1 Basic .Participate in Workplace Communication

COMPETENCY BASED LEARNING MATERIAL
Sector:
METALS AND ENGINEERING
Qualification:
Shielded Metal Arc Welding (SMAW) NC II
Unit of Competency:
PARTICIPATE IN WORKPLACE COMMUNICATION
Module Title: PARTICIPATING IN WORKPLACE COMMUNICATION
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

Regional Manpower Development Center
RMDC –TESDA ARMM
Barangay Rebukin Sultan Kudarat Maguindanao
HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL
Welcome to the module in PARTICIPATING IN WORKPLACE

COMMUNICATION. This module contains training materials and activities
for you to complete.
The unit of competency “PARTICIPATE IN WORKPLACE

COMMUNICATION" contains knowledge, skills and attitudes required for
SHIELDED METAL ARC WELDING NC II.
You are required to go through a series of learning activities in order to

complete each learning outcome of the module. In. Follow these activities
on your own. If you have questions, don’t hesitate to ask your facilitator for
assistance.
The goal of this course is the development of Knowledge skills. To gain

these skills, you must learn basic concepts and terminology.
This module was prepared to help you achieve the required competency, in
PARTICIPATING IN WORKPLACE COMMUNICATION.
This will be the source of information for you to acquire knowledge and
skills in this particular competency independently and at your own pace,
with minimum supervision or help from your instructor.
Remember to:
 Work through all the information and complete the activities in each
section.
Read information sheets (if available) 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.
 You will be given plenty of opportunity 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.
 Use the Self-check for test your own progress.
 When you feel confident that you have had sufficient practice, ask your
Trainer to evaluate you. The results of your assessment will be recorded
in your Progress Chart and Accomplishment Chart.
You need to complete this module before you can perform the next module.
RMDC- Developed By: Date: Revised Page No.

BASIC COMPETENCIES
TESDA
ARMM F. DEROMA JAN.12 2012 2
SHIELDED METAL ARC WELDING NC II
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code
1. PARTICIPATE IN PARTICIPATING IN
WORKPLACE WORKPLACE 50031105
COMMUNICATION COMMUNICATION
2. WORK IN TEAM WORKING IN TEAM

ENVIRONMENT ENVIRONMENT 50031106
PRACTICE CAREER PRACTICING CAREER

3. PROFESSIONALISM PROFESSIONALISM 50031107
PRACTICE PRACTICING
4. OCCUPATIONAL OCCUPATIONAL HEALTH 50031108
HEALTH AND SAFETY AND SAFETY
PROCEDURES PROCEDURES

BASIC COMPETENCIES
TESDA
MODULE CONTENT
UNIT OF COMPETENCY : Participate in workplace communication
MODULE TITLE : Performing in workplace communication
MODULE DESCRIPTON : This module covers the knowledge, skills and

Attitudes required obtaining, interpreting and
conveying information in response to workplace
requirements.
NOMINAL DURATION : 4hrs
LEARNING OUTCOMES
Upon completion of this module the students/trainees will be able to;
Obtain and convey workplace information
ASSESSMENT CRITERIA:
1. Specific relevant information is accessed from appropriate sources of

information.
2. Appropriate nonverbal communication is used.

BASIC COMPETENCIES
TESDA
LEARNING OUTCOME #1 Obtain and convey workplace information
Contents:
 Parts of Speech
Assessment Criteria;
1. Specific relevant information is accessed from appropriate sources of
information.
2. Appropriate nonverbal communication is used.
Conditions:
Students/trainees must be provided with the following:
 Writing materials
 Pen and paper
 Learning modules
Methodologies:
 Self pace
 Exercises
Assessment Methods:
 Written examination
 Role play
 oral questioning
 Interview

BASIC COMPETENCIES
TESDA
Learning Experiences
Learning Outcome #1: Validate parameters for installation
Learning Activities Special Instructions
1. Read Information Sheet 1.1-1 on Parts In this Learning Outcome you

of Speech shall read Information Sheet s
needed to determined training
needs and to be able to do this,
2. Answer Self- Check 1.1-1 in the following:
Compare answer with answer key 1.1-1
1. Parts of Speech
3. Task sheet 1.1-1 on
ROLE PLAY WORKPLACE CONVERSATIONS Go through the information
(Offering Something to a Visitor) INFORMAL Sheets and answers the self-
and FORMAL check s to ensure that the
knowledge of the standards in
4. Performance Criteria Checklist 1.1-1 Competency- based training
is required
These outputs of your practice

of this Learning outcome will
be a part of your portfolio for
you Institutional Competency
Evaluation.
 ROLE PLAY WORKPLACE

CONVERSATIONS
(Offering Something to a
Visitor) INFORMAL and
FORMAL
Show your output to your

trainer for his feedback as you
accomplished them.
After doing all activities of this

Learning Outcome, you are
ready to proceed to the next
Competency :
WORK IN TEAM ENVIRONMENT

BASIC COMPETENCIES
TESDA
Information Sheet 1.1-1
Parts of Speech
The English language contains thousands of words, but not all of them
perform the same function. For example, certain words express action while
others describe other words. Some words are names of things. Still, others "join"
one word to another word. These are the "building blocks" of the language.
Words are like the parts of a house. Each part of the house has its own
function just as each word has its own use in building a sentence.
English words maybe classified into eight (8) basic categories, called parts
of speech. These are the: l) noun, 2) pronoun, 3) verb, 4) adjective, 5) adverb,
6) conjunction, 7) preposition and 8) interjection.
It is important to recognize parts of speech. This helps you analyze

sentences and understand them. It also helps you construct good sentences.
In this lesson, we provide an overview of the eight (8) parts of speech,

followed by a module assessment to check your understanding.
What is Noun?
A noun is a word used to name a person, animal, place, thing, and

abstract idea.
Examples:
Mother, Mount Mayon, book, horse, Wilfred, beauty, car, Quezon City,
Mindanao, house, child
Types of Nouns
There are different types of nouns, including: proper nouns, common

nouns, concrete nouns, abstract nouns, countable nouns (also called count
nouns), non-countable nouns (also called mass nouns), and collective nouns.
A noun can belong to more than one type. For example, the noun "flower"
is both a common noun and a countable noun. Let us deal briefly with the types
of nouns in the following sections.

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PROPER NOUN
A proper noun starts with a capital letter since the noun represents the
name of a specific person, place, or thing. The names of days of the week,
months, historical documents, institutions, organizations, religions, their holy
texts and their adherents are proper nouns.
In each of the following sentences, the proper nouns are highlighted:
• Filipinos who migrate to the United States of America usually do so in

search
of better jobs.
• I usually leave for work on Monday mornings.
• Labor Day in the Philippines is celebrated on the first day of May.
• Jesus Christ is mentioned in the Bible and in the Quran.
COMMON NOUN
A common noun refers to a person, place, or thing in a general sense—

usually, it starts with a capital letter only when it begins a sentence.
In each of the following sentences, the common nouns are highlighted:
• Welders in the country are usually underpaid.
• According to the sign, the nearest city is 15 kilometers away.
• All the farms in our municipality were invaded by locusts last

summer.
• The boys in my school excel in sports.
The table below will help you better understand the difference between
proper nouns and common nouns:
PROPER NOUN COMMON NOUN

Mr. Abraham Santos teacher
Saint Ferdinand Parish church
December month
Christmas Day holiday
Divine Word College school
Roman Catholicism religion
Rizal Avenue street

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TESDA
CONCRETE NOUN
A concrete noun names a person, place or thing that can be understood

or experienced through your physical senses, including: touch, sight, taste,
hearing, or smell.
In each of the following sentences, the concrete nouns are highlighted:
• The plumber gave the screwdriver to the mechanic.
• My sister goes to the beach to collect shells.
• The priest urged the parishioners to help build the extra room.
• As the car drove past the park, the front tires exploded.
ABSTRACT NOUN
An abstract noun is a noun which names anything that you cannot

perceive through your five physical senses, like an idea, feeling, or quality.
In each of the following sentences, the abstract nouns are highlighted:
• Buying the ring for his wife was his way of showing affection.
• Terry is amused by people who are nostalgic about their childhood.
• Justice is often beyond the reach of poor citizens.
• Some doctors believe that schizophrenia is transmitted genetically.
concrete nouns and abstract nouns:
CONCRETE NOUN ABSTRACT NOUN

music peace
book imagination
tea democracy
paper hatred
glass old age

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TESDA
COUNTABLE NOUN
A countable noun (or count noun) is a noun with both a singular and a
plural form, and it names anything (or anyone) that you can count.
In each of the following sentences, the highlighted words are countable

nouns:
• One child is born every minute.
• Since he inherited his father’s library, Jerry spends every weekend

reading books.
• Lorna found six cans in the box.

• Over the last twenty-seven years, Dr. De Guzman delivered a little over
nine Hundred babies.
NON-COUNTABLE NOUN
A non-countable noun (or mass noun) is a noun which does not have a
plural form, and which refers to something that you cannot usually count.
The highlighted words in the following sentences are non-countable

nouns:
• Miss Aguilar poured me some milk, carefully adding sugar to it.
• Joseph Priestly discovered oxygen.
• The construction crew spread gravel over the road.
• My mother filled the bag with sand.
countable/count nouns and non-countable/mass nouns:
COUNTABLE NOUN NON-COUNTABLE NOUN

cup coffee
balloon air
glass juice
tank gasoline
spoon oil

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TESDA
COLLECTIVE NOUN
A collective noun is similar to a non-countable noun and names a group

of things, animals, or persons. You can count the individual members of the
group, but you usually think of the group as a whole or generally as one unit.
You need to be able to recognize collective nouns in order to maintain subject-
verb agreement.
In each of the following sentences, the highlighted word is a collective

noun:
• The flock of birds flew over the field.
• The selection committee meets every week.
• A bouquet of flowers was sent to Amanda.
• A heap of garbage remained uncollected.
Most nouns change their form to indicate number by adding "-s" or "-es",
as illustrated in the following examples:
SINGULAR PLURAL
box boxes
tree trees
can cans
hero heroes
plate plates
There are other nouns which become plurals when you change the last
letter before adding "-s". Some words ending in "f' form plurals when you delete
"f' and add "-ves." Other words ending in "y" form plurals when you deleting the
"y" and add "-ies," as in the following examples:
SINGULAR PLURAL
city cities
fly flies
wharf wharves
wife wives
calf calves

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TESDA
Other nouns form plurals irregularly. If English is your first language, you
probably know most of these already. When in doubt, consult a good dictionary.
Here are a few examples:
SINGULAR PLURAL
forum fora
alumnus alumni
ox oxen
criterion criteria
mouse mice
What is Pronoun?
A pronoun is a word that replaces a noun or another pronoun. It is often

used to make your sentences less cumbersome and less repetitive.
Examples:
He, she, which, none, my, mine, this, that, these, those
Types of Pronouns
Pronouns are usually classified into several types, including the:

1) Personal pronoun,
2) Demonstrative pronoun,
3) Interrogative pronoun,
4) Indefinite pronoun,
5) Relative pronoun,
6) Reflexive pronoun, and
7) Intensive pronoun.

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TESDA
PERSONAL PRONOUN
A personal pronoun refers to the one speaking (1st person), the one
spoken to (2nd person), or the one spoken about (3rd person). The table below
shows some examples:
Personal Pronouns
Singular Plural
FIRST PERSON I, me, my, mine we, us, our, ours

SECOND PERSON you, your, yours you, your, yours
he, him, his she, they, them, their,

THIRD PERSON
her, hers it, its theirs
DEMONSTRATIVE PRONOUN
A demonstrative pronoun identifies or points out a person, place, thing

or idea. For example, "this" and "these" refer to things that are nearby, while
"that" and "those" refer to things that are farther away in space or time
In the following sentences, each of the highlighted words is a

demonstrative pronoun:
• This must be stopped immediately.
• That is the dress I want to wear to the party.
• The buyer wanted three of those.
• Did you say you bought these at the department store?
INTERROGATIVE PRONOUN
An interrogative pronoun is used to ask questions. The interrogative

pronouns are "who," "whom," "which," "what" and the compounds formed with
the suffix "ever" ("whoever," "whomever," "whichever" and "whatever"). Note that
"who," "whom," and occasionally, "which" are used to refer to people; and
"which" and "what" are used to refer to things and to animals.
The highlighted word in each of the following sentences is an interrogative

pronoun:

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TESDA
• Which of you wants to read the book first?
• Who repaired the leaking faucet?
• To whom do you wish to give the basket?
• What did she say to you?
INDEFINITE PRONOUN
An indefinite pronoun is a pronoun referring to an identifiable but not

definite person, place, thing, or idea. An indefinite pronoun conveys the idea of
all, any, none, or some.
The most common indefinite pronouns are "all," "another," "any,"

"anybody," "anyone," "anything," "each," "everybody," "everyone," "everything,"
"few," "many," "nobody," "none," "one," "several," "some," "somebody "and
"someone."
The highlighted words in the following sentences are indefinite pronouns:
• Many students have to commute to school every day.
• Mona's bedroom had been searched and everything was on the floor.
• We gave away all the coins we had to the poor yesterday.
• I have looked in every class but found none of the students you called
for.
RELATIVE PRONOUN
A relative pronoun is used at the beginning of a subordinate clause to

link one phrase or clause to another phrase or clause. The relative pronouns are
"who," "whom," "that" and "which." The compounds "whoever," "whomever" and
"whichever" are also relative pronouns.
In each of the following sentences, the highlighted word is a relative

pronoun.
• You may call on whomever you like.
• The student who tops the exams is given a medal.
• Whoever used the glass will have to wash it.
• The old car which was parked there has been towed away.

BASIC COMPETENCIES
TESDA
REFLEXIVE PRONOUN
You can use a reflexive pronoun to refer back to the subject of the
clause, or sentence or direct the action back to the subject. The reflexive
pronouns are "myself," "yourself," "herself," "himself," "itself," "ourselves,"
"yourselves" and "themselves."
In each of the following sentences, the highlighted word is a reflexive

pronoun.
• I gave myself a gift yesterday for doing well in my plumbing class.
• Felicia promised to distribute the old clothes but we ended up doing it

ourselves.
• Our instructor checks each test paper himself.
• Kim enjoyed herself at the movies.

INTENSIVE PRONOUN
An intensive pronoun is a pronoun used to emphasize another noun or

pronoun. It is in the sentence to make a special point. Intensive pronouns are
identical in form to reflexive pronouns.
The highlighted words in the following sentences are intensive pronouns:
• I myself am convinced he behaved badly during the meeting.
• President Gloria Arroyo herself announced that gasoline prices would

go down.
• The workers themselves admitted they could not finish the project on
time.
What is a Verb?
A verb expresses or declares something about the subject of the sentence

and express actions, events, or states of being.
Examples:
wash, run, swim, repair, maintain, cut, construct, shake, laugh, cry,
giggle, attend

BASIC COMPETENCIES
TESDA
Types of Verbs
There are different types of verbs, including: action verbs, transitive

verbs, intransitive verbs and linking verbs.
ACTION VERB
The action verb expresses physical or mental action.
In the following sentences, each of the highlighted words is an action

verb:
• I fought with Leila about whether or not I could wear the new dress.
• Our foreman believes we can repair the dining room in time for
Joey's birthday.
• Harold thought we could be in the same English class.
• Miss Gomez goes to the project site everyday.
TRANSITIVE VERB
The transitive verb is an action verb that is followed by a direct object

that receives the action.
In the following sentences, each of the highlighted words is a transitive

verb:
• The hungry boy ate the sandwiches quickly.
• Our parish priest recites his prayers regularly.
• Loren carried the suitcase all the way to the next room.
• The school's basketball team presented the trophy to the

superintendent.

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TESDA
INTRANSITIVE VERB
The intransitive verb expresses action or tells something about the

subject, but does not have a direct object to receive the action.

verb.
• The hungry boy ate quickly.
• Our parish priest prays regularly.
• Loren walked carefully.
• The trophy was presented proudly.
LINKING VERB
Instead of showing what the subject is doing, the linking verb shows the
subject in a state of being. It links the subject to some other word in the
sentence that describes, identifies, or gives more information about it.

verb:
• The boy was sick for two days.
• Yvonne was president of the senior class.
• Our parish priest is devoted to Our Lady of Perpetual Help.
• Carlo became valedictorian of his high school class.
What is Adjective?
An adjective modifies a noun or a pronoun by describing, identifying or

quantifying words. It usually precedes the noun or the pronoun which it
modifies. A, an, and the, which are called articles, are also considered
adjectives.
Examples:
Clear, dark, dirty, new, large, green, healthy, thin, intelligent, alert, green,
yellow, dull

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TESDA
Types of Adjectives
Adjectives are usually classified into several types, including the:

l) Possessive adjective,
2) Demonstrative adjective,
3) Interrogative adjective, and
4) Indefinite adjective.
POSSESSIVE ADJECTIVE
A possessive adjective ("my," "your," "his," "her," Mits," "our," "their") is

similar or identical to a possessive pronoun. However, it is used as an adjective
and modifies a noun or a noun phrase.
In the following sentences, each of the highlighted words is a possessive

adjective:
• I seemed to have lost my book.
• Our old house was demolished the other day.
• What is your name, young man?
• She came to get her new uniform.

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TESDA
DEMONSTRATIVE ADJECTIVE
The demonstrative adjectives "this," "these," "that" and "those" are

identical to the demonstrative pronouns, but are used as adjectives to modify
nouns or noun phrases.
In the following sentences, each of the highlighted words is a

demonstrative adjective:
• Those notebooks are what I need for class tomorrow.
• Did Lorna bring these plates for me?
• I was not aware of this law until today.
• Clem has been looking for that shirt since last week.
INTERROGATIVE ADJECTIVE
An interrogative adjective ("which" or "what") is like an interrogative

pronoun, except that it modifies a noun or noun phrase rather than standing on
its own.
In the following sentences, each of the highlighted words is an

interrogative adjective:
• What movie will you be watching tonight?
• Which car is Joshua driving today?
• What ice cream flavor does the chef prefer?
• Which dress will you be asking her to wear?

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TESDA
INDEFINITE ADJECTIVE
An indefinite adjective is similar to an indefinite pronoun, except that it

modifies a noun, pronoun, or noun phrase.
In the following sentences, each of the highlighted words is an indefinite
adjective:
• You may have any bag you want in the store.
• Sandra thought all flowers were fragrant until she came across one that
wasn't.
• Many students are absent today because of the heavy downpour.
• Few trees were left standing when the logging company finally closed
down
What is an Adverb?
An adverb modifies a verb, an adjective, another adverb, a phrase or a

clause. Adverbs answer these questions: where, when, how, how often, how
much, or to what extent.
Unlike an adjective, an adverb can be found in various places within the

sentence. While some adverbs can be identified by their typical "-ly" suffix, most
of them must be identified by sorting out the grammatical relationships within
the sentence or clause as a whole.
In the following examples, each of the highlighted words is an adverb:
• Elena waited patiently for her friends to arrive.
• French is a fairly difficult language to learn.
• Gary and I often study together.
• Johanna softly closed the door as she left.
What is Conjunction?
A conjunction links or joins words or groups of words, phrases, and

clauses.
Examples:
But, yet, neither, nor, for, so, or

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TESDA
Types of Conjunction
Conjunctions are usually classified into two types: l) the subordinating

conjunction, and 2) the correlative conjunction.
SUBORDINATING CONJUNCTION
A subordinating conjunction introduces a dependent clause and shows

the nature of the relationship among independent clause(s) and dependent
clause(s).
Among the most common subordinating conjunctions are "after,"

"although," "as," "because," "before," "how," "if," "once," "since," "than," "that,"
"though," "till," "until," "when," "where," "whether" and "while."
Each of the highlighted words in the following sentences is a

subordinating conjunction:
• Although she had studied well for the exams, she was nervous.
• Percy had to rewrite his letter because he misplaced it.

• Marissa had been happy about her work until the teacher criticized it.
• Once you determine what is wrong with the refrigerator, you can have it
fixed.
CORRELATIVE CONJUNCTIONS
Correlative conjunctions always appear in pairs and are used to link

equivalent sentence elements. The most common correlative conjunctions are
"both...and," "either...or," "neither... nor," "not only...but also," "so...as" and
"whether...or."
The highlighted words in the following sentences are correlative

conjunctions:
• Christine not only passed the assessment, but also impressed the
assessor with her culinary skills.
• Both Jeremiah and Sarah are excellent welders.
• Megan said she wanted to enroll in either reflexology or

Care giving.
• I had to make a choice whether to work abroad or stay in the country.

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TESDA
What is Preposition?
A preposition is a word that shows the relationship between a noun or

pronoun and another word in the sentence. The word or phrase that the
preposition introduces is called the object of the preposition.
A preposition usually indicates the temporal, spatial or logical

relationship of its object to the rest of the sentence.
Each of the highlighted words in the following sentences is a preposition:
• The wrench is on the table.
• The wrench is under the table.
• He held the wrench over the table.
• He used the wrench during our class.
The most common prepositions are "about," "above," "across," "after," "against,"
"along," "among," "around," "at," "before," "behind," "below," "beneath," "beside,"
"between," "beyond," "but," "by," "despite," "down," "during," "except," "for,"
"from," "in," "inside," "into," "like," "near," "of," "off," "on," "onto," "out," "outside,"
"over," "past," "since," "through," "throughout," "till," "to," "toward," "under,"
"underneath," "until," "up," "upon," "with," "within" and "without."
What is an Interjection?
An interjection is a word added to a sentence to convey strong emotion.

It is not grammatically related to any other part of the sentence.
An interjection is usually followed by an exclamation mark. It is not commonly
used in formal academic prose, except in direct quotations.
The highlighted words in the following sentences are interjections:
• Wow, that is such an amazing story!
• Ouch, that bee stung me!
• Hey you! Stop making so much noise in class.
• Oh no! Aren't you done with your work yet?

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TESDA
A QUICK SUMMARY
PART OF SAMPLE SAMPLE

FUNCTION OR "JOB"
SPEECH WORDS SENTENCES
pen, dog, work,
He lives in my house.
music, town,
Noun thing or person
Manila, teacher,
We live in Austria.
Jack
a/an, the, some, My house is big.
Adjective describes a noun good, big, red,
well, interesting I like small flowers.
The teacher is
(to) be, have, do,
married.
Verb action or state like, work, sing,
can, must
I adore dogs.
My friend eats
describes a verb, quickly, silently, quickly.
Adverb adjective well, badly, very,
or adverb really When he is hungry,
he eats really fast.
Tara is Filipino.
I, you, he, she,
Pronoun replaces a noun
some
She is beautiful.
links a noun to to, at, after, on, We went to school on
Preposition
another word but Monday.
I like dogs and cats.
joins clauses or
and, but,
Conjunction sentences
when I like dogs but I don't
or words
like cats.
conveys strong Gosh! Hey!
Interjection Ouch! The ant bit me!
feelings Darn!

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TESDA
Self check 1.1-1
Fill in the blanks;
1._____________ is a word used to name a person, animal, place, thing, and

abstract idea.
2._____________starts with a capital letter since the noun represents the name of
a specific person, place, or thing. The names of days of the week, months,
historical documents, institutions, organizations, religions, their holy texts and
their adherents are proper nouns.
3._____________refers to a person, place, or thing in a general sense usually, it

starts with a capital letter only when it begins a sentence. In each of the
following sentences, the common nouns are highlighted:
4._____________names a person, place or thing that can be understood or

experienced through your physical senses, including: touch, sight, taste,
hearing, or smell.
5._____________ is a noun which names anything that you cannot perceive

through your five physical senses, like an idea, feeling, or quality.
6._____________is a noun with both a singular and a plural form, and it names
anything (or anyone) that you can count.
7.___________ is a noun which does not have a plural form, and which refers to
something that you cannot usually count.
8._____________is similar to a non-countable noun and names a group of things,

animals, or persons. You can count the individual members of the group, but
you usually think of the group as a whole or generally as one unit. You need to
be able to recognize collective nouns in order to maintain subject-verb
agreement.
9.____________ refers to the one speaking (1st person), the one spoken to (2nd
person), or the one spoken about (3rd person).
10.__________ identifies or points out a person, place, thing or idea.

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TESDA
ANSWER KEY 1.1-1
PARTS OF SPEECH
1. Noun
2. Proper noun
3. Common noun
4. Concrete noun
5. Abstract noun
6. Countable noun (or count noun)
7. Non-countable noun (or mass noun)
8. Collective noun
9. Personal pronoun
10. Demonstrative pronoun

BASIC COMPETENCIES
TESDA
VERBAL COMMUNICATION
Although mistaken for oral communication, verbal

communication encompasses all kinds of messages, written or spoken,
using words.
Examples:
Sending text messages, making telephone calls, video conferencing,

making speeches
NONVERBAL COMMUNICATION
Nonverbal communication is world less communication, or

messages conveyed through one’s gestures, actions or behaviors.
According to Albert, et. al.,3 nonverbal communication can be broken down
into five (5) major categories:
1. Body Signals or nonverbal signals by the body, also known as

Kinesics.
Examples:
Shaking hands, crossing your legs, slumping in your seat posture,

crossing or uncrossing your legs
2. Object Signals or nonverbal messages sent by physical objects, also

Known as artifacts.
Examples:
One’s wardrobe, framed pictures on your table, plaques and awards

on the wall of your office
3. Space Signal or nonverbal messages sent by action and use of

Personal space, also known as polemics.
Examples:
Physical territory like arrangement of desks at your workplace, the

distance or closeness you stand from someone else when you
communicate

BASIC COMPETENCIES
TESDA
4. Time Signals or nonverbal messages sent by time actions, also known
As chromatics.
Examples:
Speed of your speech and movement, your punctuality, willingness

to wait
5. Touch Signals or nonverbal messages sent by touch, also known as

Hepatics.
Examples:
Patting a co-worker, hugging, pecking the cheek
ROLE PLAY WORKPLACE CONVERSATIONS
Exercises Examples (Offering Something to a Visitor)
INFORMAL
Practice the following statements with the help of your teacher:

Juice?
Would you like some coffee?
How about a glass of water?
Here, have some tea.
Would you like one of these?
Can I get you something to eat?
Can I get you something to drink?
No, thank you.
Yes, please.
Sure. Thanks.
Okay. Thanks.
I really shouldn’t.
No. Thanks anyway.
Juice would be fine.
FORMAL
Practice the following statements with the help of your teacher.
Would you care for some juice?

Would you like to try our cakes?
Let me offer you a cup of tea.
Let me get you some coffee.

BASIC COMPETENCIES
TESDA
Now, practice offering your partner various refreshments.
For example:
Would you like some beer? No, thanks. I don’t drink. How about a cup of
coffee?
I’d rather not have coffee. Orange juice? That would be fine. Thanks.
How Does Communication Flow in the Workplace?
What do we mean when we ask for more workplace communication

or better communication? Let’s explore that question by looking at the
different ways that communication flows around and through modern
organizations.
Take the case of a construction laborer, performing all tasks he is

expected to do: digging, filling, pouring cement, cleaning up, and carrying
things.
In his case, as in practically all workplaces, communication flows

four (4) ways:
First, it comes down from his foreman, who might tell him to dig a
hole four feet deep and three feet in diameter.
Second, it moves upward when he reports back to his foreman about

the finished work, or why he cannot finish it.
Third, it travels laterally when he discusses how to do the task with

a fellow laborer.
Fourth, there is also the grapevine, which flows in all directions,

and might involve speculation about who would be transferred to another
construction site.
Thus, workplace communication flows downward, upward, laterally,

and through the grapevine.

BASIC COMPETENCIES
TESDA
Task Sheet 1.1-1
Title: ROLE PLAY WORKPLACE CONVERSATIONS (Offering Something to a
Visitor) INFORMAL and FORMAL
Performance Objective: Given a Script assigned to you, you should be able to
perform in Personal Interaction is carried out clearly and
concisely.
Supplies/Materials: Script Paper, pen, coupon bond
Equipment:
Steps/Procedure:
1. Read information sheet 1.1-1 Part of Speech.
2. Copy the Script details on ROLE PLAY WORKPLACE CONVERSATIONS

(Offering Something to a Visitor) INFORMAL and FORMAL.
3. Practice and Exercise the Script carried out clearly and concisely Specific
relevant information is accessed from appropriate sources of information.
4. Evaluate your own output using the Performance Criteria Checklist.

5. Present your work to your trainer. And wait for his/her feedback.
Assessment Method:
Portfolio Assessment using the Performance Criteria Checklist
Performance Criteria Checklist

Task Sheet 1.1-1

BASIC COMPETENCIES
TESDA
CRITERIA Yes No
Did you….
1. Read information sheet 1.1-1 Part of Speech?
2. Copy the Script details on WORKPLACE

CONVERSATIONS (Offering Something to a Visitor)
INFORMAL and FORMAL?
3. Practice and Exercise the Script carried out clearly and

concisely Specific relevant information is accessed from
appropriate sources of information.
4. Evaluate your own output using the Performance Criteria
Checklist?

BASIC COMPETENCIES
TESDA

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COMPETENCY BASED LEARNING MATERIAL

Module Title: PARTICIPATING IN WORKPLACE COMMUNICATION

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

Welcome to the module in PARTICIPATING IN WORKPLACE

The unit of competency “PARTICIPATE IN WORKPLACE

You are required to go through a series of learning activities in order to

The goal of this course is the development of Knowledge skills. To gain

RMDC- Developed By: Date: Revised Page No.

No. Unit of Competency Module Title Code

2. WORK IN TEAM WORKING IN TEAM

PRACTICE CAREER PRACTICING CAREER

RMDC- Developed By: Date: Revised Page No.

UNIT OF COMPETENCY : Participate in workplace communication

MODULE TITLE : Performing in workplace communication

MODULE DESCRIPTON : This module covers the knowledge, skills and

NOMINAL DURATION : 4hrs

Upon completion of this module the students/trainees will be able to;

Obtain and convey workplace information

1. Specific relevant information is accessed from appropriate sources of

2. Appropriate non- verbal communication is used.

RMDC- Developed By: Date: Revised Page No.

2. Appropriate non- verbal communication is used.

RMDC- Developed By: Date: Revised Page No.

Learning Outcome #1: Validate parameters for installation

Learning Activities Special Instructions

1. Read Information Sheet 1.1-1 on Parts In this Learning Outcome you

These outputs of your practice

 ROLE PLAY WORKPLACE

Show your output to your

After doing all activities of this

WORK IN TEAM ENVIRONMENT

RMDC- Developed By: Date: Revised Page No.

It is important to recognize parts of speech. This helps you analyze

In this lesson, we provide an overview of the eight (8) parts of speech,

A noun is a word used to name a person, animal, place, thing, and

There are different types of nouns, including: proper nouns, common

RMDC- Developed By: Date: Revised Page No.

In each of the following sentences, the proper nouns are highlighted:

• Filipinos who migrate to the United States of America usually do so in

• I usually leave for work on Monday mornings.

• Labor Day in the Philippines is celebrated on the first day of May.

• Jesus Christ is mentioned in the Bible and in the Quran.

A common noun refers to a person, place, or thing in a general sense—

• Welders in the country are usually underpaid.

• According to the sign, the nearest city is 15 kilometers away.

• All the farms in our municipality were invaded by locusts last

• The boys in my school excel in sports.

PROPER NOUN COMMON NOUN

RMDC- Developed By: Date: Revised Page No.

A concrete noun names a person, place or thing that can be understood

In each of the following sentences, the concrete nouns are highlighted:

• The plumber gave the screwdriver to the mechanic.

• My sister goes to the beach to collect shells.

An abstract noun is a noun which names anything that you cannot

In each of the following sentences, the abstract nouns are highlighted:

• Terry is amused by people who are nostalgic about their childhood.

• Justice is often beyond the reach of poor citizens.

• Some doctors believe that schizophrenia is transmitted genetically.