COMPETENCY BASED LEARNING

MATERIAL
BASIC COMPETENCY

Sector : Electronics

Qualification Title : Electrical Installation & Maintenance NC II

Unit of Competency : PARTICIPATE IN WORKPLACE COMMUNICATION

Module Title : PARTICIPATING IN WORKPLACE
COMMUNICATION

ST. ISIDORE DE LABRADOR TECHNICAL SCHOOL, INC.

Purok 4, Brgy. Pabanog, Paranas, Samar
Contact No: 09383951571
Email Address: [email protected]
 HOW TO USE THIS COMPETENCY BASED LEARNING
MATERIALS

Welcome to the Module “Participating in Workplace

Communication”. This module contains training materials and activities
for you to complete.
The unit of competency “Participating in Workplace
Communication” contains knowledge, skills and attitudes required for a
ORGANIC AGRICULTURE PRODUCTION NC II course.
You are required to go through a series of learning activities
in order to complete each of the learning outcomes of the module. In
each learning outcome there are Information Sheets, Task/Job Sheets,
Operation Sheets, and Activity Sheets. Follow these activities on your
own and answer the Self-Check at the end of each learning activity.
If you have questions, don’t hesitate to ask your facilitator for
assistance.

Recognition of Prior Learning (RPL)

You may already have some of the knowledge and skills covered in
this module because you have:
 been working for some time
 already have completed training in this area.

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

particular skill or skills, talk to him/her about having them formally
recognized so you don’t have to do the same training again. If you
have a qualification or Certificate of Competency from previous trainings
show it to your teacher. If the skills you acquired are still current and
relevant to this module, they may become part of the evidence you can
present for RPL. If you are not sure about the currency of your skills,
discuss it with your teacher.

After completing this module ask your teacher to assess your

competency. Result of your assessment will be recorded in your
competency profile. All the learning activities are designed for you to
complete at your own pace.

Inside this module you will find the activities for you to complete
followed by relevant information sheets for each learning outcome. Each
learning outcome may have more than one learning activity.
 ORGANIC AGRICULTURE PRODUCTION NC II

List of Competencies

BASIC COMPETENCIES

No Unit of Competency Module Title Code

.
Participate in workplace Participating in workplace
1 500311105
communication communication
Work in a team Working in a team
2 500311106
environment environment
Practice career Practicing career
3 500311107
professionalism professionalism
Practice occupational Practicing occupational
4
health and safety health and safety procedure 500311108
procedures
 MODULE CONTENT

UNIT OF COMPETENCY : PARTICIPATE IN WORKPLACE

COMMUNICATION

MODULE TITLE : PARTICIPATING IN WORKPLACE

COMMUNICATION

MODULE DESCRIPTOR :
This module covers the knowledge, skills and attitudes required to
obtain, interpret and convey information in response to workplace
requirements.

SUGGESTED DURATION : 16 hours

QUALIFICATION LEVEL : NC II

PREREQUISITE : Receive and Respond to Workplace Communication

(NC I)

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module the students/trainees must be able to:

LO1. Obtain and convey workplace information.

LO2. Complete relevant work related documents.
LO3. Participate in workplace meeting and discussion.
LO1.1OBTAIN AND CONVEY WORKPLACE INFORMATION

ASSESSMENT CRITERIA:

 Specific relevant information from appropriate sources is accessed.

 Use effective questioning, active listening and speaking skills to
gather and convey information.
 Appropriate medium is used to transfer information and ideas.
 Appropriate non-verbal communication is used.
 Appropriate lines of communication with superiors and colleagues
are identified and followed
 Defined workplace procedures for the location and storage of
information are used.
 Personal interaction is carried out clearly and concisely.

CONTENTS:

 Parts of speech
 Sentence construction
 Effective communication

CONDITIONS:

The students/trainees must be provided with the following:

 Writing materials (pen & paper)

 References (books)
 Manuals

METHODOLOGIES:

 Group discussion
 Interaction
 Lecture
 Reportorial

ASSESSMENT METHODS:

 Written test
 Practical/performance test
 Interview

Learning Experiences
 Learning Outcome 1: OBTAIN AND CONVEY
WORKPLACE INFORMATION

Learning Activities Special Instructions

1. Read Information Sheet 1.1 on If you have some problems

Part of speech relating to the subject matter do
not hesitate to approach you
Trainer.

2. Answer Self Check 1.1 Try to answer the Self-check

without looking the Answer Key.

3. Compare Answer Key 1.1 Double check the answer in case

you forgot to answer correctly
using Self-check.

4. Read Information Sheet 1.1 on If you have some problems

Sentence construction and relating to the subject matter do
effective communication not hesitate to approach you
Trainer.

5. Answer Self Check 1.1 Try to answer the Self-check

without looking the Answer Key.

6. Compare answer Key 1.1 Double check the answer in case

you forgot to answer correctly
using Self-check.
 Information Sheet No. 1.1
Part of Speech

Objectives: To be able to familiarize the part of speech

The eight parts of speech form the foundation for the structure of
sentences and rules of grammar. That is why you began studying them
as soon as you started school. Each part of speech has unique
characteristics, and, once you learn them, you can use them to strengthen
your understanding of the more difficult grammar concepts.

1. A noun names a person, place, thing, or idea.

The girl in the red coat is named Lisa. (Person, thing, specific
person)

The principal works at Smithfield Elementary School. (Person,

specific place)

I believe in freedom for all people. (Idea naming a “thing” in

which I believe, plural person)

2. A pronoun takes the place of a person, place, thing, or idea. The word
to which the pronoun refers is called the referent or antecedent.
Tammy left her book bag on the bus, but I found it for her.
(References to a girl, the person speaking, and a thing)

They left for the camping trip an hour before we did.

(References to two groups of people)

3. An adjective describes a noun or pronoun.

The beautiful princess found her family again, and she was
very happy. (Beautiful describes the noun princess; happy also
describes the princess. Very is not an adjective because it is
describing happy, which is not a noun or pronoun.)

4. A verb expresses action or links the subject to the rest of the

sentence. (Note: the subject in a sentence is the noun or pronoun
performing the action of the verb or being linked to the descriptors in the
predicate.)

am be will be had been

is can be could be shall have been
are may be should be will have been
was might be would be could have been
were must be has been should have been
being shall be have been would have been
5. An adverb describes a verb, adjective, or another adverb by telling
how, why, when, or in what way or to what extent something exists or is
done.
I carefully walked down the hallway so I could find the
spider. (This word describes how I walked. The adverb describes a
verb.)

6. A conjunction joins words, phrases, or sentences together . (There are

several types of conjunctions, each with its own rules of punctuation.
Specifics for the different forms of this part of speech will be discussed
later in this chapter and in the direct writing section dealing with sentence
combining.)

I would love to go shopping, but I have no money. (A word

joining two complete sentences)

For my birthday, I would love a new coat and a new pair of

leather gloves. (A word joining two phrases)

I would like to go on vacation; however, I have no vacation

days left at work. (A word joining two complete thoughts
separated with a semicolon.)

7. A preposition is used to form a prepositional phrase, which consists of

a preposition and a noun or pronoun. Prepositional phrases show a
relationship between items in a sentence.

List of common prepositions: about, above, across, after, against,

along, among, around, at, before, behind, below, beneath, beside,
between, beyond, 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, underneath, until, up, upon, with, within,
without.

The child is playing in the yard. (The preposition in is connected

to the noun yard with the article the in between.)

My mother, who was at the store in Atlanta, found a new

scarf. (Two prepositional phrases occur side by side: at the store
and in Atlanta.)

The shoebox is near the big rock, hidden under the

woodpile. (Two prepositional phrases separated by the word
hidden)
8. An interjection is a word or phrase that expresses emotion (light or
heavy) and is usually at the beginning of the sentence.

Wow! I just won twenty dollars in the raffle!

No way! I can’t believe you won the first-place trophy.
Hey, it’s getting late.
Self-Check 1.1

I. Matching Type

1. Noun  While

2. Pronoun  Marie

3. Adjective  Jump

4. Verb  Wow

5. Conjunction  Above

6. Preposition  Tall

7. Intersection  He
 Answer key 1.1

I. Matching Type

1. Noun  While

2. Pronoun  Marie

3. Adjective  Jump

4. Verb  Wow

5. Conjunction  Above

6. Preposition  Tall

7. Intersection  He
 Information Sheet No. 1.1
Sentence Construction and Effective Communication

Objectives: To be able to familiarize on prepresses sentence construction

and effective communication

Sentence
A sentence is a self-contained unit of meaning.

Writing is constructed by putting sentences in sequence, one after

another and, if a single sentence is read aloud, it should be
understandable.

Meaning should flow from one sentence to the next, carrying the
argument or point of view forward in a clear and concise manner. If you
do not use correct grammar and punctuation, or your sentences are too
long and complex, what you are trying to say will become unclear and the
reader will be unable to follow the text because the flow of meaning is
interrupted.

If writing is a relatively new experience, or it is some time since you

last wrote anything, write in fairly short, simple sentences. Aim to make
one point in each sentence or paragraph if the point is more complex. If a
sentence delivers two points, consider splitting it into two sentences.

Sentence Construction

A sentence is a collection of words that convey sense or meaning and is

formed according to the logic of grammar. Clear, short sentences are
preferable, and more effective, than long, complex ones.

The simplest sentence consists only of a noun, a naming word, and a verb
or action word. For example, in the sentence “Mary walked”, Mary is the
naming noun and walked is the action verb.

Quick activity:

Write two examples of nouns and verbs, and then combine them to form
sentences.

Mary is the proper noun in the example sentence above but can be
substituted in following sentences by the pronoun she. A pronoun is a
word that can be used instead of a noun when a noun has already been
mentioned. Other pronouns are he, we, they and it.

Quick activity:

Write a sentence using a proper noun. Then write another using a

pronoun.
Most sentences have a subject noun and an object noun. For example,
consider the sentence “Mary walked towards the hotel”. Mary is the
subject noun (a person or thing performing the action of walking), and the
hotel is the object noun (a person or thing towards which the action is
directed).

Quick activity:

Write two sentences using a subject noun and an object noun.

Adjectives describe nouns. Adjectives usually come before the noun.

They are sometimes known as 'describing words'. When two adjectives

are used to describe one noun, they are set apart with the use of a
comma.

For example:
The lazy dog dozed.
The hairy, lazy dog dozed.

Adverbs describe verbs. The adverb should always follow the verb.

For example:
Mary walked slowly. or Peter ran away quickly.
Activity: Write a few sentences using adjectives and adverbs.

Tense

Verbs, or action words, are expressed in tenses; past, present or future.

The tense of a verb is its setting in time.

For example:
Mary walked (past tense)
Mary walks (present tense)
Mary will walk (future tense)

There are also other, more complex tenses not covered here. An
important point is to be consistent in your use of tense. Decide whether
you are explaining an event in the past, present or future and then be
consistent in the use of that tense until there is a good reason for
changing.

The incorrect use of tenses is one of the most common mistakes of

grammar. For example, consider the following sentence:

“Marianne describes the new techniques, how they varied in approach

and attitude”.
The verb describes is in the present tense but varied is in the past tense.
The correct tensing of the sentence should be:

“Marianne describes the new techniques, how they vary in approach and
attitude”.

Quick activity:

Try spotting the mistakes of verb tense in the following sentence:

A sentence is a collection of words which conveys sense or meaning and are

formed according to the logic of grammar.

The correct sentence should be:

A sentence is a collection of words that convey sense or meaning and is formed

according to the logic of grammar.
 Self-Check 1.1

I. True or False

1. If writing is a relatively new experience, or it is some time since you

last wrote anything, write in fairly short, simple sentences.
2. Aim to make one point in each sentence or paragraph if the point is
more complex.
3. If a sentence delivers two points, consider splitting it into two
sentences.
4. A sentence is a collection of words which conveys sense or meaning and
are formed according to the logic of grammar.
5. A sentence is a collection of words that convey sense or meaning and is
formed according to the logic of grammar.
 Answer key 1.1

I. True or False

1. TRUE

2. TRUE

3. TRUE

4. TRUE

5. TRUE