeting
The president of the organization together with the members is responsible for
preparing the order of business for the association’s regular business meeting.
Procedures of conduct:
1. Call to order
- This is the official beginning of meeting and the first main item in its order
of business. The assembly is allowed to wait ten to fifteen minutes after the
appointed time to see if a quorum.
The activities at this initial stage are conducted by a temporary presiding officer:
1.Election of a chairman and a secretary.
2. reading the call for the meeting by the secretary.
3.explaining the purpose of the meeting by a member chosen by chairman.
4. announcing of the next business in order by the chairman.
2. Reading the minutes of the previous meeting

- Correction and Approval
3. Report of the officers, standing committees or boards

-a standing committee is appointed at each annual meeting of a society for a
definite time such as a session or a year.
4. Report of special or ad hoc committees
- A special committee is appointed for a specific and defined purpose and it

exists until the duty or task assigned to it is accomplished or until it is
dismissed by a two-thirds vote.
5. Unfinished business
- This refers to questions or orders of the day which were scheduled during
the previous meeting.
6. New business
- Parliamentary practice has established steps in the introduction and

disposal of motions.
a. Introducing Motions
b. Discussing Motions
c. Amending Motions
d. Voting on Motions
7. Miscellaneous matters
8. Adjournment
V. Evaluation
Group yourselves by five. Choose your leader. Conduct a short meeting on the
upcoming Student Day of our school. Decide what are your plans and activities.
VI. Task
Take down of the Task and Responsibilities of your Brgy. Capitan in your
hometown.

Information Sheet 2: Tasks and Responsibilities
1. identify the tasks and responsibilities of a officers

2. perform a simulation activity
3. work as a team
Key Concepts: Tasks , Responsibilities
III. Materials:
Laptop, sound box, blackboard, chalk
References:
Revised CBLM 2011, Passi Trade School, QA System
Values Statement:
Question:
As a trainee here in school, what are your tasks and responsibilities?
How do you perform your role as an officer?
Lesson:
The members of the assembly, just like the presiding officer, are also
responsible for certain tasks and actions to make the business meeting a meaningful
one. If you are a member of good standing you must follow the following:
Parliamentary practice assigns specific duties and responsibilities for the presiding
officer,
a. To call the meeting to orders at the appoint time;

b. To preside at all meetings.
c. To announce the business before the assembly in its proper order
d. To put to the assembly all questions for which a vote is required.
e. To answer parliamentary inquiries and rule on Points of Order
f. To officially declare all recesses and adjournments

Tasks and Responsibilities of Members
1. Obtain the floor and secure recognition from the presiding officer before
making a motion.
2. Take part in the debate if you have an opinion to express or if you want to
obtain an information.
3. Refrain in dealing with personalities while debating.
4. Use your knowledge of parliamentary practice to help transact business in a
constructive manner.
5. Stay at the meeting until the president or chairman declares the meeting
adjourned.
6. Use your knowledge of parliamentary practice to help transact business in an
orderly and constructive manner.
7. Stay at the meeting until the president or chairman declares the meeting
adjourned.
8. Pay your dues on time.
With regards to the holding of a position, accept an office whose responsibilities

you are willing to take. During debate, observe proper decorum by:
a. Addressing remarks to the presiding officer or chairman

b. Saying “the gentleman who spoke first in referring to another member
c. Limiting questions
d. Avoiding personalities, never referring indirectly to the officer or another
member by name
e. Not disturbing the assembly by whispering , walking around or the like,
f. Being courteous in language and disposition.
Activity:
ENUMERATION
1. Enumerate at least 5 responsibilities of the presiding officer?

2. Enumerate at least 5 responsibilities of the members?
Task:
Interview any official in your barangay about his/her duties and responsibilities.

Learning Outcome 4 COMPLETE RELEVANT WORK RELATED DOCUMENTS
CONTENTS:
1. Business Letters
2. Technical Writing
3. Forms and Examples
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
CONDITION:
Trainees must be provided with the following.”

1. References (books)
2. Fax machine
3. Telephone
4. Internet
ASSESSMENT METHODS:
1. Written Test
2. Performance Test
3. Oral questioning

Learning Outcome 4: COMPLETE RELEVANT WORK RELATED DOCUMENTS

1. Read Information Sheet 1.4-1 If you have some problem on the content of the
on “Business Letters” information sheet don’t hesitate to approach your
facilitator.
If you feel that you are knowledgeable on the content
of the information sheet, you can now answer self
check provided in the module.
2. Answer Self-Check 1.4-1 Compare your answers to the answer keys on 1.4-1
on “Business Letters” “Business Letters” You are required to get all answers
correct. If not, read the information sheets again to
answer all the questions correctly.
3. Read Information Sheet 1.4-2 If you have some problem on the content of the
on “Technical Writing” information sheet don’t hesitate to approach your
facilitator.
If you feel that you are knowledgeable on the content
of the information sheet, you can now answer self
check provided in the module.
4. Answer Self-Check 1.4-2 Compare your answers to the answer keys on 1.4-2
on “Technical Writing ” “Technical Writing” You are required to get all
answers correct. If not, read the information sheets
again to answer all the questions correctly.
5 Read Information Sheet 1.4-3 If you have some problem on the content of the
on “Forms and Examples”. information sheet don’t hesitate to approach your
facilitator.
If youfeel
If you havethatsome problem
you are on theon
knowledgeable content
the of
the
contentinformation sheetsheet,
of the information don’t hesitate
you can now to
approach your facilitator.
Compare
content your answers
of the to the answer
information keysyou
sheet, on 1.4-3
can
6. Answer Self-Check 1.4-3 “Forms and Examples” You are required
now answer self check provided in the to get all
on “Forms and Examples ” answers
module.correct. If not, read the information sheets
again to answer all the questions correctly.
Congratulations on a Job well done!!! You have now successfully completed the last
competency for this qualification and is now ready for the National Assessment. Good
luck and use what you have learned here well!!!

Information Sheet 1: Business Letters
1. identify the elements or parts of a business letter
2. write a letter of application
3. develop confidence, integrity,
Key Concepts: Business Letters
III. Materials:
References:
Gorospe, E.G, Illenberger, A.U, Jomilla, M.L (2000), Technical Writing, Central
Philippine University
Values Statement:
Participation, Confidence, Integrity
Question:
What do you think are some of the activities that a company does in everyday’s
routine?
Lesson:
According to Gorospe et. al (2000, p. 221) that “ a letter provides a record of the
activity, and it allows the writer to provide more context or explanation than it usually
does. It helps the audience remember, what is to be done.”
Nem Singh and Calixihan (1994, p. 318) describe that business letters are
different from friendly letter in terms of format, language, style and content. Friendly
letters include content, and informal in style, and need not to follow the organizational
content.
Types of Business Letters
1. Routine Business letters are commonly used in daily business transactions. It is

consist of orders and replies to orders, transmittals, remittances, acknowledgements,
inquiry, requests for information and favors, invitation, and memoranda.
2. Claim Letter is a letter of complaint from a customer, when goods and services are
unsatisfactory, or when an error has been made. The reply is called an adjustment
letter.

The outline of a direct claim is as follows:
1. State the major claim in the first sentence.

2. Explain the details supporting the claim.
3. Confidently request the action to be taken.
Example:
28 June, _____
Gentlemen:
Please send a repairman to fix the compressor of the Westinghouse refrigerator

I bought from you last 18 April. Although we followed the directions for care in the
manual, the unit has stopped working.
I shall appreciate your sending the repairman this coming Saturday since nobody
is at home on weekdays.
SALES LETTER:
According to Singh and Calixihan (pp. 319-320), “sales letter is self-explanatory.

It aims to sell a product or service. It is a form of advertising. The test of a good sales
letter is if the reader buys the product or service advertised”.
Unsolicitied sales letter has to be more convincing to arouse the reader’s

attention. It follows the acronym A-I-D:
A – attention of buyer is attractive; usually with an attention-getting opener.
I – interest of buyer is around; emphasize its central selling point.
D – desire to buy is elivited;
Solicited Sales Letters are replies to questions from prospective buyers.
Armstrong Floors, Inc.

143 Pasong Tamo
Makati, Metro Manila
Mrs. Susan Castro
Thank you for asking us about the qualities of Armstrong Floors. When you went
to the front door this morning to get your mail, did you happen to notice your floor? Now
that is it quite faded, wouldn’t color there brighten up and smarten the whole house?
Nowadays, you can bring outdoor freshness, beauty, and cheer indoor all year
long. In your receiving room, for instance, you can have a flooring that will reflect
warmth and hospitality with a choice but subdued color and varied designs.

Modern flooring like these can carry colorful charm into every room. Modern
floorings, fashioned of Armstrong Linoleum.
Armstrong Linoleum Floors are smarter than ever this year. Visit our store this
week, and choose the model you want. We know you’ll be surprised at the variety of
designs and fresh colors you have to choose from. Avail of our discounted price while
it lasts.
Sincerely yours,
Armstrong Floors, Inc,.
Please send a repairman to fix the compressor of the Wrestinghouse refrigerator

I bought from you last 18
Elements of a Business Letter
1. heading 4. salutation 6. closure

2. the inside address 5. Body 7. Signature
For Example:
376 – C Lopez Jaena Street

Jaro, Iloilo City
May 10, 2003
The Inside Address:
It includes the full name and business address of the person written just as it
appears in the envelope. The name must be spelled out correctly and courtesy
demands that his name must be addressed with “Ms.,Mrs., Mr.,” or an appropriate title.
Example:
Mr. John C. Valdez, President Dr. Elpidio C. Mendoza

Philippine Manufacturing Company Director of Research
Valenzuela, Bulacan Pure Foods Products
Mandaluyong, Rizal
Gorospe et.al (2000) quoted that “if you must write a letter to a company but do
not know the individual to whom to address it, you may address the company or a
certain office or a department of the company.
When a writer wishes to address to a particular person, he may use the

“attention line”.

For Example: Wakey Products, Inc.
1410 Grand Avenue
Detroit 2, Michigan
< 2 spaces>
Attention: Head, Drafting Department
Gentlemen:
Salutation: The Salutation is located below the last line of the inside address and flush
with the left-hand margin. Common greetings are “Dear Sir”. The greeting “Sir” should
be reserved for a very formal. “Dear Mr.______________:” is also acceptable.
In addressing a company or a group of men, use “Gentlemen.” When writing a

woman or a group of women, you may use “Dear Miss_______:” “Dear Mrs.________:”
“Dear Madam:” “Mesdames:” the only acceptable punctuation after the salutation is a
colon (:).
Body of the Letter. The body of the letter is its message. It is made up of three parts:
1. the introduction which identifies the nature of business letter

2. the message proper
3. the closing paragraph
Complimentary Close. It is the formal way of signaling the end of a letter. A comma is
used after the complimentary close.
Examples: Yours respectfully, Respectfully yours, Yours truly (not Truly yours)
Yours very truly, or Very Truly yours, Yours sincerely, or Sincerely yours,
“Respectfully submitted,” is proper for letter of transmittal to superiors,
letters of application.
Signature. Below the complimentary close, is the signature. Four to six spaces are
about right. The name of the company appears above the Signature if you wish to
emphasize the fact that you are speaking only as an instruments of the company and
not with personal responsibility.
Examples:
Yours sincerely, Yours very truly, Very truly yours,
John C. Tan John C. Tan John C. Tan, President

Chief Technical Adviser Chief Technical Adviser Amythst Manufacturing
Research Division Co.
Application Letters
According to Singh and Calixihan ( p. 322) there are 14 principles in guiding an

application letter.

1. Don’t include all the details of your life as if your are writing an autobiography.
2. Don’t overuse”I” , “me”, and “my”
3. Don’t be too humble or presumptions.
4. Don’t beg or ask for sympathy.
5. Don’t sound too familiar. Use formal language.
6. Don’t lecture.
7. Don’t advance any self-evaluation. Let the prospective employer be the jungle.
8. Don’t mention any dissatisfaction with the present employer.
9. Don’t emphasize graduation unnecessarily.
10. Don’t write in vague, general terms. Use examples and evidences.
11. Don’t simply repeat data-sheet information, interpret them.
12. Don’t use trite, outworn expressions.
13. Don’t use your present employer’s stationary.
14. Avoid statements suggesting certainty about the future.

September 8, 2017
MR. CHRISTIAN DELA CRUZ

Manager
Sogo Hotel
Metro Manila
Sir:
Greetings!
This is in response to your advertisement for a Food and Beverage Service

Attendant which appeared in yesterday’s issue of Manila Bulletin.
I am single and a resident of Quezon City, Philippines. I am a certified TESDA

graduate of Food and Beverages Services NC II. My experiences from my previous
employer are a great contribution in molding me to become a professional individual.
Aside from being a hardworking, I am computer competent, fluent in both oral

and written English. I can work under minimum supervision and very responsible in any
tasks that will be assigned to me.
If my qualifications meet your interest, you can send an SMS or give a call at
09086322319.
Very truly yours,
MARY JEAN BALLISA
LIST OF TRITE OR OUTMOTED EXPRESSIONS
“ Listed below are commonly overused expressions in business letters. Their

modern equivalent are listed opposite them (Singh and Calixihan, pp, 324-326).
1. According to our records; our records indicate (Avoid this.)
- Say directly “ Your last payment was due on (say exact date.)
2. At an early date – soon
- Say directly “Soon” is an improvement. Or give the exact date if necessary.

3. At this time – now
- the expression means “now,” so why not say “now”? It is shorter and more original
4. At this writing – now
- When else could it be? Say “now” if an expression is necessary.

- Say “Just as you can,” or “by next Monday morning.”
5. Attached please find; please find enclosed
These expressions are overworked. Say, “Enclosed is…” or better still, refer to the
enclosure in a sentence that also says something else, such as “Refer to page 7 of the
enclosed folder to see the basic steps of operation.
6. Claim; complaint (Avid these words)
Avoid these words because they suggest negative thoughts. No one wants to learn
that his letter asking for a legitimate adjustment has been branded as “complaint.”
7. Legal Terms
Hereto, herewith, hereby, said, above, same, thereof, wherein, hereinafter – all these
words are overused law terms.
Pursuant to your request; referring to your request; in reference to your letter. These
expressions often appear at the beginning of letters. These expressions often appear
at the beginning of letters.
Activity:
Prepare your own bio-date and identify your assets or central selling points. Based on
this, write a letter of application.
IV. EVALUATION
From the advertisement below, write an application letter.
Boracay Mandarin Hotel

Is in need of the following:
5 Food Service Attendant

5 Pantry Chef
3 Automotive Technicians
3 Drivers

Qualifications:
At least 5’3 in height

Single, hardworking, patient can work with minimum supervision
Apply to:
Mr. Robert Po
Boracay Mandarin Hotel
Boracay, Malay, Aklan

Information Sheet 2: Technical Writing
1. define the term “technical writing”

2. describe the purpose of technical writing
3. write a simple essay on a selected topic
Key Concepts: Technical Writing
III. Materials:
References:
Nem Singh, R.P. & Calixihan, J.O (1994), Fundamentals of Technical Writing,
National Book Store, Manila
Locsin, A, http://www.ehow.com/facts_5005967_definition-technical-
writing.html)
http://en.wikipedia.org/wiki/Technical_writing)
Values Statement:
Question:
In our workplace, remember the phrase, “okay class, you put your thoughts in
writing.” This is often heard in offices and in industry to make sure that a message is
recorded, evaluated and acted upon.
Technical writing is a a type of writing used by scientists and engineers in

scientific and technical expositions. It is characterized by formal elements as an
attitude of impartiality, objectivity, accuracy, and conciseness (Singh and Calixihan,
p.1).
Lesson:
Technical writing is a method of researching and creating information about

technical processes or products. That information can then be distributed to users as
printed manuals or online guides so they can perform tasks. Examples of technical
writing include car repair manuals, help text for database software and FAQs for
troubleshooting cameras. (Locsin, A,
http://www.ehow.com/facts_5005967_definition-technical-writing.html)

Technical Writing is a form of technical communication. It is a style of writing
used in fields as diverse as computer hardware and software, engineering, chemistry
the aerospace industry, robotics, finance, consumer electronics, and biotechnology.
Technical writers begin by forming a clear understanding of the purpose of the

document they will create. Technical writers then typically gather information from
existing documentation and from subject matter experts. A subject matter expert (SME)
is any expert on the topic that the writer is working on. Technical writers are often not
SMEs themselves (unless they are writing about creating good technical
documentation). Workers at many levels, and in many different fields, have a role in
producing technical communications. A good technical writer needs strong language
and teaching skills and must understand the many conventions of modern technical
communications.
Advanced technical writers often move into specialized areas such as API writing,
document architecture, or information management.
Consider a technical writer writing a cake recipe:
 Audience: Is the audience composed of people in home kitchens, or highly

trained chefs in professional kitchens?
 Source: Is there existing documentation—a rough draft? Who is the subject
matter expert (SME)?
 Deliverable: Is the deliverable simple text for inclusion in a book, or formatted to
final form? Is the target a paper, a web page, or something else?
The three C's of good technical writing are:
 Clear
 Concise
 Complete
Clear, concise, and complete writing helps the reader to grasp the meaning quickly.
The technical writer determines that the recipe is written on the back of a napkin
but is partially indecipherable, so he or she must also interview a subject matter expert
(SME)—the chef who created it. On being told that the audience consists of people in
their own kitchens, the writer adjusts the writing style accordingly, and replaces or
defines terms such as "beurre mixer" or "springform pan", which may be more suited to
an audience of highly trained chefs. The chef reviews a draft of the recipe (a technical
edit) and notates corrections (bake at 350 degrees, not bake at 325 degrees).
The writer prepares a final draft, which the document owner and any other
stakeholders review and approve before it is published in one or more formats, such as
a paper, or HTML. Different versions of the document might also be published to meet
the needs of different audiences.

Communicating With The Audience
Audience analysis is a key feature of all technical writing. Technical writing is a

communication to convey a particular piece of information to a particular audience for
a particular purpose. It is often an exposition about scientific subjects and technical
subjects associated with finance, construction, medicine, agriculture, technology, and
various sciences.
Procedural technical writing translates complex technical concepts and

instructions into a series of simple steps that enable users to perform a specific task in
a specific way. To present appropriate information, writers must understand the
audience and their goals.
Persuasive technical writing attempts to sell products or change behaviors by

putting forth compelling descriptions of how a product or service can be used in one's
life. This type of writing often delves into features and benefits of the product or service,
and may use illustrations to make the benefits easier for the audience to understand.
Technical Writing Is Presentational
Technical writing involves attractive layout for easy reading and comprehension.
Presentational strategies help readers to grasp messages quickly.
 The top-down strategy (tell them what you will say, then say it)
 Headings (like headlines in newspapers)
 Chunks (short paragraphs)
 Plain, objective style so that readers can easily grasp details.
It is also important to understand the medium typically used to view the final
product. An HTML document (web page), viewed through a browser, has presentational
possibilities that are different from those of the printed page, notably hyperlinks and
animation, which can enhance the readers' experience.
Types Of Technical Documents
Technical writers use computers and other electronic communications

equipment extensively in performing their work. They also work regularly with publishing
software and various authoring environments to prepare material directly for the
Internet. Technical writers frequently work with word processing, graphic design, page
layout, and multimedia software. The nature of technical writing is evolving, and modern
technical writers combine text, graphics, images, and sound into their work.
Broadly speaking, technical documentation can be categorized into three types,

depending on the style of writing, the level of knowledge transferred, and the target
audience:
1. End-user assistance. These information products help a user understand how to

use a technical software or hardware product. User manuals for computer
software, hardware, household products, medical equipment, cell phones,
smartphones, and other consumer electronics belong to this category.

2. Traditional technical documentation. Here the writer's objective is to
communicate to a specific audience. Maintenance guides, appliance or
application repair manuals, engineering specifications, research papers,
reference works, annual reports. and articles written for technical journals (to
name a few examples) belong in this category.
3. Marketing communication. Product catalogs, brochures, advertisements,
introductory pages for web sites, press releases, and advertising copy belong in
this category.(http://en.wikipedia.org/wiki/Technical_writing)
Avoid redundancies: Avoid the wordy phrase; strive to be succinct. Examples:
Word Phrase Concise
despite the fact that although even though

at this point in time at this time, now
on a weekly basis weekly
on the occasion of when
an honor and privilege an honor
(Reference: Gorospe, E.G, et.al (2000), Technical Writing, Central Philippine University,
Jaro, Iloilo City
Activity:
Give the correct form of the verb in the parenthesis.
______________1. Everyone (be) here to observe the progress of the transfusion

of medicine to the patient.
______________2. Everything (be, past tense) in order when we left.
______________3. All of the students (have) left.
______________4. All of the rice (have) been eaten or sold.
______________5. The major cause of accidents (be) drunkenness.
______________6. Ten percent of the population (be )Muslims.
______________7. The majority of my friends (play) gold during weekends.
______________8. A number of students (have) dropped of school.
______________9. The boy, along with his friends, (be) being counseled.
_____________10. A majority of votes (be) needed to win.
Evaluation:
From those in the parenthesis choose and underline the correct word which will
complete the meaning of the sentence.
1. This is a (quite, quiet) place for reflection.

2. The (site, cite) for the new building has been surveyed.
3. (There, Their) are different factors that affect the performance of workers
in the work environment.
4. Mothers (bath, bathe) their children everyday.
5. His (advice, advise) was that Jose change his major.
6. Lack of water (affects, effects) the growth of plants.
7. The government must (affect, effect) improvement in the living conditions

of its citizens.
8. The agriculture building is (contiguous, adjacent) to the law building.
9. His mental (ability, capacity) enables him to make constant adjustments.
10. The money was divided equally (among, between) the twins.
Answer Key in Self-Check 1.4-2
1. Is
2. Was
3. Have
4. Has
5. Is
6. Are
7. Play
8. Have
9. Is
10. Is
1. Quiet
2. Site
3. There
4. Bathe
5. Advice
6. Affects
7. Effect
8. Adjacent
9. Capacity
10. between

Information Sheet 3: Forms and Examples
1. identify the types of forms

2. fill up the forms correctly
Key Concepts: Forms
III. Materials:
References:
Revised CBLM (2011), Participate in Workplace Communication, Passi Trade

School, QA , System
Values Statement:
Question:
What are some of the forms you used upon enrolling here in Passi Trade
School?
Lesson:
Card Form Characteristics
A card form lets you view and edit one record in a table at a time. A card form is
used when there are too many fields and you want to view them all conveniently on only
one line. Card forms always have tabs (like index tabs), which you can select to view
different groups of fields.
Even if there are only a few fields, there is at least one General tab. The General
tab is always first.
The table's primary key field is always the first field in the General tab. Tables
that use card forms only have one field in the Primary Key.
Naming Card Forms
Card forms are named after the table with which they are associated, followed
by the word "Card". For example, the card form associated with the Customer table is
called the Customer Card. Card forms also have at least one menu button at the bottom

of the frame. This button has the same name as the table that the card is based on and
gives you access to related information.
Statistics Forms
A statistics form is a one-record form that enables you to view but not edit
information. It usually contains FlowFields, which allow you to drill down to get to more
information. Usually, a statistics form also contains calculated or derived information
contained in variables, which cannot be drilled down.
Statistics forms can also contain tabs that help organize the information.
Naming Statistics Forms
Statistics forms are named after the table with which they are associated,
followed by the word "Statistics". For example, the statistics form associated with the
Customer table is called Customer Statistics.
Entry statistics forms are a special version of the statistics form. They are named
after the table they are associated with, followed by the words "Entry Statistics". For
example, the entry statistics form associated with the Customer table is called
Customer Entry Statistics.
Tabular Forms
A tabular form is a multi-record form that enables you to view multiple records
from a table and edit them. Each record is displayed as a single row in the tabular form
and each field is displayed as a column, creating a table within the form itself.
The primary key of the associated table is displayed in the leftmost column. If there are
multiple fields in the primary key, they are displayed in order of importance in the
columns, starting from the left.
Naming Tabular Forms
Tabular forms are named after the table with which they are associated—only in
plural. For example, the tabular form associated with the Country/Region table is called
Countries/Regions.
In the case of associated tables that have multiple fields in the primary key, the
name can be different. For example, the tabular form associated with the General
Posting Setup table is called General Posting Setup.
List Form Characteristics
A list form is a multi-record form that enables you to view multiple records from
a table at one time, but does not allow you to edit them. It has the same rows-and-
columns look as the tabular form.
The primary key fields of the associated table are displayed in the left column.

Naming List Forms
A naming list form is named after the table with which they are associated, followed by
the word "List". For example, the list form associated with the Customer table is called
Customer List.
The "Specialized" Ledger Form
A more specialized version of the list form is the Ledger Form. These are used only for
Ledger Entry tables. They differ from ordinary list forms, in that although you cannot
insert or delete records, you can edit a few of the fields. Also, the primary key is always
an integer named "Entry No." and is displayed in the rightmost column rather than the
leftmost column.
The ledger form is given the plural of the name of the associated table. For example,
the ledger form associated with the Customer Ledger Entry table is called Customer
Ledger Entries.
Worksheet Forms
A worksheet form is a specialized version of the tabular form. It is a multi-record

form that enables you to view multiple records from a table and edit them. The
difference is that when you insert a new record, the record does not jump to another
position within the form, but instead stays in the same order as you inserted it.
This is done by using the AutoSplitKey property of the form, combined with an
integer, as the last field in the table's primary key.
The primary key fields of the associated table are not displayed on the worksheet
form.
Naming Worksheet Forms
Worksheet forms are named to reflect the purpose of the associated table. One
example is a Journal table. In this case, the name of the worksheet form will end with
the word "Journal".
Header/Line Forms
Many forms have the characteristics of both a card form and a tabular form, for
example the Sales Invoice form.
The fields that are common to the entire invoice are located on a card-like form
with tabs, showing one invoice at a time. However, the invoice lines display in a table-
like section of the form, where multiple invoice lines (from the same invoice) can be
viewed at the same time and edited. These are called "Header/Line" forms.
Header/Line forms are two separate forms that are associated with two different
tables. The main form is a card form that is associated with one table. The main form
also contains a subform control that displays a worksheet form that is associated with

a different table, a table that is "subsidiary" to the first table. The subform control
manages the link between the two forms.
Naming Header/Line Forms
In many cases, a Header/Line form represents a document.
Setup Form Characteristics
A setup form is a one-record form that enables you to view and edit the only
record in a setup table. You are not allowed to insert or delete this record from this form.
Since there are many fields, these forms use tabs to organize the information.
Because there is only one record, the primary key is not displayed on this form.
Naming Setup Forms
Setup forms are named after the table with which they are associated. For
example, the setup form associated with the General Ledger Setup table is called
General Ledger Setup.
Menu Forms
A menu form is a non-bound form (not related to any table) that gives you access
to many of the other forms that are related to a functional area.
The form usually consists of command buttons or menu buttons. The buttons
properties change so that they look basically like labels with small squares or triangles
in front of the caption. The buttons still behave like normal buttons. The only difference

is their appearance.

Activity 1: Fill out the Student/Trainee Profile Form

Activity
Identify the following:
1. A non-bound form (not related to any table) that gives you access to many
of the other forms that are related to a functional area.
2. A specialized version of the tabular form.

3.
4. A multi-record form that enables you to view multiple records from a table
and edit them.
5. A one-record form that enables you to view but not edit information.
6. A form which lets you view and edit one record in a table at a time.
Answer key 1.4-3
1. Menu Form
2. Worksheet Form
3. Tabular Form
4. Statistics Form
5. Card Form

SUPPLEMENTAL READING 2:
Peace Education via Slides Presentation
Video Presentation on Specific Topics


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COMPETENCY-BASED

Asian Caregiving and Technology Education Centers, Inc.

Qualification: HOUSEKEEPING NCII

Module Title: PRACTICING OCCUPATIONAL HEALTH

Developed by: ASIAN CAREGIVING & TECHNOLOGY

Welcome to the Module PRACTICING OCCUPATIONAL HEALTH

Recognition of Prior Learning (RPL)

If you can demonstrate to your trainer that you are competent in a

A Trainee Record Book (TRB) is given to you to record important dates,

further details to your trainer/assessor. A Record of Achievement/Progress

UNIT OF COMPETENCY: PRACTICE OCCUPATIONAL HEALTH

MODULE TITLE : PRACTICING OCCUPATIONAL HEALTH

This module covers the knowledge, skills and attitudes required

At the end of the module, the trainee must be able to:

1. Identify hazards and risks.

2. Evaluate hazards and risks

3. Control Hazards and Risks

4. Maintain Occupational Health and Safety Procedure

ASIAN CAREGIVING AND TECHN OLOGY EDUCATION CENTERS, INC. 5

OBTAIN AND CONVEY WORKPLACE INFORMATION

 Hazards and risks identification and control

2.Hazards/ Risks and its corresponding indicators are identified

3.Contingency measures are recognized and established in

The students/ trainees must be provided with the following:

Writing materials (pen & paper)

ASIAN CAREGIVING AND TECHN OLOGY EDUCATION CENTERS, INC. 6

Learning Activities Special Instructions

5. Read Information sheet 4.1-3 on If you have some problem on the

ASIAN CAREGIVING AND TECHN OLOGY EDUCATION CENTERS, INC. 7

ASIAN CAREGIVING AND TECHN OLOGY EDUCATION CENTERS, INC. 8

After reading the information sheet, you should be able to:

The first step in reducing the likelihood of an accident is hazard

A hazard is a source or potential source of human injury, ill health or

ASIAN CAREGIVING AND TECHN OLOGY EDUCATION CENTERS, INC. 9

Hazards are classified into five different types:

• physical - includes floors, stairs, work platforms, steps, ladders, fire,

• mechanical and/or electrical - includes electricity, machinery,

• chemical - includes chemical substances such as acids or poisons and

• biological - includes bacteria, viruses, mould, mildew, insects, vermin,

• psychosocial environment - includes workplace stressors arising from

Methods for Identifying Hazards

 injury and illness records - review your workers' compensation data

ASIAN CAREGIVING AND TECHN OLOGY EDUCATION CENTERS, INC. 10

ASIAN CAREGIVING AND TECHN OLOGY EDUCATION CENTERS, INC. 11

Direction: Choose the correct answer from the choices given.

_______ 1. Anything which may cause injury or ill.

a. hazard b. risk c. chemical d. illness

________2. This hazard includes floors, stairs, work platforms, steps,

. a.. Physical b. Mechanical/Electrical

_______3. This hazard includes electricity, machinery, equipment,

______4. This hazard includes chemical substances such as acids or

a.. Physical .b. Mechanical/Electrical

.c. Chemical d. Biological

________5. This hazard includes bacteria, viruses, mold, mildew, insects,

ASIAN CAREGIVING AND TECHN OLOGY EDUCATION CENTERS, INC. 12

ASIAN CAREGIVING AND TECHN OLOGY EDUCATION CENTERS, INC. 13

Organizational Safety and Health Protocol

Learning Objectives: After reading this information sheet, the student/

Organizational safety and Health Protocols