Participate in a Workplace Communication

COMPETENCY BASED LEARNING MATERIAL

Sector:

ICT

Qualification Title:

COMPUTER HARDWARE SERVICING NC II

Unit of Competency Participate in a Workplace Communication Module Title:

Participating in a Workplace Communication

STI Education Services Group Inc. Valencia Campus Jupertess Bldg. ML Quezon St. Valencia City Bukidnon

HOW TO USE THIS MODULE STI QA SYSTEM

COMPUTER HARDWARE SERVICING NC II

PARTICIPATING IN A WORKPLACE COMMUNICATION

Date Developed: April 11, 2011

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Welcome to the Module “Obtain and convey workplace information”. This module contains training materials and activities for you to complete. The unit of competency “Install Computer Systems and Networks” contains knowledge, skills and attitudes required for a Computer Hardware Servicing 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, 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 teacher for assistance. Recognition of Prior Learning (RPL)

o o

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 he 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.

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PARTICIPATING IN A WORKPLACE COMMUNICATION

Date Developed: April 11, 2011

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Participate in a Workplace Communication

LEARNING ACTIVITIES In order to achieve the learning outcomes stated in the learning material, you must follow the steps indicated below. Each step has a corresponding resource or specific instructions to be used in accomplishing the given activities. Note: Upon accomplishing the activities, the instructor will observe the following: In Reading Activities: · Proper intonation · Correct pronunciation In Writing Activities: · Capitalization · Spelling · Proper use of punctuation marks LEARNING STEPS RESOURCES/SPECIFIC INSTRUCTIONS

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PARTICIPATING IN A WORKPLACE COMMUNICATION

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1. The trainees will ask the modules from the instructor. 2. Read: Information Sheet No. 1 3. Follow the instructions given in the activity Sheet No.1 4. Answer Self Check 1. Note: Follow the same steps No. 1-4 mentioned above to accomplish the Information Sheet Nos. 2-9: · Information sheet # 2: Communication Model · Information Sheet # 3: Information · Information Sheet # 4: Causes and Effects of Ineffective Communication · Information Sheet # 6: Reasons for Communication in the Workplace · Information Sheet # 7: Significance of Vocabulary · Information Sheet # 8: Effective Reading · Information Sheet # 9 Dealing with Paragraph 1. Communication Instructor will give the learning materials. 2. Information Sheet No. 1: What is Communication? 1. Activity Sheet No. 1 What is Communication? 2. Self Check No. 1 Activity Sheet No. 2 to 9 Self Check No. 2 to 9

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PARTICIPATING IN A WORKPLACE COMMUNICATION

Date Developed: April 11, 2011

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INFORMATION SHEET No. 1

WHAT IS COMMUNICATION?

The word “communication” came from the Latin word “communis” which means commonness. When people communicate with one another, the establish commonness; they share a commonality. Dictionaries define the process as “the giving and receiving of communication signals or messages by talk, writing, gestures and signals.” ·

Herman M. Weisman

“Communication is a process through which two or more human beings share each other’s thoughts, ideas, feelings, insights, and information and exchange meanings.” ·

Hitachi advertisement

“Communication is not simply sending message…It is creating understanding swiftly, clearly and precisely.” ·

Herta A Murphy and Herbert W Hildebrandt

“Communication is the lifeblood of every organization” ·

Charles R. Wright

“Communication is the basis of all social existence.

Forms of communication There are many forms of communication according to theories. However, we will only concentrate our studies on the two forms of communication. These are the verbal communication (or written and oral communication) and the non-verbal communication Commonly, when people hear of verbal communication the connotation is that, it is oral. Verbal communication is such which engages the use of STI QA SYSTEM

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PARTICIPATING IN A WORKPLACE COMMUNICATION

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words – whether written or spoken. What then is the difference between oral and written communication. Written communication is such communication done through writing. Letters and correspondence , written news and articles from magazines, newspapers and the likes, books and other reading materials, literary pieces such as essays, short stories and the likes, song and poetries, billboard materials, bulletins and any other written forms comprise this kind. On the other hand, oral communication uses spoken words. Thus, speeches-whether formal or informal, discourses like debate, argumentation and open forum, dialogues and monologues, poetry readings, drama presentation, singing or just common talks, all of these fall under the category of oral communication. One form of communication, which is not often mentioned but is commonly used, is the third category. It falls under the non-\verbal communication. It is neither written nor uttered but it is such an effective means of communication. This is the Sign communication or the Sign Language. It uses the aids of the hands, the fingers, the eyes, and other body mechanism as in the form of gestures. Sometime, it simply aids the oral communication in getting the idea across but in some cases, it is the only means of having an understanding with each other. Sign communication can be of two forms – the overt and covert. When we talk of overt signs, we pertain to the signs, symbols or signals which are visible and easily read. These are also referred to as the macro symbols. On the other hand, covert signs are such signs, symbols and signal which are not easily seen. These are otherwise known as the micro symbols. ACTIVITY No. 1 WHAT IS COMMUNICATION? Objectives: At the end of this activity the learner should be able to: 1. List the forms of communication Materials: Information sheet no. 1 Activity Sheet STI QA SYSTEM

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PARTICIPATING IN A WORKPLACE COMMUNICATION

Date Developed: April 11, 2011

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Procedure/Task: 1. Read information sheet No. 1 “What is communication?” 2. Follow the instruction indicated What is communication? Instruction: Complete the activities that follow below. If possible discuss your responses with others and record your answers. There are also information sheets provided for you to consult if necessary after you have completed each activity. Activity 1 What is communication? Circle the items in the list below that you think are examples of communication: Talking Listening Holding hands Giving the thumbs up Body language Sending a fax Showing photo Using the telephone

If you circled all of them you are right. Communication is any verbal or nonverbal behavior which gives people an opportunity to send their thoughts

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PARTICIPATING IN A WORKPLACE COMMUNICATION

Date Developed: April 11, 2011

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and feelings, and to have these thoughts and feelings received by someone else.

Now list the form of communication you can think of: ____________________________________________________________________________ ____________________________________________________________________________ _________________________

If necessary read information Sheet 1: What is communication?

SELF- CHECK No. 1

Check your mastery in understanding the meaning of communication and its forms: Here are some of the signs which Mr. Wright saw in the workshop:

Divide your selves into 5 groups and choose 3 signs to be interpreted

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PARTICIPATING IN A WORKPLACE COMMUNICATION

Date Developed: April 11, 2011

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In order to communicate well, it is helpful to understand how communication takes place.

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PARTICIPATING IN A WORKPLACE COMMUNICATION

Date Developed: April 11, 2011

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INFORMATION SHEET No. 2 THE COMMUNICATION MODEL The illustration to the right shows the flow of communication: Sender (encoder) Message Channel Receiver Feedback Receiver Communication involves: • • • • •

A sender who has a message or idea which they wish to send (source, transmitter, speaker, encoder) A message which is sent between the sender and the receiver (idea, thought, topic) A channel and medium (face to face, telephone, letter, form) by which the message is sent (medium) a receiver who receives and understands the message (listener, decoder) feedback passed from the receiver to the sender showing that the message has been received and understood (reaction (non-verbal)

ACTIVITY SHEET No. 2 STI QA SYSTEM

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PARTICIPATING IN A WORKPLACE COMMUNICATION

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The Communication Model: Objectives: At the end of the activity the leaner should be able to: 1 Illustrate the flow of communication Materials: Information sheet Activity sheet Procedure/Task 1. Read information sheet no. 2 “The Communication Model” 2. Follow instruction carefully A. See if you can draw a flow diagram that represents the process of Communication. Compare your answers with the others if necessary read

information sheet no. 2 “Communication Model”

ORGANIZATION COMMUNICATION

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PARTICIPATING IN A WORKPLACE COMMUNICATION

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In a workplace situation, a worker interacts with people occupying different position that is from janitor to manager. Likewise, communication is the best, to give receive and have a feedback on the ideas being communicated. As part of the organization, it is very important to be aware on how a message flows in a company. In this case, organizational communication would be applied to observe proper communication in the workplace. It may be oral or written depending on the content of the message. There are four types of organizational communication: 1. Downward communication which is the top-to-bottom communication from the management not only clears job directions and safety rules but also facts about organizational goals, products and view-points on important controversial issues. The following media tools of internal communication can be used to carry information down to its intended receiver: 1) memo 2) letters 3) orientation manuals 4) pay envelope inserts 5) annual report 6) public address system 7) human channels, like supervisor or foreman.

2. Upward communication gives management with feed back needed for proper planning, decision-making and controlling. On the part of the employees communication up to management maybe a form of release from emotional tensions and pressures, a means to offer valuable ideas to management or simply to show whether directions or policies are understood and acceptable to the employees. Tools that can be used in upward communication are: memos, suggestion systems (in a form of box or face to face, and guidance counselor as human channel.

3. Horizontal or lateral communication takes place between sections, divisions, or departments of the same level. Keep employees aware of activities in a related department, like for example one supervisor with another, one worker with another and so forth. The tools used in horizontal or lateral are: meetings and conferences; seminars and workshops; telephones and intercoms; social and other similar activities. 4. Diagonal communication takes place from one level to another level without passing through traditional channels. :

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PARTICIPATING IN A WORKPLACE COMMUNICATION

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B. If you were planning to take a one-month vacation leave, how will you inform the management about it? Draw a diagram of upward communication illustrating the follow of the message in your organization.

SELF- CHECK No. 2

To check your mastery in the Communication Process answers the 5 items below: ___________________1. This refers to the person who receives and understands the message. ___________________2. He has a message or idea which he wishes to send. ___________________3. This refers to the face to face, telephone, letter or form by which the message is sent. ___________________4. It is sent by the sender and the receiver. ___________________5. It refers to the response from the receiver to the sender showing that the message has been received and understood

EFFECTIVE COMMUNICATION

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PARTICIPATING IN A WORKPLACE COMMUNICATION

Date Developed: April 11, 2011

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INFORMATION SHEET No. 3 EFFECTIVE COMMUNICATION Any workplace where people are able to communicate clearly tend to be a more efficient working environment. Effective communication leads to: • • • • •

Clear instructions so people know exactly what they are expected to do and do it properly; People feeling involved because they are well informed; Higher morale and job satisfaction People working better as a team Time and effort saved as people are clear on what to do.

SOME PRINCIPLES OF EFFECTIVE COMMUNICATION To communicate with people effectively you need to: • • • • • • • • • • •

Make sure it is not too noisy to hear what is being said. Sit or stand so that you directly face the person whom you are talking or listening too; Maintain eye contact; Use polite opening and closing greetings Speak clearly in an open and neutral tone Be straight forward and to the point Keep the message simple Be patient Show interest Used words that the people you are speaking to can understand Listen carefully to the conversation so that you get the right message.

View a sample of an effective speaker. How do we go about making our listening more effective? Here are some suggestions: • • • • • • • •

Listen not for the words alone but for meanings Avoid unconscious projection Suspend as much as possible your own prejudgments Control you emotional responses to language Focus on the message Focus on the structure of the message Be conscious of your own meta-communication Do not interrupt

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PARTICIPATING IN A WORKPLACE COMMUNICATION

Date Developed: April 11, 2011

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In the workplace, effective listening helps you to: • • • • • • • •

Understand instruction clearly Learn from others Convey clear message Promote good listening in others (if you are prepared to listen to others, they will be prepared to listen to you) Offer ideas and take part in discussion Co-operate with others and work well in a team Understand the ideas and suggestions of others Respond in an appropriate manner

The difference between listening and hearing: People are not often aware that there is a difference between hearing and listening. It is commonly assumed that because people can hear they can also listen. Unless people have a physical disability they are able to hear. At any one something which just happens.

Processing sound: Listening requires effort and attention. If someone is explaining to you how to complete a task and you are distracted you may hear what is said but you may not have listened. In order to listen,you need to focus on the person, try to understand what is said; check if you have understood and ask question – it actually takes effort.

A great many things can interfere with effective listening. They include:

Noise - It is very hard to listen in a noisy environment. Temperature - If you are feeling uncomfortably hot it is hard to concentrate to listening. Closeness - when a speaker is too close to you, your mind may be on the invasion of your space rather than what is being said.

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PARTICIPATING IN A WORKPLACE COMMUNICATION

Date Developed: April 11, 2011

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Furniture - the way in which furniture is arranged in a room may block good listening for example; if you cannot see a speaker it is much harder to pay attention. Time - when people are tried or in a hurry they are less able to fully concentrate fully on what is being said. Impatience - if you are feeling impatient and want to get away to do other thing you mind will not concentrating on the speaker. Distractions - any type of distraction whether it be something going on outside work or personal worries tends to stop you from paying full attention to what a speaker says. Attitude - if you do not like the speaker or do not like what they are saying you may quickly tune out. Lack of interest - when you are not interested in a topic it is difficult to pay attention. Thinking you - often people think that they already know what is about already know be said and so they don’t bother to listen

Proper Note taking for Recording Information/Instructions:

Effective note-taking is important to record information/instructions based on what we read and heard.

Systematic note-taking means, reading through a passage or listening to a discussion and determining its subject and then writing them down. They should be brief and easy to remember.

The following tips will help you in taking notes from your sources: 1. Don’t write too many words. 2. Be sure that you have enough facts and details. 3. Don’t get off the track. That is, stick to the topic STI QA SYSTEM

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PARTICIPATING IN A WORKPLACE COMMUNICATION

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When you take notes from listening your degree of success can only be to the extent that you listened well and understood what you heard. ACTIVITY SHEET No. 3 EFFECTIVE COMMUNICATION Objectives: At the end of this activity the learner should be able to: 1. explain the importance of Effective Communication in workplace.

Materials: Information sheet No. 3 Activity Sheet no. 3

Procedure/Tasks: 1. Read information No. 3 “Effective Communication” 2. Follow instruction indicated.

Activity A: (Speaking)

Practice effective communication by performing what is asked in the following situations:

1. Let’s say you are in a party and you don’t know anyone present. The person whom you know was an acquaintance from the past whom you haven’t had contacted for quite a time. Naturally, you are very apprehensive because they might not know you anymore. But you need to circulate because you are expected by your employer to bring good results. What would you do?

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PARTICIPATING IN A WORKPLACE COMMUNICATION

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2. Pretend that you a supervisor of the department. Disseminate the information of the seminar/conference attended. 3. You are one of the participants of the recent conference. After the conference you are assigned to disseminate the information that you have heard. 4. Describe a tool/device/equipment used in your course 5. Prove that your chosen course play an important role in your life.

Activity B: (Listening)

Write down which you think is the most interesting topic that was shared by your classmates. SELF- CHECK No. 3 1. What are the practices observe to attain Effective Communication? 2. List down the ways to become an effective listener.

INFORMATION SHEET No. 4 CAUSES AND EFFECTS OF INEFFECTIVE COMMUNICATION

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PARTICIPATING IN A WORKPLACE COMMUNICATION

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Communication needs to be clear and effective in order to achieve its aim. When it is not, all kinds of problem can result. There are many obstacles along the way that result to ineffective communication. These are the following: Barriers to good communication

Barriers to good communication can make things difficult and cause misunderstanding.Good communication is affected when the sender and the receiver do not understand the message in the same way. Good communication can be affected by: •

•

•

•

•

•

Non-verbal communication which sends the opposite messge to what is being said. Remember that what we see is different to what we hear, the non-verbal communication always delivers the strongest message. For example; if you tell your supervisor that you are happy to work late and then spend the whole time looking at you watch, he or she believes the non-verbal message which is saying that you are not happy at all. Poor listening. Use of slang and jargon. People who work in a particular area often talk to each other in technical jargon or slang they have developed for their own use. This is fine for all who speaks the language, but it makes it very hard to newcomers. Ambiguity. This refers to the fact that some messages have more than one meaning. Unless the message means the same thing to both the sender and receiver, confusion can arise. It is important to be specific and exact if you are the sender and to use feedback and questions to check the message if you are the receiver. People who think that they know everything and don’t listen. They neither give nor ask for feedback and then complain that others send confusing message. Making assumption about what people do or don’t know. It is important to clear about what information people already have. To do this, we should put ourselves in place of the receiver and ask ourselves what they need to know in order to understand our message. We then need to be clear about how we send our message and what to include in it. Poor expression. These means speech or writing that is not clear, thoughts and feeling which are presented in illogical order or incorrect spelling punctuation and grammar.

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PARTICIPATING IN A WORKPLACE COMMUNICATION

Date Developed: April 11, 2011

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•

If people working together are not able to communicate well. It can lead to confusion, unhappiness, frustration and annoyance. It can also mean that the organization’s goal will not be met.

Poor communication may lead to: • • • • • • •

Time being lost because work needs to be redone Accidents Poor quality service and/or product Wastage Frustration Mistake being made because instructions are not clear Teams not working well.

ACTIVITY SHEET No. 4 CAUSES AND EFFECTS OF INEFFECTIVE COMMUNICATION

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PARTICIPATING IN A WORKPLACE COMMUNICATION

Date Developed: April 11, 2011

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Objectives: At the end of the activity the leaner should be able to: 1. Explain the consequences/results of ineffective communication.

Materials: Information sheet Activity sheet No. 4 Procedure/Task 1. Read Information Sheet No. 4: Ineffective Communication 2. Follow the instruction indicated. Activity 4: Group yourselves into five and present a workplace situation where ineffective communication may take place – Do not forget to refer to the information sheet about barriers of communication.

SELF- CHECK No. 4

Check your mastery of observing poor communication in the workplace by completing the questions/tasks below: A. Consider a situation in which you experience poor communication, that is, where the thoughts and feelings sent by one person were not received in the way they were meant. For example, you arranged to meet your friend at Robinson’s to watch a movie. You were waiting at the Jolibee where you normally meet and they were waiting at the theather. This shows that communication had broken down. What happened? How did you feel? ____________________________________________________________________________ ____________________________________________________________________________ ________________________________________________________________________ STI QA SYSTEM

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B. List some of the things that can cause poor communication. 1._______________________________________________________2._________________ ______________________________________3.____________________________________ ___________________

INFORMATION SHEET No. 5 EXPRESSING IDEAS AND THOUGHTS CORRECTLY Look at the picture closely and read the dialogue. Mang Victor: Alfred’s father, needs help, doesn’t he? Yes, he does. Does Alfred understand his father? Does he get the message? Why?

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PARTICIPATING IN A WORKPLACE COMMUNICATION

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“Help” “Alfred the ladder!” “over here” “Coming fast” These are short oral messages which anyone understands because they express clear thoughts or ideas. However, when we write, we must state our ideas completely. Compare the word groups in column I with those in Column II Column I Column II Help! You help me! Alfred, the ladder! Alfred you hold the ladder! Over here! You come over here! Coming fast! I’m coming fast! Hurry up, please! You hurry up, please! The whole expression in Column II are called sentence, because they express complete thoughts or ideas. Use the definition of a sentence to decide which of these word groups are sentences. 1. Alfred held the ladder tight. 2. Don’t move it. 3. Who is fixing the house roof? 4. Here comes the real capenter!

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5. Mr. Manuel, the architect-contractor. 6. A big townhouse in Ayala, Alabang? Notice that the first four word groups are SENTENCES. The last two examples may look like sentences. They begin with capital letters and end with punctuation marks like the period, but neither one expresses a complete thought. See what happens when words or word groups are added to make them both sentences. Mr. Manuel Miguel, the architect-contractor, plans the structure of the building. Is Mr. Miguel building a big townhouse in Ayala, Alabang? Do these word groups now suggest clearer, better and complete ideas? KEEP IN MIND: A sentence is a group of words that states a cxomplete thought There are many kinds of sentences. Some sentences tell or ask something. Others give a command or express a strong feeling. In a sentence, the beginning letter of the first word is always capitalized. Each sentence ends with a punctuation mark, like a period, question mark, or exclamation point.

ACTIVITY SHEET No. 5:

A. Which of the following express complete thought and are therefore sentences? Pick them out. Which of the following do not express complete thought and are therefore not sentences? Rewrite them in meaningful sentences by adding necessary words. STI QA SYSTEM

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Mang Victor and Alfred will put up a new fence (Sentence) A good fence made of bamboo (They built a good fence made of bamboo) 1. The old fence has rotten. 2. Into long strips. 3. However, nails are needed 4. The perimeter of our yard is about five hundred meters. 5. The height of the tallest post 6. My fingers 7. Sweat rolled down Mang Victor’s sturdy arms. 8. Chirping birds and buzzing bees. 9. How long are the bamboo strips? 10. In the tool box under the house. B: A word group is a sentence if it begins with a word whose first letter is capitalized. It is also a sentence if it ends with a period, a question mark or an exclamation point. In the following word groups, find three (3) sentences in each number and rewrite them correctly. Observe proper punctuation and capitalization. Last night Spin tail, my dog, awakened me it was a little after midnight he was barking frightfully. Last night Spin tail, my dog , awakened me. It was a little after midnight. He was barking frightfully! 1. it got dark rain started to fall we ran to the house 2. acacia tree make good firewood they easily burn when dry some fine pieces of furniture are made of acacia tree

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3. indoor plant are refreshing rooms become naturally cooed and

beautiful with them having plants inside is like being in a grade have planted in your room 4. a stranger suddenly stopped me on my way to school he was a sternlooking man I began to tremble 5. it is planting season people, young and old, have fun out in the fields again under the rain they work, sing and play.

SELF CHECK NO. 5:

Below are short meaningful sentences which anyone can use orally and understand easily. But when one writes, he must use sentences. Each sentence must have a person, place or thing, spoken of or to, and a word that expresses action or being. Give a complete sentence for these messages. The rice please. Please pass the rice, Mother. 1. 2. 3. 4. 5. 6. 7. 8. 9.

Listen.___________________________________________________ Thanks. _________________________________________________ Not sure. ________________________________________________ Go up. __________________________________________________ Quick! ___________________________________________________ See you. _________________________________________________ Go. _____________________________________________________ Six o’clock in the afternoon. _________________________________ At the library. _____________________________________________ INFORMATION SHEET No. 6 REASON FOR COMMUNICATION IN THE WORKPLACE

In the work environment you need to communicate with: · People who belong to your organization · People who belong outside your organization and wish to do business with you You communicate with people at work for several reasons, for example to:

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· Take part in friendly conversation · To assist customers · To receive or pass on information or instruction · Discuss problem · Ask for information · Get help It is important that you communicate with people inside and outside your organization in a professional and efficient manner. People do not work in isolation. No matter what your job is good communication is vital.

ACTIVITY SHEET No. 6: Reasons for communication in the workplace Objectives: At the end of this activity the learner should be able to: 1. act out some reasons for communication in the workplace Materials: Information sheet 6

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Activity sheet 6 Procedure/Task 1. Read information sheet no. 6 Reasons for “Communication in Workplace” 2. Follow the instructions indicated Now design a communication between you and a fellow worker as described below and carry it out. After you have done this reflect on how successful it was. Activity No. 6 Choose a partner among your classmate: a. share with him/her the things you like and dislike. ( your partner will also share the same with you) b. record other’s informationb, asking whatever questions you will feel are necessary and appropriate to obtain a clear picture. c. Organize the gathered information NOTE: You will be graded by your instructor on how well you expressed yourself.

SELF- CHECK No. 6

After having acted the above activities, think about all the ways you communicate with others in the workplace. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________ You can consult Information Sheet no. 7 “Reasons for communication in the Workplace”

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INFORMATION SHEET No. 7 SIGNIFICANCE OF VOCUBULARY: Relation to Comprehension Skill Meaning and Distinctions of Types Vocabulary refers to the stock or range of words available to you for use in oral and written communication, words you understand from listening to others speak, or from reading and which you can use in writing. In your reading, the problem is usually not so much to form words but sometimes to figure out words already written which might be unfamiliar to you. If you can recognize that a word is made up of other words or word parts that you know you may be able to figure out the word even if it seems unfamiliar at first. Figuring out how words nare made up of different parts, souding them out in order to pronouce them and examining how they are used in order to get meaning from them, are all methods of word attack which can help you understand new or unfamiliar words you encounter in your reading. The methods or word attack may be reffered to as reading tactics. There are two ways of viewing vocabulary: 1). From the standpoint of the communication skills, and 2). From the standpoint of usefulness or purpose. 1. From the first standpoint, we have three vocabularies: one for reading

(or listening), one for writing, and one for speaking. Our reading vocabulary in English is the largest, because we can guess at the meaning of an isolated word by the way it is used. Our writing vocabulary is smaller, but it is larger than our speaking vocabulary because we have the time when writing to think of the right word we want to use which we may not have when speaking. Our speaking vocabulary is the smallest, because if the words to express the exact shade of meaning aren’t there waiting for us, we fall back on clichés, or words which don’t quite express our intended meaning but will have tgo “make do”. However, this is true of students, like Filipinos, to whom English is not the first language. Also the listening vocabulary might in a sense be smaller than the reading one if the listener’s grasp of correct pronunciation is inadequate. 1. From the second standpoint vocabularies are classified either as technical or general or as working or recognition. The technical STI QA SYSTEM

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vocabulary consists of words from specialized fields, words like ecology, iambic, isobar, sirocco, ionosphere, pyrometer, isotopes, aeration, symbiosis. Your general vocabulary is made up of words that you use in ordinary conversation and in correspondence. 1. Your working vocabulary has in it the words that you use in spelling

and in writing, while your recognition vocabulary is composed of those words that you may understand in listening and in reading. All four, of course, overlap. WAYS OF BUILDING A VOCABULARY One authority suggests that to build your vocabulary you must: 1. become curious about words; 2. read more 3. develop skill in finding meaning from context; 4. set up a card system; and 5. learn the function of key prefixes, suffixes and roots Be curious about words - Begin by selecting from what you read today those words which you feel are essential to you whether you read, write, listen or speak. Then as you read more and more in the varied field that interest you or in your particular course, notice the words that appear again and again, for inevitably you will need to add them to your working vocabulary. As you add these recurring words, you’ll notice that one of the effect is greater skill in selecting words to learn for your own use in communicating your thoughts to others and in your chosen profession especially. Reading More –Reading more means reading widely. It does not mean to read more and more of the same, so be careful not to specialize. Consider, first of all which sections and items of your newspaper you are neglecting. Try out your curiosity on the words in an editorial as well as those in a feature article or human interest story. Reach for a different magazine next time you view the whole array on the shelves in the library. It must be remembered that reading is a habit. Once you have developed the habit you never lose it. But you must somehow be exposed to reading STI QA SYSTEM

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early enough in life to have it become a part of your daily routine, like washing your face or breathing. Most school children in our highly seasoned, electronic, picture conscious age have never been exposed to the reading habit and cannot, therefore, read without effort. Some modern children seldom if ever read for fun. Like muscles that are almost never used, their concentration and interest give way quickly. They prefer the automatic, pictorial sensation of TV (which can be highly instructive and entertaining at times) rather than the “tedious” movement of the eyes from left to right, from right to left on line after line after line of un-illustrated print. “There’s a certain sadness in realizing that a whopping segment of the exploding new teen-age generation never really reads anything unless forced to do so. Finding Meaning from Context. Suppose that in your reading you meet a new word yet it is not something you feel you should add to either your recognition or working vocabulary, however, its meaning will be essential to your understanding of what you are reading. Instead of immediately looking up such a word in your dictionary, try to figure out what it means by considering the words and phrases around it. These will usually throw some light on its meaning. Even when you do use a dictionary you will often have to pay attention to the words around an unfamiliar word to find the word’s “exact” meaning, to single out the one meaning that fits from among the many dictionary meanings. It is therefore advisable to look around a strange or puzzling word for clues to meaning. You can then arrive at the meanings of certain words through the clues provided by the words that surround them. Such clues could be in the form of outright definition, an appositive, or an explanation in parenthesis or in a subsequent statement. This process is called lo9oking for meaning through context clues. Word Attack Through Context Clues – What is meant by context clues? When you look at a picture the different objects in that picture provide you with clues which help you to understand what the picture is all about. In a sentence there are also clues – word clues. Just as a picture is a context because it gives you information about what an unfamiliar word in the sentence. Two kinds of context clues – There are two kinds of context clues: 1) direct and 2). Indirect. The direct context clues tell you exactly what the italicized or underlined word means. Indirect context clues are words not found in the sentence but help you to know the meaning of the word. Methods of Discovering Meaning from context – There are four methods of discovering meaning from context and these are:

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a) by inference – the person skilled in vocabulary techniques does not need to guess about the meaning of an unfamiliar word because he can draw inferences from the way a word nis used in the sentence or paragraph he’s reading. He “reads between the lines,” finding both what is suggested and what is said. Inference then is the process of drawing reasonable conclusions from bits of evidence. b) Direct Explanation – frequently, a writer will define a certain word if he decides that it may be unfamiliar to the majority of readers, or if he wants to emphasize the significance of the word. In your reading, therefore, be alert to this technique. For illustration note: An ascetic, living an austere and lonely life of self-denial, believes this existence will lead to spiritual and intellectual perfection. It is obvious that the writer has clearly stated the meaning of ascetic believing it might give the read some difficulty. c) Indirectly Explanation – another device that a writer uses to communicate word meaning is to explain the meaning of an unfamiliar word in a phrase or clause fitted skillfully into the main structure. To illustrate, note: Sabotage, with its destruction of enemy supplies and property, was used often by both sides during World War II. The proposed document, filled with misleading information and vague generalities, was completely ambiguous and prevented any positive action by the United States. The phrases with its destruction of enemy supplies and property and filled with misleading information and vague generalities help to convey the meaning of sabotage and ambiguous. However, finding meaning by examining the context need not mean completely replacing the use of the dictionary. You could go beyond any contextual clues and study the dictionary entry for the one best, the exact meaning. By the simile – the simile, a comparison made clear by the use of the word like or as is frequent employed to assist the reader with word meaning. In the practicum exercises, observe how the similes help with meaning. d). Using the dictionary and card system – An effective means of adding words to your vocabulary is to set up a file of vocabulary cards. Acquire a pack or two of 3 by 5 or 4 by 6 inch cards- the unrolled ones-and keep them in a box. Carry a number of blank cards with you so that STI QA SYSTEM

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whenever you hear a word you believe essential to your vocabulary, jot it down. Write no more than one word on a card. Should any situation –a test, for example-fail to permit this practice, make a mental note and put the word on a card at a more convenient time. While you read, do the same thing; furthermore, whenever possible, write down the sentence in which you found the word. Group the cards alphabetically under separate headings, and mark each group with an identifying tab on a plain white card so that you can find the categories easily as you work with them. WORD ATTACK THROUGH STRUCTURE AND SOUND: Many of the words you encountering your reading that may seem unfamiliar at first are made up of parts you already know. The same basic word can be combined with other words or word parts to produce different meanings. When you can figure out the parts that a word is made of and from them figure out the meaning of the word you are using the words structure to understand what it means. A word that is a derivative is usually made up of the root with a prefix before it or a suffix after it or both (informal). A knowledge of prefixes or suffixes, and roots will indeed help you figure out the meaning of many an unfamiliar word. Such knowledge will also make increasing you vocabulary a more interesting experience. 5. Roots, Prefixes, and suffixes: Roots – The basic element in a word is called a “root” or “stem” This part may appear alone (as a word); as an element of a compound or as a part, expanded by a prefix, suffix, or both. Prefix – is a form attached to the beginning of a word that changes the meaning of the word or makes a new word. A few prefixes are single letters, most are syllables, some are words. Prefixes have been added to gnostic, known, meter, and ordinary, for example-giving us these words: agnostic, unknown, perimeter and extraordinary. A knowledge of prefixes frequently helps a reader to grasp the meaning of an unfamiliar word because he can see that its parts are not unfamiliar. He knows the meaning of the prefix and he recognizes the word to which it is attached. In short order, with or without the help of context clues, he has the new meaning. Suffixes – is a short form added to the ending of a word. Its function is to indicate the part of speech of the word. Suffixes give a word new uses and modify its meaning. Familiarize yourself with the technical terms commonly used in your course. STI QA SYSTEM

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NOTE: The source will be from the CBLM of technology subjects.

ACTIVITY SHEET No. 7

A. Here are some exercises. Each sentence contains a clue that will help you choose the right answer. The clue may be one of the following: a definition, a familiar experience, a familiar expression a contrast or a comparison, a synonym or an antonyms and a summary. 1.Anita and Rosa live next door. They are (friends, neighbors, classmates) 2. Although there was lack of water in the community, food was cheap, expensive, sufficient) 3. A Travelers in the Orient often hire a dragoman who interprets what they say, especially while shopping or sightseeing. A dragoman is an (animal, a businessman, an interpreter). 4. We paid the usual rate for our tickets. Rate means (class, speed, price). 5. The old woman was so angry that she spoke in a quavering voice. Quavering means (shaking, booming, soothing). 6. There was really no room for mistake because his figures were (easy, approximate, accurate). 7. His lack of skill with his hands is offset by his (wisdom, knowledge, ability) in mental work. 8. Our methods of farming are still primitive when compared with those of the highly (urban, rural, mechanized) countries like the United State. 9. To understand the present installment of his serialized fiction, one must read the (following, closing, preceding) chapters. 10. When her daughter failed to show up after two days, the (sorrow, anxiety, enthusiasm) became so great she decided to call the police. STI QA SYSTEM

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11. Structural analysis is the means by which we identify the parts of a word which form meaning units or pronunciation units within the word. Thus learning to attack a new word by studying its roots and affixes is called _____analysis. 12. The root word is called the core or nucleus because it is the principal carrier of _____ 13. Prefixes and suffixes are small meaningful units that are added to the root. When these meaningful units come before the root they are called____. 14. Looking little word within big words is also one kind of _____analysis. 15. The birdhouse is made up of two little words, ____and house. It means a ______ for birds

SELF- CHECK No. 7

B. Assignment Sheet: Refer to technical manual. Choose 5 technical terms that are commonly used in your shop room and give their meaning.

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LO 2: INTERPRET WRITTEN NOTICES INFORMATION SHEET No.8 EFFECTIVE READING: Pursuing what you have encountered in connection with developing vocabulary development skill and acquiring learning skill, you will note another skill worth your attention-comprehension skill in reading and listening. We can learn only what we comprehend. Anyone who desires to acquire effective study techniques would do well to improve his reading and listening comprehension skill. Developing reading comprehension techniques is one of the two basic was of improving reading skill, the other being developing reading speed. Speed is the rate at which a reader covers a piece of printed matter expressed in words per minute. The symbol wpm is often used to stand for words per minute. An average reader covers about 250 wpm. A good reader moves along at a rate between 500 and 600 wpm. An exceptional reader can manage over 1000 words per minute. Rapid reading is valueless however unless what is read is understood. Thus comprehension is the other vital factor in efficient reading. Comprehension

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is commonly expressed in percent-the percentage of total understanding a reader attains in his efforts to master a reading selection. The efficient reader maintains consistently 70 to 80 percent comprehension, regardless of the difficulty of the material. FACTORS THAT MAKE FOR EFFICIENT READING: Purpose and Flexibility – To be a good reader, you must read with a purpose. First determine why you are reading and what you are looking for. Once you have a definite purpose in mind, consider your familiarity with the material and its level of complexity. Characteristics of a Good Reader – Since reading is more than mere recognition of words on a page, you must strive to be efficient reader. Besides having a flexible rate of speed, the efficient reader also can grasp the larger meaning that a word conveys; he sees the larger unit that the individual word helps to form: the phrase, the clause, the sentence, even the paragraph and the larger units, such as the essay, chapter, or book itself. While reading your eyes would sometime move back – because you felt you missed something or if you wish to make sure you grasp the meaning. About 90% of the time your eyes will seem to be fastened on words while the other 10% they will seem to be moving. Your long pauses are commonly called fixations, while the returns to an earlier point are called regressions. It is when the eyes are fixed that meaningful reading takes place, when the image on the retina of the eye gets translated into meaning by the brain. How long fixation lasts depends on the amount of time that it takes the brain to translate the sign on a page into meaning. While the eyes are moving, images are blurred, and nothing can be translated by the brain. Undesirable Reading Habits One who reads at 225 wpm or less is usually the victim of one or more bad habits, which include: 1. lip reading – Lip readers are slow readers. Are you? If you move your lips while you are reading, you limit your reading rate to the number of words you speak per minute which is really not very many. 2. vocalizing words – Poor readers often speak the words they read, a habit even more common than in lip reading. Do you lip read? This is not advisable for it limits you to reading word by word. STI QA SYSTEM

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3. sounding words in the inner ear – Many readers hear the words they

read. These auditory readers, though not pronouncing words aloud or silently, are actually pronouncing them in mind. You can eliminate this habit by practicing reading through units, by getting away from hearing words. 4. pointing to words with the head or finger – Another habit of poor readers is to follow along the line of print with their head and finger. The eyes can move rapidly and accurately enough by themselves; they do not require help from other parts of the body, so moving a pointing finger and swinging the head from the first word to the last are wasted movements. They slow you down. 5. constant regression - Even efficient readers sometimes regress when they’re reading but they do so deliberately-they are aware of their regressions. When they go back, it is for a reason. They find the material difficult and realize at least another fixation is necessary. Or they wish to examine critically an idea of the writer, or study an unfamiliar word, or check a fact. Poor readers, on the other hand make many necessary regression for the following reasons: 1. They usually are reading word by word and have to regress frequently in order to get any meaning; 2. their vocabulary is insufficient; 3. they lack confidence.

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ACTIVITY SHEET No. 8

A. Directions: Read the text and work on the comprehension check up that follows: 1. Reading Speed: Record your starting time here _____ Rockets are built to orbit the earth, but they are the results of many years of research, millions of man-hours, and billions of dollars. Unfortunately we have not yet arrived at that state op public mind which would invest much money and time in educational research. It is obviously absurd to expect a perfect self-teaching device to be developed from a few years of relatively uncoordinated effort and research that have been financed by foundations, private businesses, and the government, in small proportion to funds allocated to defense projects. Record here the time now ______. Your speed is therefore _________wpm. II. Comprehension Check up: STI QA SYSTEM

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A. Place “T” in the blank to the left if the statement is correct and place “F” if the statement is incorrect. _____1. The main statement is to be found in sentence 2. _____2. The best title for this paragraph would be “Rockets and Research.” _____3. The writer obviously feels that not enough money has been spent on rockets research. _____4. The writer states that too much has been allocated for defense projects. B. Directions: Read the following texts and based on your understanding of their contents answer the question that follow. One kind of inflation is caused by the law of supply and demand. Prices go higher in a time of shortage because demand exceeds supply. The other kind of inflation is caused when people are paid higher wages without producing more. To distinguish between these two kinds of inflation is to distinguish between a natural law and a man-made condition. This means taking things that belong to others. The businessman who inflates prices for the sake of excessive profits takes what belongs to us as surely as the thief who picks our pockets. 1. In this paragraph we find information on the following except a. effect of inflation d. distinction between two causes b. causes of inflation of inflation c. definition of a pickpocket e. analogy regarding price inflation 2. What is being talked about is in the area of a. physics

c. mathematics

b. economics

d. aesthetics

3. The statement of the author are apparently based on a. facts and observation

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b. opinion

d. hearsay and gossip

4. The thoughts expressed by the author are useful to studies on a. adult literacy

c. national economy

b. family planning

d. labor and employment

5. Two pairs of terms used in the paragraph that are opposite in meaning are: a. and b. and 6. The following words found in the text are used in a technical sense: 1. 4. 2. 5. 3. 6.

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SELF- CHECK No. 8

Read the following text and based on your understanding of their contents answer the questions that follow: All the evident indicates that the population upsurge in the underdeveloped countries is not helping them to advance economically. On the contrary, it may well be interfering with their economic growth. A surplus of labor on the farms holds back the mechanization of agriculture. A rapid rise in the number of people to be maintained uses up income that might otherwise be utilized for long term investment in education, equipment and other capital needs. To put it in concrete terms, it is difficult to give a child the basic education he needs to become an engineer when he is one of eight children of an illiterate farmer who must support the family with the produce of two acres of ground. Encircle the letter of correct choice: 1. The subject or general thing being talked about in this paragraph is: 1. Effect of population c. value of children 2. Unemployment explosion d. farming methods As such the subject is in the sphere of: a. Art c. natural science b. Business d. social science STI QA SYSTEM

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1. The statements of the author are apparently based on: a. Opinion c. hearsay b. Facts d. none of these 1. The thoughts expressed by the author are useful to studies on the following except: a. Labor and economy c. values of literacy b. National development d. family planning e. political emancipation 1. Indirectly the selection points out the need for a. Productivity b. labor surplus b. Labor surplus c. low cost of living Indicate what are asked for: 1. In the selection the words and phrases that have negative meaning are: 1. _____________________ c. ___________________ 2. _____________________ d. ___________________ e. ______________________ 1. The following words are used in a technical sense: a. f. b. G. c. h. d. i. e. j. 1. The sentences indicating that population upsurge adversely affects the following are:

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a. Widespread professional education - sentence _______________ b. National economic growth - sentence _______________ c. Technological advancement - sentence _______________ d. Improvement of the quality of life - sentence _______________

DEALING WITH PARAGRAPH INFORMATION SHEET No. 9: DEALING WITH PARAGRAPH The Technical writer should be careful about the length of his sentences. The amont of difficulty a reader experiences in reading a given tex is positively correlated to sentence length and number of syllables per word. Since technical subject matter often requires the use of a complex technical vocabulary and the expression of complex ideas, the use of shorter words and sentences simple in structure will help a lot in the readability of difficult material. A. Paragraph Structure and Length Typically, a paragraph begins with the topic sentence which state the main idea to be developed. The other sentences of the paragraph develop, support, and clarify this central idea. But this topic sentence may appear in the middle, ir it may appear last as a summary or generalization based on material already presented. Sometime, it doesn’t appear at all, in so many words, but is implied.

In technical writing, the topic sentence comes first in the paragraph, or, at the very latest just after whatever transitional sentences appear. When the writer states his thesis or main idea at the start of the paragraph, he uses the rest of the paragraph for proof, discussion, or other kinds of amplification. Sometimes he does the opposite and give his details, facts and examples at the beginning and then concludes by stating the main idea.

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Two things govern paragraph length: unit of thought and eye releif for the readers. The use of one or more very short paragraphs achieves an especially forceful effect. All sentences in a paragraph must be about the same topic, but paragraphs should not be too long. One or more breaks on every page of a report is ideal in technical writing.

Paragraph Writing for Functional Purposes

Your proficiency in English is shown by the ability to use functional English. Functional English is the English that people use in order to communicate with a purpose. The functional purposes that language service in connection with rhetorical modes are generally the following: 1. Narrative

a. to tell what happened or how an incident occurred b. to show steps in a process or sequence in procedure c. to give direction on how to reach a place or achieve an objective

In this type of functional English use the parts of speech that abound are verbs and adverbs.

1. Descriptive

a. to describe a person or persons b. to describe an event or idea c. to describe a place In this type of function the part of speech abounds is the adjective.

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Narration in Description of Process

One of the most common function of narration (not in the sense of story telling but of relating sequence) is in description of process, considering that process is a series of actions done in sequence.

The careful step-by-step exposition of a process necessitates the use of narration in the sense of observing sequence of action or order of occurrence. In this sense the development techniques used is chronological.

Note the following illustration and be able to answer the questions that follow:

Salt-Making in the Ilocos Ilocano salt takes time and effort to produce. For the salt maker it means leaving home and building a make-shift dwelling near the seashore. It entails days of hard work under the heat of the sun and nights of tending the fire. A least two persons must work together in producing salt. First they stake out a portion of the sandy shore for their use. This is usually twenty to thirty square meter in size. The sand is then sprinkled with sea water and allowed to dry. This process is done three times When the sand is caked it is scraped off and deposited into an unglazed earthen jar called burnay which has a spout at the bottom. Additional sea water is sprayed into the jar. The resulting saline fluid is strained and collected. This fluid is then brought to the hurno, a large oven-like cooking place made of clay. It is cooked for

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hours, sometimes overnight, under very high temperature until salt crystals form. The crystals are then cooled off and allowed to dry in a large bamboo basket. Salt made this way is very fine and almost sugar like. It is not course nor bitter in taste which may be the result is made simply from sea water allowed to dry until the salt crystals remain. Producing good fine salt than means sacrifice and hard work, but is well worth the effort. ACTIVITY SHEET No. 9: PRACTICUM: ANALYSIS OF TOPIC SENTENCES The topic sentence which is the controlling idea in the paragraph consists of the broad topic or subject, the specific topic and the limiting terms. Example: The coconut palm is one of the most important trees in Micronesia because it provides many of the necessities of life for the people of the Western Pacific. Broad topic or subject: trees of Micronesia. Specific Topic : the coconut palm Limiting topic : 1. it provides many necessities of life 2. it is important to the people of the Western Pacific.

English ______ Under _____Student ________________________________ Date ___________________Score________________Grade_____________ Scale: 24 = 100% 21-23 = 95% 18-20 = 90% 15-17 = 85% 12-14 =80% 9-11 = 75% Below 5 = 65% No Test = 60% Analyze the following topic sentences and give for each: a the broad topic or subject b. the specific topic c. the limiting terms. STI QA SYSTEM

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1. Training a fighting cock requires skill, patience and a deep knowledge of chicken psychology. a. b. c.

2. Shakespeare’s Romeo and Juliet is a tragic drama about a young Italian couple who died for love. a. b. c. 3. My eighteenth birthday was a day of both happiness and sadness. a. b. c. 4. Among Batangas’ most interesting tourist attractions is Taal Volcano. a. b. c. 5. Furniture making requires careful planning, well selected materials and fine craftsmanship. a. b. c. STI QA SYSTEM

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6. Lord Jim is one of the most exciting novels that Joseph Conrad ever wrote. a. b. c.

7. The student of karate should have strength, agility, patience and a good supply of bandages. a. b. c.

SELF- CHECK No. 9: A. In three or five sentences develop at least two of the following topics into a single paragraph. NOTE: Topic sentence should be at the beginning. 1. What I Hope to be in the Future…… 2. How to do….. 1. Ladder Diagram d. Repairing 2. Trouble shooting e. Operating a machine 3. Installing

B. Written Notices in the Workplace

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PARTICIPATING IN A WORKPLACE COMMUNICATION

Date Developed: April 11, 2011

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In a workplace, written notices refer to short notes, memorandum, written announcement in the Bulletin Board and letters are the most commonly used methods of communication.

Read the three samples of written notices below: Sample Memorandum: TO : Ms Sanchez Ms Ramirez Ms Malabanan Ms. Valdez Messr: Anderson Perez Cortes Aguirre FROM : Emily Rodriguez, Secretary DATE : June 16, 2006 SUBJECT : EXECUTIVES’ ROUNDTABLE MEETING NOTICE There will be a meeting of all members of the Executive Roundtable on Thursday, June 29, 2006, at 11:00 am, in the Beacon Room of the Tower Building in Makati, City Luncheon will be served at 12:15p.m. If you cannot be with us, please call 713-9731 no later than June 5, 2006 STI QA SYSTEM

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An agenda is enclosed. Also, you will find a map with complete travel directions and a description of the parking facilities at the Tower Building. It will be a pleasure to welcome all members to this important planning session of our organization. Emily Rodriguez RF: cea Enclosures: Agenda Map Answer the Questions:

1. Give the important message of the memorandum? 2. List down the related details included in the memorandum?

C. Sample Letters: A. Inquiry

ACLEM EQUIPMENT COMPANY 436 Amorsolo Street Makati City, 1600

July 16, 2006

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Date Developed: April 11, 2011

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Mr. Rico Almendras Sales Manager Ayala Industries 1231 Condo Street Makati City, 1600

Dear Mr. Almendras:

Presently we are planning to add yard and garden tractors to our line of leased equipment. It is my pleasure to announce that we shall feature Kamagong Tractors. Would you please send us a complete list of model and specifications for Kamagong Tractors. It would be helpful to have the following data as soon as possible:

1. Horsepower/range of job function 2. Commercial/homeowner equipment 3. Contract samples/sales terms.

Since the publication date for our catalog is slated for November, your early reply will be appreciated.

Sincerely yours,

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Date Developed: April 11, 2011

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Christopher Fabregas Marketing Manager CF: cea 1. What is the purpose of writing this letter? 2. Why is there a need to get the data immediately?

D. Sample of Marketing Material: (Poster) JZGMSAT Brochure

1. What is the main idea presented by the poster? 2. Why is the poster necessary for meeting?

E. Sample of Briefing Notes:

In the absences of the officer-in-charge, briefing notes may be written: Below is a sample of a note written by an Administrator who will be on leave.

In two month leave of the JZGMSAT Administrator Mrs. Yolanda S. Naval, the Vocational Instruction Supervisor will be in-charge of the following;

1. 2. 3. 4.

Management of tools and materials; Attendance of workers; Supervision of workers to their assigned tasks; Submission of monthly report

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COMPUTER HARDWARE SERVICING NC II

PARTICIPATING IN A WORKPLACE COMMUNICATION

Date Developed: April 11, 2011

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Please be guided accordingly.

ROBERTO O. NIEZ Vocational School Administrator II Questions:

1. What is the content of briefing note and when does a person write a briefing note?

F. You have read and understood the above written notices, what you would do if you are: 1. Messenger of Mr. Sanchez 2. Mr. Rico Amendras 3. A worker/student/parent

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COMPUTER HARDWARE SERVICING NC II

PARTICIPATING IN A WORKPLACE COMMUNICATION

Date Developed: April 11, 2011

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Date Developed: April 11, 2011

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RECORD OF COMPETENCE ASSESSMENT /PERFORMANCE CRITERIA YES NO 1. Identified and understood the forms of communication 2. Illustrated the flow of communication. 3. Followed the organizational procedures. 4. Gathered and recorded information read and listened to. 5. Grasped the ideas heard. 6. Followed routine spoken messages. 7. Comprehended and identified the ideas in reading materials/ written notices.

8. Gave feedback based on the instructions information received.

9. Interpreted the written notices

After Successfully completing all the Learning Objectives from Part 1 up to Part 11, you may consult this hubs for the answers.

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Answer Key: Check your answer with the answer key below. If you fail to get it right, refer back to the corresponding resources until you make it perfect: RECIVE AND RESPOND TO WORKPLACE COMMUNICATION LO1: FOLLOW ROUTINE SPOKEN MESSAGES Information Sheet 1: Activity 1 •

E Mail sounds of bells

• •

Sign Language symbols Signals colors

Self Check No. 1 a. 1 d. 3 g. 9 b. 6 e. 2 c. 4 f. 8 Information Sheet 2: A. Activity 2: Sender (encoder) Message Channel Receiver Feedback Receiver

General Manager STI QA SYSTEM

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B. Supervisor Line Leader Technician

Self Check No. 2 1. 2. 3. 4. 5.

receiver sender channel/medium message feedback

INFORMATION SHEET NO. 3: A. Activity 3 (possible answer) 1. a. First, I will acquaint with the people by introducing myself. Second by telling where I work and mentioning what the company is endorsing. Through this I can win prospective customers. b. Another option is by providing brochures or any reading materials that could advertise the product of the company. 1. I will call a meeting then prepare a note on what is the seminar about: a).the topic b) content c) the importance of the seminar. 1. I will prepare a written report about the seminar attended (the topic, content and the importance of the seminar) 1. In describing a tool, the following must be observed: a) Tell the classification and function of the tool/device b) Inner part of the tool/device c) Mention the outer part Example: STI QA SYSTEM

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Hydrometer is a device used for measuring specific gravity of battery electrolyte. It has three parts namely: rubber sucker; glass tube and Rubber tip. 1. I choose this course because I know that this is the key to my success. I think it will help me to find a better job in the future. Self Check No. 3 A. 1. keep the message simple 2. make sure it is not too noisy to hear what is being said 3. speak clearly in an open and neutral tone 4. be straight forward and to the point 5. sit or stand so that you directly face the person whom you are talking or listening to. 6. maintain eye contact 7. use polite opening and closing greetings 8. be patient 9. show interest 10. use words that the people you are speaking can understand 11. listen carefully to the conversation so that you get the right message. B. 1. listen not for above but for meanings 2. avoid unconscious projection 3. focus on the message 4. do not interrupt 5. control your emotional responses to language STI QA SYSTEM

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INFORMATION SHEET No. 4 Activity 4: I. The students will have a role playing about in effective communication (Be guided by Info Sheet No. 4) Self Check No. 4: A. 1. They failed to watch the movie. Each of them felt disappointed. B. 1. Poor listening – people who think that they know everything & they don’t listen. 2. Ambiguity (words are not clear or with more than one meaning 3. Non-verbal communication which sends to opposite message to what is being said. INFORMATION SHEET No. 5 Activity 5 A. 1. S 2. NS – The potatoes are usually cut into long strips, before mixing them in the main dish. 3. NS – we can easily connect the wood, However, nails are needed. 4. S 5. NS – The height of the highest post is about 40 feet. 6. NS – My fingers will be more attractive if I will apply nail polish. 7. S 8. NS – Chirping birds and buzzing bees are soothing to our ears. 9. S

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10. NS – The screw driver is in the tool box inside the cabinet. B. 1. It got dark. Rain started to fall. We ran to the house. 2. Acacia tree make food firewood. They easily burn when dry. Some fine pieces of furniture are made of acacia tree. 3. In door plants are refreshing. Rooms become naturally cool and beautiful with them. Having plants inside is like having a garden in your room. 4. A stranger suddenly stopped me on my way to school. He was a stern looking man. I began to tremble. 5. It is planting season. People young and old have fun out in the fields again under the rain. They work, sing an play. Self Check 5: 1. They listen to the instruction given by the supervisor. 2. Rina thanks her mother for the birthday gift. 3. I’m not sure if I will continue their course. 4. Go up and get the tool box in the cabinet. 5. Quick! The machine has bug down. Call the maintenance! 6. Tess! See you in court. 7. The applicants should go to the HR supervisor. 8. We shall meet tomorrow at six o’clock in the afternoon. 9. You can find all the references in the library.

INFORMATION SHEET NO. 6 Activity No.6

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1. The students will do a role playing. Self-Check 6: 1. take part in friendly conversation 2. to assist customer 3. to receive or pass an information or instruction 4. discuss problem 5. ask for information INFORMATION SHEET NO. 7: Activity Sheet 7: 1. Neighbors 9. preceding 2. sufficient 10. anxiety 3. interpreter 11. structural 4. price 12. meaning 5. shaking 13. prefix 6. accurate 14. structural 7. ability 15. house 8. mechanized Self Check 7: Note: Refer to the technology instructor for the listing of terms.

LO 2: INTERPRET WRITTEN NOTICES: INFORMATION SHEET NO. 8

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Activity No. 8: A. 1. T 2. F educational research 3. F educational research 4. T B. 1. b 2. b 3. a 4. c 5. a supply and demand b. natural and man-made 6. a. inflation d. shortage b. supply e. wages c. demand f. Natural law/man n made condition Self Check No. 8: 1. a 4. e 2. d 5. d 3. b INFORMATION SHEET NO. 9 Activity Sheet No. 9: 1. a. fighting cock b. training a fighting cock/requirement

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c. requires skill, patience and deep knowledge of chicken psychology 2. a. Shakespeare’s Romeo & Juliet b. tragic drama c. Italian couple who died for love 3. a. birthday b. eighteenth birthday c. a day of both happiness and sadness 4. a. attraction b. tourist attraction c. taal volcano 5. a. furniture b. furniture making c. careful planning, well selected materials & fine craftsmanship 6. a. Joseph Conrad writing b. Lord Jim c. one of the most exiting novels 7. a. student b. student of karate c. should have strength, agility, patience and good supply of bandages.

Self Check 9: 1. The student will be making a paragraph choosing one of the topics provided. STI QA SYSTEM

COMPUTER HARDWARE SERVICING NC II

PARTICIPATING IN A WORKPLACE COMMUNICATION

Date Developed: April 11, 2011

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2. 1. Executive Round Table Meeting 2. Date: June 29, 2006 Time: 11:00 am Place: Beacon room, Tower bldg., Makati City Agenda: planning session of organization 1. 1. request to have a complete list of model and specification for Kamagong Tractors: a. horsepower/range of job function b. commercial/homeowner equipment c. contract samples/sales turns 2. the publication date for the catalog is scheduled in November, that’s why they need the data immediately 1. 1. The brochure is giving complete information. 2. The brochure will help the clients to be informed of what the school offers 1. 1. The briefing notes contains information about the person who will be in-charge in the absence of the officer. It also fells the specific responsibilities of the officer-in-charge 1. 1. If I were the messenger of Miss Sanchez, I would give the memo to Miss Sanchez for her preparation. 2. If I were Mr. Rico Almendaras, I would ask my supervisor in the Sales Department to read the complete list of Kamagong Tractors to Mr. Fabugas immediately.

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COMPUTER HARDWARE SERVICING NC II

PARTICIPATING IN A WORKPLACE COMMUNICATION

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3. As a parent, I would go personally for the school for inquiry. 4. As a worker, I would inform my fellow worker if they are interested.

STI QA SYSTEM

COMPUTER HARDWARE SERVICING NC II

PARTICIPATING IN A WORKPLACE COMMUNICATION

Date Developed: April 11, 2011

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