Basic Lo.1

MODULE CONTENT
UNIT OF COMPETENCY: RECEIVING & RESPONDING TO WORKPLACE

COMMUNICATION
UNIT CODE : 500311101
UNIT DESCRIPTOR : This unit covers the knowledge, skills and
attitudes required to receive, respond and act on
Verbal and written communication.
QUALIFICATION LEVEL: NC I
NOMINAL DURATION: 8 hrs.
LEARNING OUTCOME SUMMARY

Upon completion of this module, the trainee/student must be able to:
1. Follow routine spoken messages

2. Perform workplace duties following written notices
ASSESSMENT CRITERIA:
 Required information is gathered by listening attentively and correctly

interpreting or understanding information/ instructions;
 Instructions/information are properly recorded;
 Clarification is sought from workplace supervisor on all occasions when
any instruction/information is not clear;
 Written notices and instruction are read and interpreted correctly in
accordance with organizational guidelines;
 Routine written instruction are followed in sequence;
 Feedback is given to workplace supervisor based on the
instruction/information received.
CONTENTS:
1. Parts of speech
2. Parts of a sentence
3. Kinds of sentence
CONDITION:
1. Writing materials (pens and paper)
2. References (books)
3. Modules
4. Learning elements
Date Developed: Doc. No.

PLUMBING NC I April 2021 Revision #:
BASIC COMPETENCY Developed By: Issued by:
Receiving & Responding to Jonathan D. Caporas OTESDC
Workplace Communication
Page 1 | 59
METHODOLOGIES:
1. Discussion
2. Lecture
3. Reportorial
4. Modular
ASSESSMENT METHODS:
1. Written exam/test
2. Practical/performance test

Page 2 | 59
LO1. EXPLAIN ROUTINARY SPEAKING AND MESSAGES IN WORKPLACE
1. Speaking in a workplace is well explained and understood
2. Messages received in a workplace is read and/interpreted as per
procedures manual
CONTENTS:
1. Parts of speech
2. Parts of a sentence
3. Kinds of sentence
CONDITION:
The students/trainees must be provided with the following:
1. Writing materials (pens and paper)
3. Modules
4. Learning elements
METHODOLOGIES:
1. Discussion
2. Lecture
3. Reportorial
4. Modular
ASSESSMENT METHODS:
2. Practical/performance test

Page 3 | 59
LO2. FOLLOW ROUTINARY SPEAKING AND MESSAGES
1. Speaking in a workplace is well explained and understood

2. Instructions are acted upon in accordance with information received and
organizational guidelines
3. Clarification is sought from workplace supervisor on all occasions when
any instructions/procedures is not understood
CONTENTS:
1. Organizational policies and guidelines

2. Work practices in handling communications
3. Communication processes
4. Receiving and clarifying communications, messages and information
5. Recording messages and information
CONDITION:
1. Dictionary
3. Writing materials
4. Manuals
5. Journals/articles
6. Printed materials
7. Electronic mail
8. Briefing notes
METHODOLOGIES:
1. Lecture/discussion
2. Demonstration
3. Modular
ASSESSMENT METHODS
2. Practical writing

Page 4 | 59
LO3. PERFORM WORKPLACE DUTIES FOLLOWING WRITTEN NOTICES
1. Written notices and instructions are read and interpreted correctly

2. Routine written instructions/procedures are following in sequence
3. Clarification is sought from workplace supervisor on all occasions
when any instruction/procedure is not understood
CONTENTS:
1. Knowledge of organizational policies/guidelines in regard to

processing internal/external information
2. Work practices in handling communications
3. Communication processes
4. Receiving and clarifying communications, messages and information
5. Recording messages
CONDITION:
1. Written policy/procedures
2. Information and documentation procedures
3. Memos
4. Manuals
5. Journals/articles
6. Printed materials
7. Electronic mail
8. Briefing notes
9. General correspondence
METHODOLOGIES:
1. Lecture/discussion
2. Demonstration
3. Modular
ASSESSMENT METHODS:
2. Practical writing

Page 5 | 59
HOW TO USE THIS COMPETENCY-BASED LEARNING MODULE
Welcome to the Module Receiving and Responding to Workplace

Communication. This module contains training materials and activities for you
to complete.
The unit of competency Receive and Respond to Workplace Communication
contains the knowledge, skills and attitudes required for Automotive Servicing.
It is one of the Basic Modules at National Certificate Level I.
You are required to go through a series of learning activities in order to complete
each learning outcome of the module. In each learning outcome there are
Information Sheets, Resource Sheets and Reference Materials for further reading
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. Get
the answer key from your instructor and check your work honestly. If you have
questions, please 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 for someone
 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.
At the end of this learning material is a Learner’s Diary, use this diary to record
important dates, jobs undertaken and other workplace events that will assist
you in providing further details to your trainer or assessors. A Record of
Achievement is also provided for your trainer to complete once you completed
the module.
This learning material was prepared to help you achieve the required
competency, in RECEIVING AND RESPONDING TO WORKPLACE
COMMUNICATION. This will be source of information for you to acquire the
knowledge and skills in this particular trade independently and your own pace
with minimum supervision or help from your instructor.

Page 6 | 59
In doing the activities to complete the requirements of this module, please be
guided by the following:
 Talk to your trainer and agree on how you will both organize the training
under this module. Read through the module carefully. It is divided into
sections that cover all the skills and knowledge you need to successfully
complete.
 Work through all information and complete the activities in each section.
Read the information sheets and complete the self-checks 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 the activities and it is important that you listen and
take notes.
 You will be given plenty of opportunities to ask questions and practice on the
job. Make sure you practice your new skills during regular work shifts. This
way you will improve both your speed and memory and also your confidence.
 Talk to more experienced work mates and ask for their guidance.
 Use 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 this module.
 As you work through the activities, ask for written feedback on your progress.
Your trainer keeps feedback/pre-assessment reports for this reason. When
you have completed this learning material and feel confident that you have
had sufficient knowledge and skills, your trainer will arrange an appointment
with a registered assessor to assess you. The results of the assessment will
be recorded in your Competency Achievement Record.

Page 7 | 59
LEARNING OUTCOME # 1 : Explain Routinary Speaking and Messages in a
workplace
On completion of this element you should be able to:
 Required information is gathered by listening attentively and correctly

interpreting or understanding information/instructions;
 Instructions/information are acted upon immediately in accordance with
information received;
 Clarification is sought from workplace supervisor on all occasions when
any instruction/information is not clear.

Page 8 | 59
LEARNING EXPERIENCES
Learning Outcome I: Explain routinary speaking and messages in a

workplace
Learning Activity 1
Learning Steps Resources
1. Read: Resource for information 1. Information Sheet: Parts of

on Parts of Speech Speech
2. Complete: Self Check 1

2. Self Check 1
3. Read: Resource for information

on the Sentence 3. Information Sheet: The
Sentence
4. Self Check 2

Page 9 | 59
INFORMATION SHEET 1.1-1
PARTS OF SPEECH
THE NOUN
Traditional grammar defines a noun as the name of a person, thing, place,
quality, idea. Descriptive grammar identifies a noun by its form, position in the
sentence and by noun markers called determines, which include articles (a, an,
the) the demonstratives (this, these, that, those), and the possessives (my, your,
his, her, its, our, their).
CLASSES OF NOUNS
Nouns are conventionally classified as follows:
 Proper nouns: name particular persons and places; they begin with
capital letters
usually written without the, a, an, before them.
Persons: Jose P. Rizal, Emilio, Corrina, Phoeba, Therese

Places: Philippines, Quezon City, La Union, Pangasinan, Mindanao,
Cebu
Thing: Stanford College Dictionary, Halloween, Statue of Liberty
 Common nouns: name members of a class of persons, places, or things:
Persons: man, doctor, teacher, laborer, etc.

Places: town, city, country, barangay, etc.
Things: book, chair, flower, radio, etc.
 Collective nouns: name a group as a unit – army, crew, band, jury,

committee,
horde, multitude, pack, swarm, etc.
 Concrete nouns: name things that can be perceived by the senses-

house, water,
tree, place, flower, table, etc.
 Abstract nouns: name ideas, qualities, intangibles (not directly

perceivable or
readily grasped) – love, hate, joy, patriotism, nationalism, etc.
 Mass or non-countable nouns: name materials in general rather than

materials in
Page 10 | 59
particular – water, rice, sugar, corn, coffee, cement, sand, milk, juice,
etc.
 Count nouns: name things that can be counted – pencil, book, bottle,
bag, etc.
 Compound nouns: In written English these are combinations of two or

more nouns or words which are spelled as one word or hyphenated
mother-in-law, commander in-chief, aide-de-camp.
NUMBER OF NOUNS
Number indicates whether a noun denotes one person, place, or thing or

more than one. If refers to only one, it is said to be in the singular number. If
refers to more than one, it is plural in number.
Singular Plural Singular Plural
book books teacher teachers

flower flowers person persons
GENDER OF NOUNS
Gender is the quality of nouns that determines a choice between duke and
duchess, prince and princess king and queen. A noun denoting a male is
masculine (or of the masculine gender). A noun denoting a female is feminine (or
of the feminine gender). A noun denoting neither male or female is neuter (or of
the neuter gender). Nouns, which do not indicate by their form whether they are
masculine or feminine are said to be of common gender.
Masculine Feminine Neuter Common

boy girl book child
man woman house person
 The gender of nouns may be indicated by several ways.

a. By means of different words
Masculine Feminine Masculine Feminine
brother sister father mother
buck doe uncle aunt
b. By the addition of an ending usually to designate the feminine.

Masculine Feminine Masculine Feminine
actor actress emperor empress
heir heiress hero heroine
c. By the addition of masculine or feminine words

Masculine Feminine
boyfriend girlfriend
salesman saleswoman

Page 11 | 59
PRONOUN
A Pronoun is that part of speech which designates a person, place, thing,

quality or idea without naming it. A pronoun includes several groups of quite
different words, all of which are used in the principal syntactical functions of a
noun as subject, object or complement. Most grammar books define a pronoun
as a word that is used instead of a noun. The word to which a pronoun refers is
its antecedent. Structural descriptive grammar calls the pronoun as a function
word.
KINDS OF PRONOUNS
 Personal pronouns
Pronouns used instead of nouns naming persons are personal pronouns.

They enable us to identify the person speaking, the person spoken to and the
person spoken about. If the personal pronoun refers to the person speaking, it is
classified first person. If it refers to the person spoken to, it is classified as
second person; the person spoken about is the third person. Personal nouns
also refer to things.
Personal pronouns change their forms according to case and number.
Personal Pronouns
Singular
Nominative Possessive Objective

First Person I my, mine me
Second Person You your, yours you
Third Person he, she his, her, hers, its him, her, it
Plural
Nominative Possessive Objective

First Person we our, ours us
Second Person you your, yours you
Third Person they their, theirs them
 Demonstrative Pronouns
These are used to point out which person, place or thing is referred to.
They are also used to designate a particular person, place or thing. There are
four demonstrative pronouns: that, this, these, those. This and These refer to
Page 12 | 59
people or things close to the speaker. That and those refer to people or things
which are some distance or far from the speaker and can be pointed to.
Singular Plural
This (near to the speaker) These (near to the speaker)
That (far from the speaker) Those (far from the speaker)
Example:
This is a new car.
These trainees are busy.
That bus is from Ormoc.
Those people are from Manila.
 Interrogative Pronouns
These are used in asking questions. They are usually found at the
beginning of questions. The interrogative pronouns are who, what, which, whose
and whom. Like personal pronouns the interrogative pronouns have case.
a. They can be used as subjects or complements (nominative case)

Ex. What is the theme of the poem? (subject)
Which is which?
b. They can be used in the objective case.

Ex. Objects of verbs.
What did the trainees learn?
Whom did the author mention?
Which did they enjoy riding more, the first or the second car?
c. They can be used in the possessive case.

Ex. Whose book is it?
Whose work do you like best?
Who - refers to persons only.

That - refers to either persons or things.
Which - refers to animals or things.
Whose - is used to persons or animals.
 Indefinite Pronouns
They do not refer to a specific person, place, or thing. These pronouns

express their subjects or objects in a general or indeterminate way. They are
either singular or plural.
The common indefinite pronouns are:
Singular Indefinite Pronouns

Another, either, nothing, one, everyone, someone, everything, each one,
anyone, neither, nobody, each, somebody, everybody, etc.
Plural Indefinite Pronouns

Page 13 | 59
Several few both many
Indefinite Pronouns that may either be singular or plural

Some all any none most
(Note: These are singular when they refer to quantity; plural when they refer to a
number)
THE VERB
A verb is the part of speech that signals the execution of an action, the
occurrence of an event, or the presence of a condition or a state of being. The
action verb asserts the performance of an action. The state of being verb
expresses a condition or the relationship between a noun or pronoun and a verb.
This state of being verb is also called copula. A finite verb is any verb form that
maybe used as a predicate in a sentence. Both the action verb and the state of
being verb are finite verbs.
KINDS OF VERBS
 Transitive Verb
When a verb requires an object to complete its meaning it is said to be used

transitively and it is classified as a transitive verb.
Filipinos eat rice. (The object rice is required to give meaning to the action
word eat.)
He tasted the roast
He sang a kundiman
They planted narra seedlings.
The policeman helped the victim.
(Note: The action expressed by the transitive verb and performed by the
subject is received by the object)
 Intransitive Verb
An action verb is used intransitively when it does not require an object to
make it meaningful.
Time flies
The older children walked.
All men die.
The seed germinated.
(Note: An intransitive verb needs no object. It makes by itself a complete statement

of the action performed by the subject.)
 Linking Verb
A linking verb, sometimes called a copula, connects or links the subjects to
a noun, pronoun or adjective. It establishes a relationship between the subject
and the noun, pronoun, or adjective.
The audience became restless.

They are happy.
Page 14 | 59
He became a pediatrician.
His testimony seemed credible.
OTHER WAYS OF CLASSIFYING VERBS
 Regular Verbs (or Weak Verbs)
A transitive verb and a intransitive verb are classified regular verbs if

they form their past tense by adding – d or – ed to their base form.
Examples: Base Form Past Form Base Form Past Form

live lived save saved
work worked crave craved
play played arrive arrived
walk walked look looked
 Irregular Verbs (or Strong Verbs)
When the transitive verb or the intransitive verb, does not form its past form
by adding –d or –ed to its base form, it is an irregular verb.
Examples: Base Form Past Form

go went
see saw
begin began
 Auxiliary Verb
 Based on traditional grammar, auxiliary verbs are helping verbs. They assist
in forming the voices, modes, and tenses of other verbs. In structural
descriptive grammar they are known as auxiliaries and they are classified as
structure words (or function words). They are used to marked verbs the way
determines mark nouns. Auxiliaries combine with verbs to make verb
phrases.
 The most common auxiliaries (auxiliary verbs) are:

The verbs be, have, do, shall, will, may, can, must, ought, could, should,
would, might.
 Verb forms with do, does, or did are used to make emphatic verb phrases.
I did care for her.
I do appreciate your efforts.
 The auxiliary verb do is inflected in number and tense. (present and past)
Page 15 | 59
Singular Plural
has (present) have (present)
had (past) had (past)
PRINCIPAL PARTS OF VERBS
The principal parts of a verb are those forms which all tenses, moods, and
voices are derived. The three principals of a verb are base form (or indicative
form or infinitive form or present form), the past and past principle. Most verbs
are weak or regular verbs which forms their past and past participle by adding –
d, ed or –t. Strong or irregular verbs do not follow a pattern in forming their
principal parts.
Weak or Regular Verbs

Base Forms (Present) Past Past Participle
love loved loved
walk walked walked
look looked looked
seem seemed seemed
Strong or Irregular Verbs

Base Forms (Present) Past Past Participle
go went gone
see saw seen
meet met met
write wrote written
(Note: The principal parts of as irregular verbs must be learned diligently and
painstakingly they don’t have a consistent pattern).
TENSE
Tense means “time”. In grammar tense is a distinguishing feature of verbs
shown by the different forms that indicate the time of the action and state of
being. The traditional names of the tenses are mainly arbitrary terms used to
identify verb forms and verb phrases. The words indicate time.
KINDS OF TENSES
There are six basic tenses. The are the present tense, the past tense, the
future tense, the present perfect tense, past perfect tense and the future perfect
tense. The first three tenses are grouped under simple tenses. The three perfect
tenses are sometimes referred to as compound tenses in some books grammar.
1. The Simple Tenses

Page 16 | 59
The simple present tense or the ordinary form is the base form of the verb
with
the addition of –s or –es. Verbs ending in –s or –es are singular.
Singular Plural
goes go
eats eat
2. The Simple Past Tense

The past tense denotes past action. A regular verb forms its past tense by
Adding –d or –ed. An irregular verb forms its past tense in some other way
than by
adding –d or –ed.
The storm caused much damage.

They had no time to spare.
3. The Simple Future Tense

The simple future tense is formed by adding shall or will to the base form
of the
verb.
shall sing shall go will eat will play
4. Present Perfect Tense

The present perfect tense is formed by adding has or have to the past
participle
of the verb. (Review principal parts of the verb.)
has gone have gone

has done have done
has written have written
has worked have worked
has finished have finished
5. Past Perfect Tense

The past perfect tense is formed by adding had to the past participle of the
verb.
(Review principal parts of the verb.)
had eaten had completed

had seen had talked
had been had cleaned
6. Future Perfect Tense

The future perfect tense is formed by adding will have or shall have to the
past
participle of the verb. (Review principal parts of the verb and the auxiliary
verb,
particularly, the use of will and shall.)
Page 17 | 59
Shall or will have flown Shall or will have cooked
Shall or will have fled Shall or will have moved
Shall or will have sunk Shall or will have played
THE ADJECTIVE
An adjective is that part of speech used to describe or limit a noun or a

noun equivalent. Many adjectives have come down from an early period of
English language without a distinctive adjective form but many have been
invented and still being coined by adding a derivational ending or suffix to a
noun or verb. Some suffixes commonly used are the following.
- able - comfortable, formidable, passable, salable.

- ible - credible, edible, irreducible, irremissible, irresistible,
irresponsible,
irreversible.
- al - medical, surgical, practical, critical, hypothetical, statistical,
vocal.
- ed - beloved, worked, aged, blessed, barefooted, lopsided, contented,
learned, bareheaded.
- ful - mouthful, dutiful, soulful, scornful, spoonful, colorful, mournful.
- ish - foolish, bluish, mannish, sluggish, grayish, childish, stylish.
- less - hopeless, lawless, fruitless, ceaseless, colorless, selfless
- ous - dolorous, analogous, amorous, courteous, callous, desirous,
courageous, outrageous, dangerous, perilous.
- y - thorny, balmy, squashy, salty, phony, stormy, sunny, speedy,
sleepy,
papery.
ADJECTIVES IN COMPARISON
Comparison is the inflection of an adjective to indicate an increasing or

decreasing degree of quality. An adjective has three characteristic forms to
signify comparison; the positive; comparative and the superlative degrees.
1. We use the positive degree when we make no particular comparison; we use

the comparative when we compare one object, person or place or group with
another, we use the superlative when we compare one object or group with
two or more.
This papaya is ripe, it is riper than the mango (is).

Nilo is tall. He taller than Marco (is).
Cris is big. He is bigger than I (am).
Page 18 | 59
Francis is a good basketball player. He is the best basketball player of the
team.
Corina is bright. She is the brightest student in her class.
2. The comparative degree indicates that the quality or quantity is higher in

degree in comparison to some standard expressed by the positive degree.
The sampaguita is more fragrant than the gumamela flower.

Lia’s grade in English is higher than my grade.
She has more coins than I have.
3. The superlative degree of the adjective is formed by adding – est or by using

most. Adjective that form the comparative with – er form the superlative with
– est. Those that form the comparative with more or less form the superlative
with most or least.
Positive degree Comparative degree Superlative degree

cheap cheaper cheapest
dear dearer dearest
THE ADVERB
The adverb is the part of speech that, by tradition, serves as a modifier of

a verb, an objective or another adverb.
Examples:
He works efficiently. (efficiently is the adverb that modifies the verb, works)
Amelia is rather young for the job, (rather is the adverb that modifies the
adjective, young)
He acted very suspiciously. (very is the adverb that modifies the adverb,
suspiciously.)
Adverbs grouped by meaning:
1. Adverbs of manner, denoting how: fast, alike, worse, likewise, quickly, slowly,
keenly, openly, gracefully, skillfully, etc.
2. Adverbs of time and succession, denoting when and in what order:

afterwards, again, finally, daily, news, now, often, sometimes, soon, lately,
soon.
3. Adverbs of place and direction, denoting where: below, far, north, there,
upstairs, above, anywhere, forward, here, in, out, up, yonder.
4. Adverbs of degree and measure, denoting how much or two what extent: all,
almost, less, little, much, quite, completely, equally, abundantly, also,
besides, enough, hardly, merely, scarcely, too, very.

Page 19 | 59
5. Adverbs of cause and purpose, denoting why: consequently, hence, so,
therefore.
6. Adverbs of assertion, denoting affirmation denial: yes, no, apparently,

certainly, indeed, really, absolutely, by no means, not at all.
THE PREPOSITION
The preposition is a word that links or shows the relation of noun or noun
equivalent to some other word in the sentence. Traditional grammar classifies
this word as a part of speech. Structural-Description grammar categorizes it as a
function word.
DISTINGUISHING BETWEEN THE ADVERB AND THE PREPOSITON
Some words may be used as an adverb or as a preposition.
Adverb Preposition
1. He has since recovered from his 6. He has been working since eight
Illness. o’clock.
2. The tress were blown down during 7. The ball rolled down the lawn
the storm. 8. He walked in the rain.
3. Please come in. 9. She works as a stenographer.
4. Do as required 10. He fell off the ladder.
5. The birds flew off.
THE CONJUNCTION
A conjunction is a word that connects words, phrases or clauses.
Traditional grammar classifies a conjunction as part of speech. Structural –
descriptive grammar, also known as modern grammar categorizes it as a
function word. Conjunctions imply or denote certain relationships between
words or groups of words that they connect. Unlike prepositions, conjunctions
do not have objects.
 Coordinating conjunctions:
1. Addition: and further, furthermore, besides, also, moreover, nor, too, and
then.
2. Contrast: but, however, yet, and yet, still, nevertheless, not with standing, on
the

Page 20 | 59
contrary, on the other hand.
3. Result: therefore, hence, consequently, so accordingly, thus, wherefore, the,.
4. Alternation: or, nor, otherwise, else, either….or, neither….nor, so…as, both…
and,
not only…but also, the one…the other, on the hand…on the other hand,
as..as
5. Cause: for
6. Repetition, exemplication, intensification: in fact, in other words, that is, for
instance, for example, thus.
 Subordinating-conjunctions
1. Time: when, whenever, while, before, after, since, as soon as, as long as, as
often as, now, now that, once
2. Place: where, wherever, whence, whencesoever, whereto
3. Cause: because, as, since, in as much as, seeing that, now that owing to the
fact that
4. Purpose: that, so that, in order that, test
5. Degree or comparison: as, than, more than, rather than, as…as, not so..as,
such…as, just as…a
6. Condition: if, so, unless, on condition that, provided that, supposing, in case
that, but that, so that, so long as,
7. Concession: through, although even if, no matter how
8. Result: that, so that, so..that, such..that
9. Manner: as, as if, as though
THE INTERJECTION
An interjection is a part of speech that expresses an attitude or emotion

and that has no grammatical relation with the rest of the sentence. A number of
grammarians classify an interjection as an independent word. Others regard it
as a subtype of adverbs. In some books of grammar, interjections and
exclamations are interchangeable.
POSITION OF THE INTERJECTION IN THE SENTENCE
 Interjections are placed at or near the beginning of a sentence to express

emotion
Page 21 | 59
or to emphasize the content of the sentence.
Examples:
“oh! You ought not to do that.”
Bless you! How can I serve you?
Ouch! It hurts dreadfully
 Interjections may be placed outside a sentence to form sentence

fragments or minor sentences by themselves.
Examples:
Good heavens! What a mess!
What It’s the chance of lifetime!
 Interjection may be included in a sentence and separated from the rest

by a comma.
When so included they are absolutes-that is, they have no grammatical

relationship with any elements in the sentence. They may however be
classified as sentence modifiers.
KINDS AND USES OF INTERJECTIONS
As expressions of strong feeling or emphatic statements of fact or opinion,

interjections range from the simple and often involuntary monosyllabic
utterances to fully developed sentence. Since interjections may have a variety of
meanings according to the manner of utterance, they are classified or identified
by the emotion expressed or by the emphasis desired.
Kinds of interjections according to their use:
1. To express sorrow, regret, appeal, disappointment, remonstrance:

Ah alack oh
O alas ah me
2. To express contempt, disgust, disbelief, repugnance, scorn:
boh huh pish
pooh pah poh (also spelled as pooh)
ugh fie faugh (also spelled as foh)
3. To express joy surprise, suspicion, indignation

ha oh huh
4. To express impatience, rebuke, annoyance, disapproval:

tush pshaw poohs pooh-pooh
“Tush-tush, never tell me such story as that!”
5. To express doubt, hesitation, warning:

Page 22 | 59
Hem
6. To express triumph, exultation, wonder, joy:

aha hurrah ho ah wow
7. To express approbation, encouragement, agreement, resignation

amen (so be it; so it) bravo hurrah
8. To attract attention; to express pleasure; greeting:

Hallo aloha hello ho he
SELF-CHECK #1.1-1
I. In the Following sentences pick out the personal pronouns and the noun it
refers to or its antecedent.
1. The boys like Marco because he is kind.

2. Danny has a camera. He will lend it to you.
3. Arturo and Joe missed band practice. When they arrived, it was over.
4. The girls in the audience clapped their hands and stamped their feet.
5. When Belina was offered a care-giver job, she accepted it.
6. When Leo’s car stalled, his aunt let him use hers.
7. M.V. Pearl of the Orient average 30 knots on her maiden voyage.
8. Mr. Santos joined the company as a sales boy. He is now its president.
9. The company will add two airplanes to its fleet as soon as they are
completed.
10. Gia has skates but she doesn’t have with her.
II. Choose whether to use the adjective form or the adverb form in the
following sentences. Give reason for your choice.
1. He walked (slow, slowly).

2. She sings (good, well)
3. The ambassador’s wife is (unusual, kind)
4. Delia paints (fine, finely)
5. (Sure, Surely) I will meet you on Sunday.
6. She looked (shy, shyly)
7. The knife looks (sharp, sharply)
8. He wave the flag (triumphant, triumphantly)
9. I have never felt so (bad, badly)
10. The guard looked (sharp, sharply) at the intruder.

Page 23 | 59
ANSWER KEY 1.1-1
I.
1. He, Marco
2. He, Danny
3. They, Arturo & Joe
4. Their, Girls
5. She, Belina
6. His, Leo
7. Her, M.V Pearl
8. He, Mr. Santos
9. They, The Company
10. She, Gia
II.
1. Slowly
2. Good
3. Unusual
4. finely
5. Surely
6. shy
7. sharp
8. triumphantly
9. bad
10. sharp

Page 24 | 59
THE SENTENCE
A SENTENCE is a group of words that has a subject and a predicate,

either expressed or understood, and expresses a complete thought.
The SUBJECT is the word or words in the sentence about which

something is said.
Ex. SHAKESPARE wrote plays.

BAKING CAKES is what I like to do during my free time.
The PREDICATE is that which is said of the subject.
Ex. Shakespeare WROTE PLAYS.

Baking cakes IS WHAT I LIKE TO DO DURING MY FREE
TIME.
Although a sentence must have a subject and a predicate in order to be

grammatically correct, in an elliptical sentence (a sentence from which a word or
words are properly omitted). Either the subject or the predicate or both may be
unexpressed:
Subject omitted: (YOU) Read this story.
Predicate omitted: Who spoke? John (SPOKE).
Subject and Predicate omitted: What did Henry bring? (HENRY BROUGHT)
Books.
Sentences are classified according to function or purpose of the speaker

and according to structure. The types of sentences based on function are: (1)
declarative, (2) imperative, (3) interrogative and (4) exclamatory. The kind of

Page 25 | 59
sentences according to structure are: (1) simple, (2) compound, (3) complex and
(4) compound-complex.
SENTENCES ACCORDING TO USE
 The declarative sentence is statement or an assertion about a fact, an opinion,

belief, perception, an event or a happening, judgment, etc. A period is required
after a declarative sentence.
1. The bitter fight between the people in the lumber industry and the
conservationists is a matter of concern to all Filipinos.
2. An ideal teacher has the wisdom of Solomon, the patience of Job, and
the courage of David.
3. Yoga was taught in India, the Himalayas and in Tibet.
4. Both optimists and pessimists contribute to our society. The optimist
invents the airplane and the pessimist, the parachute. – Gil Stern.
5. We all live under the same sky, but we don’t all have the same horizon.
– Konrad.
 An imperative sentence expresses a request, a command, caution, warning,

advice or an exhortation. Used a period to punctuate an imperative sentence.
1. Cultivate a cheerful relaxed attitude at mealtime.

2. Listen to the rain spatter on the window-pane.
3. Hear the wind whistle.
4. Use the pedestrian lane.
 An interrogative sentence asks a question; a question mark is used after an

interrogative sentence.
1. Do plants have feelings, too?
2. Do your eating habits affect your mental ability?
3. Does a high I.Q. assure success in life?
4. Are there ways you can raise your I.Q?
5. Why is a good vocabulary important?
 An exclamatory sentence expresses strong feeling. It is always followed by an

exclamation point.
1. How funny it looks!
2. What a strange looking animal!
3. What a beautiful day it is!
4. What a beautiful sunset Manila Bay has!
SENTENCES ACCORDING TO STRUCTURE
A. The Simple Sentence

Page 26 | 59
A simple sentence is composed of one grammatically independent subject-
predicate construction. The subject may be a noun, a pronoun or a noun
equivalent. The predicate may be a single verb or verb-phrase. The subject
and the predicate may have prepositional phrases as modifiers. The verb or
verb phrase may have a direct object, an indirect object or complements. The
subject or predicate may be simple or compound.
Examples of a simple sentence:

1. Earthworms crawl.
2. Various flowers bloom in the summer.
3. Doves and pigeons coo.
B. The Compound Sentence
A compound sentence is composed of two or more independent coordinate

clauses or grammatically equal in rank or value and joined by one of three
kinds of connectives. The three kinds of connectives are as follows:
Examples of a compound sentence
1. Coordinating conjunctions: and, for, nor, or, yet

2. Correlative conjunctions: both…and, either…or, neither…nor, not
only…but (or but also), whether…or
3. Conjunctive adverbs: accordingly, also, besides, consequently, hence,
however, indeed, namely, nevertheless, so.
Examples of compound sentence:
1. The man worked, the women watched, and the children slept.
2. Who are you, and what do you want?
3. He does not drive but he has a car.
C. The Complex Sentence
A complex sentence has one independent clause (or principal clause) and
one or more subordinate (or dependent) clauses, joined to the main clause by
a subordinating conjunction, by a relative pronoun or by conjunctive adverb.
Examples of a complex sentence:
1. Pottery is a traditional handicraft in the Philippines where clay deposits

abound in fields, mountains and along river banks.
2. Nestling at the foot of the Sierra Madre Mountain range is Paete which
is famous for its lanzones and woodcarving.

Page 27 | 59
3. In 1884 the celebrated artist Juan Luna, who was the country’s
greatest painter in the nineteenth century, interpreted the blood
compact with a masterwork bearing the same title.
D. The Compound-Complex Sentences
The compound-complex sentences is formed by two or more main clauses

(or principal or independent clauses) and one or more subordinate clauses (or
dependent clauses).
Examples of compound complex sentence:
1. Usually your likes and dislikes indicate your aptitudes, and your best
chance for success lies n pursuing a course for which you are
especially fitted and which you find satisfaction.
2. Controlling pollution, if it is to be successful should be a unified and
concerted action of all countries and it should be pursued without
regard to color and creed, ideologies and natural boundaries.
3. Naturally, parents feel sympathetic with their children when they
encounter difficulties, and they are inclined to help them find easy
solution.
E. The Elliptical Sentence
An elliptical sentence is one which is a grammatically incomplete

construction but whose meaning is clear because the missing words are
implied or understood. An elliptical sentence usually has an elliptical clause
as a part.
Examples of an elliptical sentence:
1. While reading, she listens to music. (The underlined group of words is

an elliptical clause; the missing words, which are implied, are she is.)
2. When playing the trumpet, he closes his eyes. (The underlined group of
words is an elliptical clause. The missing words are he is which are
understood.)

Page 28 | 59
SELF-CHECK # 1.2-1
Exercise 1. Draw one line under the simple subject and two lines under the
simple
Predicate.
1. MERALCO is likely to increase electricity rates by more than 30 centavos

2. The new electricity rates would make power costs in the country the
highest in Asia.
3. Energy officials claimed it necessary to increase power rates.
4. Senators, on the other hand, fear that this will drive investors away.
5. Sen. Joey Lina had talked with MERALCO officials.
6. He was told that the power firm will charge 1.4% additional rate.
7. More increases in electricity costs are expected to come as Pres. Ramos
implements the Electric Power Crisis act 1993.
8. Some senators had opposed the grant of special powers to the President.
9. It is always the consumers who suffer from the illnesses of NAPOCOR.
10. The Supreme Court should review the decision of the
Energy Regulatory Board.

Page 29 | 59
ANSWER KEY 1.2-1
1. MERALCO is likely to increase electricity rates by more than 30 centavos

2. The new electricity rates would make power costs in the country the
highest in Asia.
3. Energy officials claimed it necessary to increase power rates.
4. Senators, on the other hand, fear that this will drive investors away.
5. Sen. Joey Lina had talked with MERALCO officials.
6. He was told that the power firm will charge 1.4% additional rate.
7. More increases in electricity costs are expected to come as Pres. Ramos
implements the Electric Power Crisis act 1993.
8. Some senators had opposed the grant of special powers to the President.
9. It is always the consumers who suffer from the illnesses of NAPOCOR.
10. The Supreme Court should review the decision of the Energy
Regulatory Board.

Page 30 | 59
Learning Outcome 2: Follow routinary speaking and messages
Learning Activity 2
1. Read: Resource for 1. Information Sheet 1

information on Organizational policies and
Organizational policies guidelines
and guidelines
2. Complete: Self Check 1 2. Self Check 1

information on Work Work Practices in handling
Practices in handling communication
communication
4. Self Check 2
5. Information Sheet 3
5. Read: Resource for information Communication Process
on the Communication
Process 6. Self Check 3

Page 31 | 59
INFORMATION SHEET # 2.1-1
ORGANIZATIONAL POLICIES AND GUIDELINES
A company communicates its rules, regulations and policies to employees

in many different ways, like pamphlets, brochures, memos or statement of
ethics. Employees expect top-level management to establish standards of
leadership, direction and ethical behavior. The culture, values, norms and
ethical philosophy of a company are generally based on the values of top
management and, while unwritten are reflected in the behavior and actions of
the managers, a culture is usually created unconsciously by top management.
*Fundamental levels of communication in an Organization:
1. Organization Wide Communication – involves all employees.

2. Departmental Communication – specific to one department or unit.
3. Team Communication – within one cohesive team or group.
4. Individual Communication – specific to one employee at only one time.
Communications may be working effectively at higher levels, but fail

dismally at the more local level. The inter-personal skills of supervisors, team
leaders and local managers are specifically critical at levels 3 and 4, as these are
the people that frontline workers develop working relationships with most
personally and closely.
Just as important is the communication between and within levels, gone

are the days when departments could stand as silos, isolated from the rest of the
organization. Intra-national and international competition is now so fierce that
everyone in the organization needs to collaborate closely on solving
organizational challenges and on achieving agreed strategic objectives.
As more people are added to an organization, employee communication

needs and stresses increase exponentially. Just like a worker who used to do

Page 32 | 59
purchasing, inspection, and warehousing on his own before, now needs to talk
to three other departments as well as people in his own growing team.
 Employee Communication Needs
Communication in your workplace should satisfy the three key employee

needs before they can be engaged and highly productive. Each and every
employee needs to:
1. Know that…
 Included here are facts about your organization and their specific job –
what business you are in, who your customers are, specific details
about your product or service, where forms are located, who to see
when there is a problem.
2. Master that…
 Included here are the practical skills required to do their job well
(repairing a machine, filling out an invoice, designing a building or
writing a software program), etc.
3. Feel that…
 Included here are the interactions that give them a sense of belonging
and self-worth – being listened to, respected, trusted, valued, etc.
Managers predominantly concentrate on the first communication need

“know that” and pay less attention to the second need to “master skills”. The
third need “feel that” is what makes employees distinctly human and what
drives them to outstanding achievement in work and outside of work.

Page 33 | 59
SELF-CHECK 2.1-1
MULTIPLE CHOICE
1. In a company, what are usually the content of pamphlets, memos or
statements, and brochures?
A. Rules of the company

B. Regulations of the company
C. Policies of the company
D. All of the above
2. What is the level of communication within one cohesive team or group?
A. Individual communication
B. Organization wide communication
C. Departmental communication
D. Team communication
3. What are the reasons why there is a need to collaborate closely on solving
organizational challenges and on achieving agreed strategic objectives.
A. Corruption and poverty

B. Intra-national and International Competition
C. Worldwide Gap
D. Terrorism and War
4. Included in this need of each and every employee are the practical skills
required to do their job.
A. Know that
B. Master that
C. Feel that
D. All of the above

Page 34 | 59
5. What do employees expect from top-level management to be established?
A. Standards of Leadership
B. Direction
C. Ethical Behavior
D. All of the above
ASNWER KEY # 2.1-1
1. D
2. D
3. B
4. D
5. D

Page 35 | 59
WORK PRACTICES IN HANDLING COMMUNICATION
Employers value employees who can communicate effectively. Effective

communications include listening, reading, speaking, and writing.
Communication as a process involves sending a message and receiving a
response and possibly clarifying that the response has been received and
understood.
You should carefully follow all oral and written directions that pertain to
your job. If you do not fully understand them, ask for clarification. You also need
to be a good listener. Like other things in life, messages can appear to be good,
bad, or have little worth to you. Regardless of how you rate the message, you
should show respect to the person giving the message. Look at the person while
they speak and listen to their message by asking questions about it and
gathering as many details as possible. Try to put yourself in other person’s shoes
and listen without bias.
Communication with Customers
Good customer relations begin at the technical level. Learn to listen and
communicate clearly. Be polite and organized, particularly when dealing with
customers on the telephone. Always be honest as possibly as you can.
Look like and present yourself as a professional, which is what automotive

technicians are. Professionals are proud of what they do and they show it.
Always dress and act appropriately and watch your language, even when you
think no one is near.
Respect the vehicles on which you work. They are important to the lives of
your customers. Always return the vehicle to the owner in a clean, undamaged
condition. Remember, a car is the second largest expense a customer has. Treat

Page 36 | 59
it that way. It does not matter if you like the car. It belongs to the customer;
treat it with respect.
Explain the repair process to the customer in understandable terms.

Whenever you are explaining something to a customer, make sure you do this in
a simple way without making the customer feel stupid. Always show customers
respect and courtesy. Not only is this the right thing to do but it also leads to
loyal customers. Make repair estimates as precise as possible. No one likes
surprises, particularly when substantial amounts of money are involved.
SELF-CHECK 2.2-1
MULTIPLE CHOICE
1. What should an employee do when he does not fully understand a

certain instruction?
A. Do immediately what is told to do.

B. Shout at the person who is giving instruction.
C. Ask for clarification.
D. Turn your back because you did not understand the instruction.
2. What should you do when you think that the written message which
was ordered for you to be delivered was badly composed?
A. Laugh at the message and put necessary corrections.

B. Deliver the message in your own words and hide the written
message.
C. Tell the person to make another message.
D. Show respect to the person giving the message.
3. Where should good customer relations begin?

A. When you are already a service manager.
B. When you are already a service advisor.
C. When you have your own shop.
D. When you are at the technical level.
4. What should you do with the vehicles on which you work?
A. Respect the vehicle

B. Make some bad comments.
Page 37 | 59
C. Return the vehicle with more damages.
D. Repair the vehicle it is only new.
5. How should an employee explain the repair process to the customer?
A. Be proud to use technical terms.

B. Do it in a simple way using understandable terms.
C. Make the customer feel stupid.
D. Do not bother explaining the process when they don’t understand
ANSWER KEY # 2.2-1
1. C
2. D.
3. D
4. A
5. B

Page 38 | 59
COMMUNICATION PROCESS
Communication can be best be summarized as the transmission of a

message from a sender to a receiver in an understandable manner.
The communication process is made up of four key components. Those

components include encoding, medium of transmission, decoding, and feedback.
There are also two other factors in the process, and those two factors are present
in the form of the sender and the receiver. The communication process begins
with the sender and ends with the receiver.
The sender is an individual, group, or organization who initiates the

communication. This source is initially responsible for the success of the
message. The sender’s experiences, attitudes, knowledge, skill, perceptions, and
culture influence the message. “The written words, spoken words, and nonverbal
language selected are paramount in ensuring the receiver interprets the message
as intended by the sender” (Burnett & Dollar, 1989). All communication begins
with the sender.
The first step the sender is faced with involves the encoding process. In
order to convey meaning, the sender must begin encoding, which means
translating information into a message in the form of symbols that present ideas
or concepts. This process translates the ideas or concepts into the coded
message that will be communicated. The symbols can take on numerous form
such as, languages, words, or gestures. These symbols are used to encode ideas
into messages that others can understand.
When encoding a message, the sender has to begin by deciding what

he/she wants to transmit. This decision by the sender is based on what he/she
believes about the receivers knowledge and assumptions, along with that
Page 39 | 59
additional information he/she wants the receiver to have. It is important for the
sender to use symbols that are familiar to the intended receiver. A good way for
the sender to improve encoding their message, is to mentally visualize the
communication from the receiver’s point of view.
To begin transmitting the message, the sender uses some kind of channel
(also called a medium). The channel is the means used to convey the message.
Most channels are either oral or written, but currently visual channels are
becoming more common as technology expands. Common channels include the
telephone and a variety of written forms such as memos, letters, and reports.
The effectiveness of the various channels fluctuates depending on the
characteristics of the communication. For example, when immediate feedback is
necessary, oral communication channels are more effective because any
uncertainties can be cleared up on the spot. In a situation where the message
must be delivered to more than a small group of people, written channels are
often more effective. Although in many cases, both oral and written channels
should be used because one supplements the other.
If a sender relays a message through an inappropriate channel, its
message may not reach the right receivers. That is why senders need to keep in
mind that selecting the appropriate channel will greatly assist in the
effectiveness of the receiver’s understanding. The sender’s decision to utilize
either an oral or a written channel for communicating a message is influenced
by several factors. The sender should ask him or herself different questions, so
that they can select the appropriate channel. Is the message urgent? Is
immediate feedback needed? Is documentation or a permanent record required?
Is the content complicated, controversial, or private? Is the message going to
someone inside or outside the organization? What oral and written
communication skills does the receiver possess? Once the sender has answered
all these questions, they will be able to choose an effective channel.
After the appropriate channel or channels are selected, the message enters
the decoding stage of the communication process. Decoding is conducted by the
receiver. Once the message is received and examined, the stimulus is sent to the
brain for interpreting, in order to assign some type of meaning to it. It is this
processing stage that constitutes decoding. The receiver begins to interpret the
symbols sent by the sender, translating the message to their own set of
experiences in order to make the symbols meaningful. Successful
communication takes place when the receiver correctly interprets the sender’s
message.
The receiver is the individual or individuals to whom the message is

directed. The extent to which this person comprehends the message will depend
on a number of factors, which include the following: how much the individual or
individuals know about the topic, their receptivity to the message, and the
relationship and trust that exists between sender and receiver. All
interpretations by the receiver are influenced by their experiences, attitudes,
knowledge, skills, perceptions, and culture. It is similar to the sender’s
relationship with encoding.

Page 40 | 59
Feedback is the final link in the chain of the communication process. After
receiving a message, the receiver responds in some way and signals that
response to the sender. The signal may take the form of a spoken comment, a
long sigh, a written message, a smile, or some other action. “Even a lack of
response, is in a sense, a form of response” (Bovee & Thill, 1992). Without
feedback, the sender cannot confirm that the receiver has interpreted the
message correctly.
Feedback is a key component in the communication process because it

allows the sender to evaluate the effectiveness of the message. Feedback
ultimately provides an opportunity for the sender to take corrective action to
clarify a misunderstood message. “Feedback plays an important role by
indicating significant communication barriers: differences in background,
different interpretations of words, and differing emotional reactions” (Bovee &
Thill, 1992)
The communication process is the perfect guide toward achieving effective

communication. When followed properly, the process can usually assure that the
sender’s message will be understood by the receiver. Although the
communication process seems simple, it in essence is not. Certain barriers
present themselves throughout the process. Those barriers are factors that have
a negative impact on the communication process. Some common barriers
include the use of an inappropriate medium (channel), incorrect grammar,
inflammatory words, words that conflict with body language, and technical
jargon. Noise is also another common barrier. Noise can occur during any stage
of the process. Noise essentially is anything that distorts a message by
interfering with the communication process. Noise can take many forms,
including a radio playing in the background, another person trying to enter your
conversation, and any other distractions that prevent the receiver from paying
attention.
Successful and effective communication within an organization stems from

the implementation of the communication process. All members within an
organization will improve their communication skills if they follow the
communication process, and stay away from the different barriers. It has been
proven that individuals that understand the communication process will
blossom into more effective communicators, and effective communicators have a
greater opportunity for becoming a success.
Communication is a vital part of creating and maintaining a safe and efficient

workplace environment.
Interpersonal communication is the way we communicate with others. It may

be with another person, to a group of people or to the public. It includes written,
verbal and non verbal communication.

Page 41 | 59
When communicating with others, take into consideration:
 Who you are talking to,
 The type of information to be communicated (for example; confidential, good

news/bad news, difficult technical information, instructions, general daily
information), and
 What the most appropriate type of communication to use is (for example;

verbal, email, memo, handover). This may be determined by the type of
information to be communicated.
Types of written communication
 email, letters and faxes (internal and external)

 forms, reports and memos (internal and external)
 minutes and agendas for meetings (internal)
 technical and procedural manuals (internal)
 workplace signs (internal)
 whiteboards and pin-up boards (internal)
Written communication is a vital part of communication. It is recommended

that written communication:
 is simple and easy to understand,

 is to the point and avoids unnecessary repetition,
 avoids too many technical terms, and
 avoids slang, offensive language and discriminatory, racist or sexist language.
Telephone use
Phones should be answered within four (4) rings.
 Give the name of the organization and then your own name and job
role. For example:
Good morning/afternoon, Sunset Bay Health Campus, general stores.

This is Jane Smith.
This helps people know they have dialed the correct organization, who
they are speaking to and what your role in the organization is.
 Speak clearly and at a speed that enables people to understand you.

 Write any information down as you are listening as it is very easy to
get off the phone and find you have forgotten who was speaking,
contact number for them and which information they wanted.
Page 42 | 59
 End the telephone call with some kind of resolution for the person
who rang, either get the person with whom they wish to speak, take
a message for them, ask the person to ring back at a later time, or
solve the issue yourself.
Taking message
When you take a message for someone make sure you understand the message
correctly.
 Repeat the information back to the sender to ensure that the

information you have is correct.
 Ensure you have the time of the interaction, the message, the sender’s
details, name, phone number, email or address if necessary, so that the
recipient can contact them.
 Give messages as soon as it is possible, as it may be something that
requires urgent attention. If possible check back to be sure that the
person received the message.
Forms
You must make sure that you know which forms to fill in, when you need to use
forms and where to find the necessary forms.
When filling in a form:
 read the form carefully,

 fill in all the required details,
 only include necessary information,
 write clearly and simply,
 check that you have completed it properly, and
 send or give it to the appropriate person, or file in the appropriate
place.
If you have difficulties filling in forms, ask a colleague or your supervisor for
some help.
It can be useful to obtain copies of forms that have been filled in which you can
keep and use to help you.
Whiteboard

Page 43 | 59
Whiteboards may be used to allocate daily duties, rooms, or jobs to staff
members.
If a whiteboard is used in your are check that you know:
 what time the entries are put up on the board,

 how you will be notified if there are any changes, and
 what information you need to put on the whiteboard when you have
completed a task.

Handovers
Handovers are the verbal passing of information from one or more persons to the
following shift of worker or workers.
Handovers made be also spoken into a tape which is then played to the next
group of workers outlining events of the previous shift or of any information that
it is considered important for them to know.
When doing handovers:
 make sure that all relevant information is passed on,

 check that the next person has understood everything by asking and
answering questions,
 if using a tape recorder, speak clearly and check the recording, and
 Don’t rush.
Pin up board
Pin up boards may be used as a means of posting any notices about courses,
organizational events or social events.
When using a pin up board, write the date that the notice is posted on the top of
the notice and remove after two weeks.
Email
When writing emails:
 use polite and correct language,

 start with a greeting, for example “Dear Jane”, until you know the
person well enough to be able to address the email as “Hi Jane”,
 explain yourself clearly,
 don’t use abbreviations in emails; write all out in full, and
 end the email correctly saying “regards, Jane”.

Page 44 | 59
Remember that the person reading your email can’t see you so they can’t read
your body language to see if you are joking, angry or serious.
SELF-CHECK # 2.3-1
Identify the following:
_________________ 1. The transmission of message from a sender to a receiver in

an understandable manner.
_________________2. The one who initiates the communication.
_________________3. It means translating information into a message in the form

of symbols that present ideas or concepts.
_________________4. The means used to convey the message.
_________________5. The process of interpreting the message in order to assign

some type of meaning to it.
_________________6. The response of the receiver.

Page 45 | 59
_________________7.The way we communicate with others.
_________________8. The verbal passing of communication from one or more

persons to the following shift of worker or workers.
_________________9. These are factors that have a negative impact on the

communication process.
________________10.The four key components of communication process.
ANSWER KEY # 2.3-1
1. Communication
2. Sender
3. Encoding
4. Channel
5. Decoding
6. Feedback
7. Interpersonal Communication
8. Handovers
9. Incorrect grammar
Inflammatory Words
Technical Jargon
10. Encoding
Medium of transmission|
Decoding
Feedback

Page 46 | 59
Learning Outcome 3: Perform Workplace duties following written notices
Learning Activity 2

information Receiving and Clarifying
Receiving and Clarifying communication,
communication, messages, messages and information
and information.

Page 47 | 59
2. Self Check 1
3. Read: Recording message 3. Information Sheet 2

and Recording message and
information information
4. Complete: Self Check 2 4. Self Check 2
RECEIVING AND CLARIFYING COMMUNICATION, MESSAGES AND

INFORMATION
Obviously, when you read something you are receiving a message without
the advantage of seeing the message sender. Therefore, you must take what you
read at face value. This is important because being able to read and understand
the information and specifications given in service information is a must for
automotive technicians.
The purpose of speaking and writing is to send a message. Do your best to

think through the words you use to convey the message. Pay attention to how
the intended receiver of the information is listening and adjust your words and
mannerisms accordingly. This consideration is also important when you write
out your message. Think about who the message is going to and adjust your
words to match the abilities and attitudes of the reader. Also keep in mind that
more than one person may read it, so think of other’s needs as well.
Page 48 | 59
Working in an automotive facility requires speaking to your supervisors,
fellow employees, and customers. Always keep in mind that communication is a
two-way street; do not try to totally control the conversation, and give listeners a
chance to speak.
Proper telephone etiquette is also important. Most businesses will tell you
how to answer the phone, typically involving the name of the company followed
by your name. Make sure you listen carefully to the person calling. When you
are the one making the call, make sure you introduce yourself and state the
overall purpose of the phone call. Again the key to proper phone etiquette is
respect.
You will also be required to write things, such as warranty reports and
work orders. You may also need to either speak with or write to customers, parts
suppliers and supervisors, to clarify an issue. Take your time and write clear,
concise, complete and grammatically correct sentences and paragraphs. Doing
this will not only help get your message across but will also make you a more
prized employee.
Nonverbal Communication
In any communication, some of the true meaning is lost in the simple
transmission of a message from a sender to a receiver. In many cases, the heard
message is often far different than the one intended, because the words spoken
are not always understood or are interpreted wrongly because of personal
feelings. Therefore it is important to realize that a major part of communication
is nonverbal. Nonverbal communication is a key part of sending and receiving a
message. Pay attention to your nonverbal communication as well as that of
others.
Nonverbal communication includes such things as body language and

tone. Body language includes facial expression, eye movement, posture, and
gestures. All of us read people’s faces for ways to interpret what they say or feel,
such as looking for a nod of a head. We also look at posture to provide insights
about how the other person feels about the message. Posture can indicate self-
confidence, aggressiveness, fear, guilt, or anxiety. Similarly, we look at gestures
such as how they place their hands or give handshake.
Posture and other aspects of body language have been identified as

important keys to communication. Many scholars have studied and classified
them and defined what they indicate. Some divide postures into two basic
groups:
1. Open/Closed – the most obvious. People with their arms folded, legs
crossed, and bodies turned away are signaling that they are rejecting or
are closed to messages. People fully facing you with open hands and both
feet planted on the ground are saying they are open to and accepting the
message.
2. Forward/Back – indicates whether people are actively or passively reacting
to the message. When they are learning forward and pointing toward you,
Page 49 | 59
they are actively accepting or rejecting the message. When they are leaning
back, looking at the ceiling, doodling on a pad, or cleaning their glasses,
they are either passively absorbing or ignoring the message.
You can alter the meaning of words significantly by changing the tone of
your voice. Think of how many ways you can say “no”; you could express
mild doubt, terror, amazement, anger, and other emotions.
Repair Orders
A repair order or RO (Fig. 1) is written for every vehicle brought into

the shop for service. Repair orders may also be called service or work orders
and contain information about the customer, the vehicle, the customer’s
concern or request, and an estimate of the cost of the services and when the
services should be completed. Repair orders are legal documents that are
used for many other purposes, such as payroll and general record keeping.
Legally, a repair order protects the shop and the customer. An RO is

signed by the customer, who in doing so, authorizes the service and accepts
the terms noted on the RO. The customer, however, is protected against being
charged more than the estimate given on the RO, unless he/she later
authorizes a higher amount. Some states allow shops to be within 10% of the
estimate, while others hold the shop to the amount that was estimated.
Guidelines for Estimating Repair Costs
For legal reasons and to establish good customer relations, projected

repair costs must be calculated with as much accuracy as possible. To do
this, here is a suggested procedure on estimating Repair Costs.
1. Make sure you have the correct information about the vehicle.
2. Always use the correct labor and parts guide or database.
3. Locate the exact service for that specific vehicle in the guide or database.
4. Using the guidelines provided in the guide or database, choose the proper
time allocation listed for the service.
5. Multiply the allocated time by the shop’s hourly flat rate.
6. Using the information given in the guide or database, identify the parts
that will be replaced for that service.
7. Locate the cost of the parts in the guide or database or in the catalogs
used by the shop.
8. Repeat the process for all other services required or requested by the
customer.
9. Multiply the time allocations by the shop’s hourly rate.
10. Add all of the labor costs together; this sum is the estimate for the parts
required for the services.
11. Add the cost of all the parts together; this sum is the estimate for the parts
required for the services.

Page 50 | 59
12. Add the total labor and parts costs together. If the shop charges a
standard fee for shop supplies, add it to the labor and parts total. This
sum is the cost estimate to be presented to the customer.
SELF-CHECK 3.1-1
1. How should you take a written message?

A. Do your best to think through the words.
B. Pay attention to the intended information.
C. Do not hurry and overlook simple terms.
D. All of the above.
2. What is not a must for automotive technicians when receiving a message?

A. Reading and understanding the information and specifications.
B. Reading the message at face value.
C. Reading and focusing on the intended information.
D. Reading the message and focusing on the faulty grammar.
3. What should an employee do when answering a phone call?

Page 51 | 59
A. Make sure to state your goals in life.
B. Make sure to listen carefully to the person calling.
C. Make sure to keep the name of your company in secret.
D. Make sure not to mention your name.
4. What should an employee avoid when making a telephone call?

A. State the overall purpose of the phone call.
B. Listen carefully to the answers of the person whom you are
calling.
C. Respect the person whom you are calling.
D. Introduce the name of your officemate instead of yours.
5. In nonverbal communication, what does a person’s posture indicate?

A. Aggressiveness C. Self-confidence
B. Fear D. All of the above
6. True or False? Legally, an RO protects the shop and the customer.
7. What is the written document which is written for every vehicle brought
into the shop?
A. Request form C. Repair order
B. Personal Data Sheet D. Application form
8. What are the two basic groups of posture?

A. Open and Back C. Open/Closed and Forward/Back
B. Closed and Forward D. Forward and Open
9. Legally, what are the purposes for Repair orders?

A. For payroll and General record keeping C. Neither A nor B
B. For journals and diaries of customers D. Both A and B
10. What are the things included in nonverbal communication?

A. Grammar and Pronunciation C. Definition of
Terms
B. Body language and Tone D. Legal Documents
ANSWER KEY # 3.1-1
1. D
2. D
3. B
4. D
5. D
6. TRUE
7. C
8. C
9. B
10. D

Page 52 | 59
RECORDING MESSAGE AND INFORMATION
Employees value someone who can think critically and logically to evaluate
situation even when they are just recording messages and information. They also
value employees with the ability to solve problems and make decisions. When
diagnosing an automobile problem, critical thinkers are able to locate the cause
of the problem because they respond to what is known, not what is supposed.
Good critical thinkers begin their process of problem solving by careful

observation of what is or what is not happening. Based on these observations,
they declare something as a fact. For example, it is a fact that the right
headlamp does not light, and it is a fact that the left headlamp does light. Based
on these facts, a critical thinker is quite sure that the source of the problem is
Page 53 | 59
related to the right headlamp. A critical thinker then studies the circuit and
determines the test points. Prior to conducting any test, he or she knows what to
test for and what the possible results are. Further, he/she knows what those
results would indicate.
DIAGNOSIS
The word diagnosis is commonly used to define a primary duty of an

automotive technician. Diagnosis is not guessing, and it is more than the
following a series of interrelated steps in order to find the solution to a specific
problem. Diagnosis is a way of looking at systems that are not functioning
properly and finding out why. Through an understanding of the purpose and
operation of the system, you can accurately diagnose problems.
In some service manuals there are diagnostic aids given for many different
systems. These are either symptom based or flow charts. Flow charts or decision
trees guide you through a step-by-step process. As you answer the questions
given at each step, you are told what your next step should be. Symptom-based
diagnostic charts focus on a solid definition of the problem and offer a list of
possible causes of the problem. Sometimes the diagnostic aids are a combination
of the two, a flow chart based on clearly defined symptoms.
When these diagnostic aids are not available or prove to be ineffective,

most good technicians conduct a good visual inspection and then take a logical
approach to solving the problem. This approach relies on critical thinking skills,
as well as system knowledge. Logical diagnosis follows these steps:
1. Gather information about the problem. Find out when and where the
problem happens and what exactly happens.
2. Verify that the problem exists. Take the vehicle for a road test and try to
duplicate the problem, if possible.
3. Thoroughly define what the problem is and when it occurs. Pay strict
attention to the conditions present when the problem happens. Also pay
attention to the entire vehicle; another problem may be evident to you that
was not evident to the customer.
4. Research all available information and knowledge to determine the
possible causes of the problem. Try to match the exact problem with a
symptoms-cart or think about what is happening and match a system or
some components to the problem.
5. Isolate the problem by testing. Narrow down the probable causes of the
problem by checking the obvious or easy-to-check items.
6. Continue testing to pinpoint the cause of the problem. Once you know
where the problem should be, test until you find it.
7. Locate and repair the problem, then verify the repair. Never assume that
your work solved the original problem. Make sure the problem is history
before returning it to the customer.

Page 54 | 59
SELF-CHECK # 3.2-1
1. What is the primary duty of an automotive technician?
A. Guess the problem of the vehicle.

B. Diagnose the vehicle.
C. Follow the code of conduct of other companies.
D. Write memos or statements to co-employees.
2. Who are often valued by employers?
A. Employees who have connections to protect the business.

B. Employees who can think critically and logically.
C. Employees who always come to work late.
Page 55 | 59
D. Employees who always gossiped their co-employees.
3. How does good critical thinking begin?
A. By carefully observing what is not happening.

B. By guessing wildly the personal lives of co-employees.
C. By declaring something as a fact based on nothing.
D. By giving immediately the repair costs.
4. It is a step-by-step process which will guide an automotive technician

when diagnosing.
A. Visual inspection
B. Logical approach
C. System knowledge
D. Symptoms-based Flow charts
5. This approach relies on critical thinking skills, as well as system

knowledge.
A. Symptoms-based Flow charts

B. Visual Inspection
C. Logical Approach
D. Diagnostic Aids
ANSWER KEY # 3.2-1
1. B
2. A
3. A
4. A
5. C

Page 56 | 59
GLOSSARY
(Receive and Respond to Workplace Communication)
Communication – basically consists of writing, reading, speaking and listening
Decoding – the act of translating messages
Encoding – the act of producing messages – speaking, writing
Feedback – receiver’s response
Notices – announcements, notifications, communication

Page 57 | 59
Pin up board – board that is fastened to a wall
Routinary – repetitious
Workplace – a place where a work is done
GLOSSARY
(Physics Key Terms)
Atoms – are the smallest unit of an element, having all the characteristics of
that element and consisting of a dense, central, positively charged nucleus
surrounded by a system of electrons.
Centrifugal Force – is a force that tends to move objects away from the center
in a system undergoing circular motion.
Centripetal Force – is the inward force required to keep a particle or an object

moving in a circular path.
Compression Ratio – is the ratio of the volume between the piston and cylinder
head before and after a compression stroke.
Displacement – is the volume displaced by a single stroke of a piston in an

engine or pump.
Element – is a substance composed of atoms having an identical number of

protons in each nucleus. Elements cannot be reduced to simpler substances by
normal chemical means.
Energy – is the ability to do work, and all matter has energy.
Engine Efficiency – is the ratio between the energy supplied to an engine to the
energy output of the engine.
Force – is a push or a pull. It is something that causes a change in the motion of

an object.
Kinetic Energy – is an energy associated with motion.
Mass – is the amount of matter in an object.
Matter – is anything that occupies that occupies space and it exists as a gas,
liquid, or solid.
Molecules – The smallest particle of a substance that retains the chemical and
physical properties of the substance and is composed of two or more atoms; a
group of like or different atoms held together by chemical forces.

Page 58 | 59
Potential Energy – is the energy an object has because of its position, rather
than its motion.
Volume – is the amount of space occupied by a body or mass of fluid.

Page 59 | 59

Basic Lo.1

Uploaded by

Copyright:

Available Formats

Basic Lo.1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Basic Lo.1

Uploaded by

Copyright:

Available Formats

MODULE CONTENT

UNIT OF COMPETENCY: RECEIVING & RESPONDING TO WORKPLACE

LEARNING OUTCOME SUMMARY

1. Follow routine spoken messages

 Required information is gathered by listening attentively and correctly

Date Developed: Doc. No.

Date Developed: Doc. No.

Date Developed: Doc. No.

1. Speaking in a workplace is well explained and understood

1. Organizational policies and guidelines

Date Developed: Doc. No.

1. Written notices and instructions are read and interpreted correctly

1. Knowledge of organizational policies/guidelines in regard to

The students/trainees must be provided with the following:

Date Developed: Doc. No.

Welcome to the Module Receiving and Responding to Workplace

Recognition of Prior Learning (RPL)

Date Developed: Doc. No.

Date Developed: Doc. No.

On completion of this element you should be able to:

 Required information is gathered by listening attentively and correctly

Date Developed: Doc. No.

Learning Outcome I: Explain routinary speaking and messages in a

Learning Steps Resources

1. Read: Resource for information 1. Information Sheet: Parts of

2. Complete: Self Check 1

3. Read: Resource for information

Date Developed: Doc. No.

Persons: Jose P. Rizal, Emilio, Corrina, Phoeba, Therese

 Common nouns: name members of a class of persons, places, or things:

Persons: man, doctor, teacher, laborer, etc.

 Collective nouns: name a group as a unit – army, crew, band, jury,

 Concrete nouns: name things that can be perceived by the senses-

 Abstract nouns: name ideas, qualities, intangibles (not directly

 Mass or non-countable nouns: name materials in general rather than

 Compound nouns: In written English these are combinations of two or

Number indicates whether a noun denotes one person, place, or thing or

Singular Plural Singular Plural

book books teacher teachers

Masculine Feminine Neuter Common

 The gender of nouns may be indicated by several ways.

b. By the addition of an ending usually to designate the feminine.

c. By the addition of masculine or feminine words

Date Developed: Doc. No.

A Pronoun is that part of speech which designates a person, place, thing,

Pronouns used instead of nouns naming persons are personal pronouns.

Personal pronouns change their forms according to case and number.

Nominative Possessive Objective

Nominative Possessive Objective

a. They can be used as subjects or complements (nominative case)

b. They can be used in the objective case.

c. They can be used in the possessive case.

Who - refers to persons only.

They do not refer to a specific person, place, or thing. These pronouns

Singular Indefinite Pronouns

Plural Indefinite Pronouns

Indefinite Pronouns that may either be singular or plural

When a verb requires an object to complete its meaning it is said to be used

(Note: An intransitive verb needs no object. It makes by itself a complete statement