Basic 1 Receive and Respond

TABLE OF CONTENTS
Page
A. Preliminary Pages..........................................................................................1 - 7
B. Information Sheets
1. Parts of Speech....................................................................................8 - 21
2. The Sentence.......................................................................................25 - 28
3. Organizational Policies and Guidelines..............................................31 - 32
4. Work Practices in Handling Communication.......................................34
5. Communication Process.....................................................................36 - 41
6. Receiving and Clarifying Communication Messages
and Information...................................................................................44 - 46
7. Recording Messages and Information................................................48 - 49
8. Matter.................................................................................................52 - 54
9. Energy.................................................................................................56 - 58
10. Volume...............................................................................................60 - 62
11. Force...................................................................................................66 - 69
12. Motion................................................................................................71
C. Glossary..........................................................................................................73 - 74
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UNIT OF COMPETENCY : RECEIVE AND RESPOND TO WORKPLACE COMMUNICATION
CODE : 500311101
MODULE TITLE : RECEIVING AND RESPONDING TO WORKPLACE COMMUNICATIONS
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes required to
receive, respond and act an oral and written communication.
NOMINAL DURATION : 8 hours
QUALIFICATION LEVEL : NC I
SUMMARY OF LEARNING
OUTCOMES:
Upon completion of this module, the students/trainees will be able to:

LO1. Explain routinary speaking and messages in a workplace
LO 2. Follow routinary speaking and messages
LO 3. Perform workplace duties following written notices
LO1. EXPLAIN ROUTINARY SPEAKING AND MESSAGES IN WORKPLACE

ASSESSMENT CRITERIA:
1. Speaking in a workplace is well explained and understood
2. Messages received in a workplace is read and/interpreted as per procedures manual
CONTENTS:
1. Parts of speech
2. Parts of a sentence
3. Kinds of sentence
CONDITION:
The students/trainees must be provided with the following:
1. Writing materials (pens and paper)
2. References (books)
3. Modules
4. Learning elements
METHODOLOGIES:
1. Discussion
2. Lecture
3. Reportorial
4. Modular
ASSESSMENT METHODS:
1. Written exam/test
2. Practical/performance test
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LO2. FOLLOW ROUTINARY SPEAKING AND MESSAGES
1. Speaking in a workplace is well explained and understood

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

2. Work practices in handling communications
3. Communication processes
4. Receiving and clarifying communications, messages and information
5. Recording messages and information
CONDITION:
1. Dictionary
2. References (books)
3. Writing materials
4. Manuals
5. Journals/articles
6. Printed materials
7. Electronic mail
8. Briefing notes
METHODOLOGIES:
1. Lecture/discussion
2. Demonstration
3. Modular
ASSESSMENT METHODS|
2. Practical writing
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LO3. PERFORM WORKPLACE DUTIES FOLLOWING WRITTEN NOTICES
1. Written notices and instructions are read and interpreted correctly

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

internal/external information
2. Work practices in handling communications
3. Communication processes
4. Receiving and clarifying communications, messages and information
5. Recording messages
CONDITION:
1. Written policy/procedures
2. Information and documentation procedures
3. Memos
4. Manuals
5. Journals/articles
6. Printed materials
7. Electronic mail
8. Briefing notes
9. General correspondence
METHODOLOGIES:
1. Lecture/discussion
2. Demonstration
3. Modular
ASSESSMENT METHODS:
2. Practical writing
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HOW TO USE THIS COMPETENCY-BASED LEARNING MODULE
Welcome to the Module Receiving and Responding to Workplace Communication. This

module contains training materials and activities for you to complete.
The unit of competency Receive and Respond to Workplace Communication contains the
knowledge, skills and attitudes required for Automotive Servicing. It is one of the Basic
Modules at National Certificate Level I.
You are required to go through a series of learning activities in order to complete each
learning outcome of the module. In each learning outcome there are Information Sheets,
Resource Sheets and Reference Materials for further reading to help you better understand
the required activities. Follow these activities on your own and answer the self-check at the
end of each learning outcome. Get the answer key from your instructor and check your
work honestly. If you have questions, please don’t hesitate to ask your facilitator for
assistance.
Recognition of Prior Learning (RPL)
You may already have some or most of the knowledge and skills covered in this module
because you have:
 been working for someone

 already completed training in this area
If you can demonstrate to your trainer that you are competent in a particular skill or skills,
talk to him/her about having them formally recognized so you won’t have to do the same
training again. If you have qualifications or Certificates of Competency from previous
trainings, show them to your trainer. If the skills you acquired are still relevant to this
module, they may become part of the evidence you can present for RPL.
At the end of this learning material is a Learner’s Diary, use this diary to record important
dates, jobs undertaken and other workplace events that will assist you in providing further
details to your trainer or assessors. A Record of Achievement is also provided for your
trainer to complete once you completed the module.
This learning material was prepared to help you achieve the required competency, in
RECEIVING AND RESPONDING TO WORKPLACE COMMUNICATION. This will be source of
information for you to acquire the knowledge and skills in this particular trade
independently and your own pace with minimum supervision or help from your instructor.
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In doing the activities to complete the requirements of this module, please be guided by the
following:
 Talk to your trainer and agree on how you will both organize the training under this
module. Read through the module carefully. It is divided into sections that cover all the
skills and knowledge you need to successfully complete.
 Work through all information and complete the activities in each section. Read the
information sheets and complete the self-checks provided in this module.
 Most probably your trainer will also be your supervisor or manager. He/She is there to
support you and show you the correct way to do things. Ask for help.
 Your trainer will tell you about the important things you need to consider when you are
completing the activities and it is important that you listen and take notes.
 You will be given plenty of opportunities to ask questions and practice on the job. Make
sure you practice your new skills during regular work shifts. This way you will improve
both your speed and memory and also your confidence.
 Talk to more experienced work mates and ask for their guidance.
 Use self-check questions at the end of each section to test your own progress.
 When you are ready, ask your trainer to watch you perform the activities outlined in this
module.
 As you work through the activities, ask for written feedback on your progress. Your
trainer keeps feedback/pre-assessment reports for this reason. When you have
completed this learning material and feel confident that you have had sufficient
knowledge and skills, your trainer will arrange an appointment with a registered
assessor to assess you. The results of the assessment will be recorded in your
Competency Achievement Record.
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Modular Unit I Receive and respond to workplace communication
Module I Receiving and responding to workplace communication
Learning Outcome I: Explain routinary speaking and messages in a workplace
Learning Activity 1
Learning Steps Resources
1. Read: Resource for information on 1. Information Sheet: Parts of Speech

Parts of Speech
2. Self Check 1
2. Complete: Self Check 1
3. Information Sheet: The Sentence
3. Read: Resource for information on
the Sentence 4. Self Check 2
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Information Unit Receive and Respond to Workplace Communication
Sheet 1 Module Receiving and Responding to Workplace Communication
PARTS OF SPEECH
THE NOUN
Traditional grammar defines a noun as the name of a person, thing, place, quality,
idea. Descriptive grammar identifies a noun by its form, position in the sentence and by
noun markers called determines, which include articles (a, an, the) the demonstratives (this,
these, that, those), and the possessives (my, your, his, her, its, our, their).
CLASSES OF NOUNS
Nouns are conventionally classified as follows:
 Proper nouns: name particular persons and places; they begin with capital
letters usually written without the, a, an, before them.
Persons: Jose P. Rizal, Emilio, Corrina, Phoeba, Therese

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

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

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

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

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

in particular – water, rice, sugar, corn, coffee, cement, sand, milk, juice, etc.
 Count nouns: name things that can be counted – pencil, book, bottle, bag, etc.
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 Compound nouns: In written English these are combinations of two or more
nouns or words which are spelled as one word or hyphenated mother-in-law,
commander in-chief, aide-de-camp.
NUMBER OF NOUNS
Number indicates whether a noun denotes one person, place, or thing or more than
one. If refers to only one, it is said to be in the singular number. If refers to more than one,
it is plural in number.
Singular Plural Singular Plural
book books teacher teachers

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

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

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

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

Masculine Feminine
boyfriend girlfriend
salesman saleswoman
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PRONOUN
A Pronoun is that part of speech which designates a person, place, thing, quality or
idea without naming it. A pronoun includes several groups of quite different words, all of
which are used in the principal syntactical functions of a noun as subject, object or
complement. Most grammar books define a pronoun as a word that is used instead of a
noun. The word to which a pronoun refers is its antecedent. Structural descriptive grammar
calls the pronoun as a function word.
KINDS OF PRONOUNS
 Personal pronouns
Pronouns used instead of nouns naming persons are personal pronouns. They enable us
to identify the person speaking, the person spoken to and the person spoken about. If the
personal pronoun refers to the person speaking, it is classified first person. If it refers to the
person spoken to, it is classified as second person; the person spoken about is the third
person. Personal nouns also refer to things.
Personal pronouns change their forms according to case and number.
Personal Pronouns
Singular
Nominative Possessive Objective

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

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

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

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

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

That - refers to either persons or things.
Which - refers to animals or things.
Whose - is used to persons or animals.
 Indefinite Pronouns
They do not refer to a specific person, place, or thing. These pronouns express their
subjects or objects in a general or indeterminate way. They are either singular or plural.
The common indefinite pronouns are:
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Singular Indefinite Pronouns
Another, either, nothing, one, everyone, someone, everything, each one, anyone,
neither, nobody, each, somebody, everybody, etc.
Plural Indefinite Pronouns

Several few both many
Indefinite Pronouns that may either be singular or plural

Some all any none most
(Note: These are singular when they refer to quantity; plural when they refer to a number)
THE VERB
A verb is the part of speech that signals the execution of an action, the occurrence of
an event, or the presence of a condition or a state of being. The action verb asserts the
performance of an action. The state of being verb expresses a condition or the relationship
between a noun or pronoun and a verb. This state of being verb is also called copula. A
finite verb is any verb form that maybe used as a predicate in a sentence. Both the action
verb and the state of being verb are finite verbs.
KINDS OF VERBS
 Transitive Verb
When a verb requires an object to complete its meaning it is said to be used transitively
and it is classified as a transitive verb.
Filipinos eat rice. (The object rice is required to give meaning to the action word eat.)
He tasted the roast
He sang a kundiman
They planted narra seedlings.
The policeman helped the victim.
(Note: The action expressed by the transitive verb and performed by the subject is
received by the object)
 Intransitive Verb
An action verb is used intransitively when it does not require an object to make it
meaningful.
Time flies
The older children walked.
All men die.
The seed germinated.
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(Note: An intransitive verb needs no object. It makes by itself a complete statement of the
action performed by the subject.)
 Linking Verb
A linking verb, sometimes called a copula, connects or links the subjects to a noun,
pronoun or adjective. It establishes a relationship between the subject and the noun,
pronoun, or adjective.
The audience became restless.

They are happy.
He became a pediatrician.
His testimony seemed credible.
OTHER WAYS OF CLASSIFYING VERBS
 Regular Verbs (or Weak Verbs)
A transitive verb and a intransitive verb are classified regular verbs if they form
their past tense by adding – d or – ed to their base form.
Examples: Base Form Past Form Base Form Past Form

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

go went
see saw
begin began
 Auxiliary Verb
 Based on traditional grammar, auxiliary verbs are helping verbs. They assist in forming
the voices, modes, and tenses of other verbs. In structural descriptive grammar they are
known as auxiliaries and they are classified as structure words (or function words). They
are used to marked verbs the way determines mark nouns. Auxiliaries combine with
verbs to make verb phrases.
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 The most common auxiliaries (auxiliary verbs) are:
The verbs be, have, do, shall, will, may, can, must, ought, could, should, would, might.
 Verb forms with do, does, or did are used to make emphatic verb phrases.
I did care for her.
I do appreciate your efforts.
 The auxiliary verb do is inflected in number and tense. (present and past)
Singular Plural
has (present) have (present)
had (past) had (past)
PRINCIPAL PARTS OF VERBS
The principal parts of a verb are those forms which all tenses, moods, and voices are
derived. The three principals of a verb are base form (or indicative form or infinitive form or
present form), the past and past principle. Most verbs are weak or regular verbs which
forms their past and past participle by adding –d, ed or –t. Strong or irregular verbs do not
follow a pattern in forming their principal parts.
Weak or Regular Verbs

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

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

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

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

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

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

has done have done
has written have written
has worked have worked
has finished have finished
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5. Past Perfect Tense
The past perfect tense is formed by adding had to the past participle of the verb.
(Review principal parts of the verb.)
had eaten had completed

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

The future perfect tense is formed by adding will have or shall have to the past
participle of the verb. (Review principal parts of the verb and the auxiliary verb,
particularly, the use of will and shall.)
Shall or will have flown Shall or will have cooked

Shall or will have fled Shall or will have moved
Shall or will have sunk Shall or will have played
THE ADJECTIVE
An adjective is that part of speech used to describe or limit a noun or a noun

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

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

degree of quality. An adjective has three characteristic forms to signify comparison; the
positive; comparative and the superlative degrees.
1. We use the positive degree when we make no particular comparison; we use the
comparative when we compare one object, person or place or group with another, we
use the superlative when we compare one object or group with two or more.
This papaya is ripe, it is riper than the mango (is).

Nilo is tall. He taller than Marco (is).
Cris is big. He is bigger than I (am).
Francis is a good basketball player. He is the best basketball player of the team.
Corina is bright. She is the brightest student in her class.
2. The comparative degree indicates that the quality or quantity is higher in degree in
comparison to some standard expressed by the positive degree.
The sampaguita is more fragrant than the gumamela flower.

Lia’s grade in English is higher than my grade.
She has more coins than I have.
3. The superlative degree of the adjective is formed by adding – est or by using most.
Adjective that form the comparative with – er form the superlative with – est. Those that
form the comparative with more or less form the superlative with most or least.
Positive degree Comparative degree Superlative degree

cheap cheaper cheapest
dear dearer dearest
THE ADVERB
The adverb is the part of speech that, by tradition, serves as a modifier of a verb, an
objective or another adverb.
Examples:
He works efficiently. (efficiently is the adverb that modifies the verb, works)
Amelia is rather young for the job, (rather is the adverb that modifies the adjective, young)
He acted very suspiciously. (very is the adverb that modifies the adverb, suspiciously.)
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Adverbs grouped by meaning:
1. Adverbs of manner, denoting how: fast, alike, worse, likewise, quickly, slowly, keenly,
openly, gracefully, skillfully, etc.
2. Adverbs of time and succession, denoting when and in what order: afterwards, again,
finally, daily, news, now, often, sometimes, soon, lately, soon.
3. Adverbs of place and direction, denoting where: below, far, north, there, upstairs, above,
anywhere, forward, here, in, out, up, yonder.
4. Adverbs of degree and measure, denoting how much or two what extent: all, almost, less,
little, much, quite, completely, equally, abundantly, also, besides, enough, hardly,
merely, scarcely, too, very.
5. Adverbs of cause and purpose, denoting why: consequently, hence, so, therefore.
6. Adverbs of assertion, denoting affirmation denial: yes, no, apparently, certainly, indeed,
really, absolutely, by no means, not at all.
THE PREPOSITION
The preposition is a word that links or shows the relation of noun or noun equivalent
to some other word in the sentence. Traditional grammar classifies this word as a part of
speech. Structural-Description grammar categorizes it as a function word.
DISTINGUISHING BETWEEN THE ADVERB AND THE PREPOSITON
Some words may be used as an adverb or as a preposition.
Adverb Preposition
1. He has since recovered from his 6. He has been working since eight
Illness. o’clock.
2. The tress were blown down during the 7. The ball rolled down the lawn
storm. 8. He walked in the rain.
3. Please come in. 9. She works as a stenographer.
4. Do as required 10. He fell off the ladder.
5. The birds flew off.
THE CONJUNCTION
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A conjunction is a word that connects words, phrases or clauses. Traditional
grammar classifies a conjunction as part of speech. Structural – descriptive grammar, also
known as modern grammar categorizes it as a function word. Conjunctions imply or denote
certain relationships between words or groups of words that they connect. Unlike
prepositions, conjunctions do not have objects.
 Coordinating conjunctions:
1. Addition: and further, furthermore, besides, also, moreover, nor, too, and then.
2. Contrast: but, however, yet, and yet, still, nevertheless, not with standing, on the
contrary, on the other hand.
3. Result: therefore, hence, consequently, so accordingly, thus, wherefore, the,.
4. Alternation: or, nor, otherwise, else, either….or, neither….nor, so…as, both…and,
not only…but also, the one…the other, on the hand…on the other hand, as..as
5. Cause: for
6. Repetition, exemplication, intensification: in fact, in other words, that is, for
instance, for example, thus.
 Subordinating-conjunctions
1. Time: when, whenever, while, before, after, since, as soon as, as long as, as often as,
now, now that, once
2. Place: where, wherever, whence, whencesoever, whereto
3. Cause: because, as, since, in as much as, seeing that, now that owing to the fact that
4. Purpose: that, so that, in order that, test
5. Degree or comparison: as, than, more than, rather than, as…as, not so..as, such…as, just
as…a
6. Condition: if, so, unless, on condition that, provided that, supposing, in case that, but
that, so that, so long as,
7. Concession: through, although even if, no matter how
8. Result: that, so that, so..that, such..that
9. Manner: as, as if, as though
THE INTERJECTION
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An interjection is a part of speech that expresses an attitude or emotion and that has
no grammatical relation with the rest of the sentence. A number of grammarians classify an
interjection as an independent word. Others regard it as a subtype of adverbs. In some
books of grammar, interjections and exclamations are interchangeable.
POSITION OF THE INTERJECTION IN THE SENTENCE
 Interjections are placed at or near the beginning of a sentence to express

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

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

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

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

interjections range from the simple and often involuntary monosyllabic utterances to fully
developed sentence. Since interjections may have a variety of meanings according to the
manner of utterance, they are classified or identified by the emotion expressed or by the
emphasis desired.
Kinds of interjections according to their use:
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1. To express sorrow, regret, appeal, disappointment, remonstrance:
Ah alack oh
O alas ah me
2. To express contempt, disgust, disbelief, repugnance, scorn:
boh huh pish
pooh pah poh (also spelled as pooh)
ugh fie faugh (also spelled as foh)
3. To express joy surprise, suspicion,

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

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

Hem
6. To express triumph, exultation, wonder, joy:

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

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

Hallo aloha hello ho hem
Self Check Unit Receive and Respond to Workplace Communication

1 Module Receiving and Responding to Workplace Communication
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
I. Read the short account of a man in search of the Magical City. Then try to identify the
nouns in the story.
Where Can One Find True Happiness?
Once there was a man who had grown weary of life. He was tired to death. One day
he decided to leave his hometown, his ancestral village, to search for the perfect Magical
City where all would be different, new, full, and rewarding. So he left.
On his journey, he found himself in a forest. He settled down for the night. He was
careful to take off his shoes and point them in the new direction toward which he was
going. However, unknown to him, while he slept a jokester came along during the night and
turned his shoes around.
When he awoke the next morning, he carefully stepped into his shoes and continued on
his journey to the Magical City.
After a few days, ha came to the Magical City. It was not quite as large as he had
imagined it would be, however. In fact, it looked somewhat familiar. He found a small house
in a familiar street. He knocked at a familiar door and found a familiar family – and lived
happily ever after.
-William Bausch
II. In the Following sentences pick out the personal pronouns and the noun it refers to or
its antecedent.
1. The boys like Marco because he is kind.

2. Danny has a camera. He will lend it to you.
3. Arturo and Joe missed band practice. When they arrived, it was over.
4. The girls in the audience clapped their hands and stamped their feet.
5. When Belina was offered a care-giver job, she accepted it.
6. When Leo’s car stalled, his aunt let him use hers.
7. M.V. Pearl of the Orient average 30 knots on her maiden voyage.
8. Mr. Santos joined the company as a sales boy. He is now its president.
9. The company will add two airplanes to its fleet as soon as they are completed.
10. Gia has skates but she doesn’t have with her.
III. A. Pick out all the verbs in the sentences. Tell what kind of verb each one
whether transitive, intransitive, linking, regular or irregular.
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1. The businessman will not play hero and save the airline from extinction.
2. He has a franchise for domestic and international airline operations.
3. She contracted diabetes from a flu-virus at the age of nineteen.
4. The tropical depression has moved out to Philippines sea.
5. She moved her chair from the corner to the center of the room.
6. The mayor’s niece is accused of theft.
7. He believes employment will solve most of the domestic economic difficulties of
the people.
8. Culture is an obstacle he must hurdle to make his mark as a brave,
nonconformist artist.
9. We expect photographers to have an eye for beauty, a sharp, discerning eye
through which the rest of us may see beauty, too
10. They appear happy these days.
B. Pick out the verbs in the sentences. Tell how each is used in the sentence.
Is it transitive, intransitive or linking verb?
1. She left hurriedly.

2. The students left their books in the room.
3. They are certainly gluttons for punishment.
4. The Philippines is all about bad news because good news is no news.
5. The good news hardly gets any media mileage.
6. The Fourth Estate is the conscience of the people.
7. The Fourth Estate serves as a fiscal of abuse in government and catalyst of public
opinion.
8. She has been the target of intrigues.
9. She has been to Baguio several times.
10. That government agency became a flagship of graft and corruption
because of a syndicate operating inside it.
IV. Correct all errors in the use of adjectives that you find in the following sentences; if the
sentence is correct write c only. Give reasons for your action.
1. Who is the best pitcher Alex or Francis?

2. Is the world’s climate getting warmest?
3. I think Kevin is as intelligent or more intelligent than Joe.
4. Gone with the Wind is longer than any book I have ever read.
5. Dan is the stronger of all the boys in the class.
6. The farmer sold the most fertile half of his farmland.
7. He was evidently putting his better foot forward.
8. We had the worst of the bargain.
9. Of the twins, everyone admires Mark best.
10. Francis is the most diligent student in the class.
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V. Choose whether to use the adjective form or the adverb form in the following
sentences. Give reason for your choice.
1. He walked (slow, slowly).

2. She sings (good, well)
3. The ambassador’s wife is (unusual, kind)
4. Delia paints (fine, finely)
5. (Sure, Surely) I will meet you on Sunday.
6. She looked (shy, shyly)
7. The knife looks (sharp, sharply)
8. He wave the flag (triumphant, triumphantly)
9. I have never felt so (bad, badly)
10. The guard looked (sharp, sharply) at the intruder.
11. Did you sleep (good, well)
12. The bell rang out (clear, clearly)
13. She is (real, really) pleased with the results.
14. That sentence sounds (correct, correctly) to me.
15. It tastes (sour, sourly)
VI. Choose the correct preposition in parenthesis.
1. Some students are absent (from, in) the class.

2. They have been (from, to) church.
3. Our lesson begins (from, on) page 10.
4. Let us listen (in, to) the music.
5. Arturo was born (to, of) poor parents.
6. They were discouraged (in, from) going to the party.
7. The merchant deals (in, with) dry goods.
8. His mother was deaf (to, with) his request.
9. The boy died (with, of) cholera.
10. In solving this problem I differ (from, with) you.
11. Some news reporters write (for, from) money.
12. People should enjoy freedom (from, of) fear.
13. The man was deaf (to, for) child’s pleas.
14. Freshmen are usually not familiar (to, with0 the rules of the school.
15. There is an exception (to, with) every rule.
Information Unit Receive and Respond to Workplace Communication

Sheet 2 Module Receiving and Responding to Workplace Communication
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
THE SENTENCE
A SENTENCE is a group of words that has a subject and a predicate, either expressed
or understood, and expresses a complete thought.
The SUBJECT is the word or words in the sentence about which

something is said.
Ex. SHAKESPARE wrote plays.

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

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

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

according to structure. The types of sentences based on function are: (1) declarative, (2)
imperative, (3) interrogative and (4) exclamatory. The kind of sentences according to
structure are: (1) simple, (2) compound, (3)complex and (4) compound-complex.
SENTENCES ACCORDING TO USE
 The declarative sentence is statement or an assertion about a fact,

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

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

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

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

exclamation point.
1. How funny it looks!
2. What a strange looking animal!
3. What a beautiful day it is!
4. What a beautiful sunset Manila Bay has!
SENTENCES ACCORDING TO STRUCTURE
A. The Simple Sentence
A simple sentence is composed of one grammatically independent subject-predicate

construction. The subject may be a noun, a pronoun or a noun equivalent. The predicate
may be a single verb or verb-phrase. The subject and the predicate may have
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prepositional phrases as modifiers. The verb or verb phrase may have a direct object, an
indirect object or complements. The subject or predicate may be simple or compound.
Examples of a simple sentence:

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

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

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

fields, mountains and along river banks.
2. Nestling at the foot of the Sierra Madre Mountain range is Paete which is famous
for its lanzones and woodcarving.
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3. In 1884 the celebrated artist Juan Luna, who was the country’s greatest painter in
the nineteenth century, interpreted the blood compact with a masterwork
bearing the same title.
D. The Compound-Complex Sentences
The compound-complex sentences is formed by two or more main clauses (or

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

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

elliptical clause; the missing words, which are implied, are she is.)
2. When playing the trumpet, he closes his eyes. (The underlined group of words
is an elliptical clause. The missing words are he is which are understood.)
3. When interviewed, the actress denied rumors of her betrothal. (The elliptical
clause is underlined; the missing words are: she was.
Exercise 1. Draw one line under the simple subject and two lines under the simple
Predicate.
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1. MERALCO is likely to increase electricity rates by more than 30 centavos
2. The new electricity rates would make power costs in the country the highest in Asia.
3. Energy officials claimed it necessary to increase power rates.
4. Senators, on the other hand, fear that this will drive investors away.
5. Sen. Joey Lina had talked with MERALCO officials.
6. He was told that the power firm will charge 1.4% additional rate.
7. More increases in electricity costs are expected to come as Pres. Ramos implements the
Electric Power Crisis act 1993.
8. Some senators had opposed the grant of special powers to the President.
9. It is always the consumers who suffer from the illnesses of NAPOCOR.
10. The Supreme Court should review the decision of the Energy Regulatory Board.
Exercise 2. On the blank before each number, identify the kind of sentence (declarative,
interrogative, imperative, exclamatory).(2) Place the appropriate punctuation at the
end of each sentence.
1. Stop that noise

2. Are you made to memorize all the facts
3. Kindness is like a calm and peaceful stream
4. Draw out the best in each person
5. How frustrating the results are
6. Julie I believe, is worthy to accept the favor
7. Kindly take this basket with you to the picnic
8. What happiness a simple act of thoughtfulness can bring
9. What are you looking at
10. Will you please mail this letter when you leave the office, Luna
Exercise 3. Identify the following sentences. Write S for simple, Cd for compound, Cx for complex,
and Cd-Cx for compound-complex on the space provided.
1. When he returned from the trip, his family was relieved.

2. I like those shoes; they’re really durable and comfortable.
3. The new employee of the supermart is learning how to use the cash register.
4. Last summer I visited my cousins on the farm, and, if I could, I would like to
go back.
5. I agree with what you said to him yesterday.
6. Anthony sang and played the piano in the show.
7. The meeting which I attended was tiresome, and many members left.
8. Betty wanted to return the perfume to the store, but she forgot the receipt.
9. We did not catch him although we were early.
10. Since I began to study seriously, my school work doesn’t seem too
hard.
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Guide Procedure
Learning Outcome 2: Follow routinary speaking and messages
Learning Activity 2
1. Read: Resource for information on 1. Information Sheet 1

Organizational policies and Organizational policies and guidelines
guidelines
2. Complete: Self Check 1 2. Self Check 1
3. Read: Resource for information 3. Information Sheet 2

on Work Practices in Work Practices in handling
handling communication communication
5. Read: Resource for information on the 5. Information Sheet 3

Communication Process Communication Process
Information Sheet Unit Receive and Respond to Workplace Communication

TESDA Document No.:

QA Issued by: Date:
Guide Procedure
ORGANIZATIONAL POLICIES AND GUIDELINES
A company communicates its rules, regulations and policies to employees in many

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

2. Departmental Communication – specific to one department or unit.
3. Team Communication – within one cohesive team or group.
4. Individual Communication – specific to one employee at only one time.
Communications may be working effectively at higher levels, but fail dismally at the
more local level. The inter-personal skills of supervisors, team leaders and local managers
are specifically critical at levels 3 and 4, as these are the people that frontline workers
develop working relationships with most personally and closely.
Just as important is the communication between and within levels, gone are the
days when departments could stand as silos, isolated from the rest of the organization.
Intra- national and international competition is now so fierce that everyone in the
organization needs to collaborate closely on solving organizational challenges and on
achieving agreed strategic objectives.
As more people are added to an organization, employee communication needs and

stresses increase exponentially. Just like a worker who used to do purchasing, inspection,
and warehousing on his own before, now needs to talk to three other departments as well
as people in his own growing team.
 Employee Communication Needs
Communication in your workplace should satisfy the three key employee needs
before they can be engaged and highly productive. Each and every employee needs
to:
1. Know that…
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 Included here are facts about your organization and their specific job – what
business you are in, who your customers are, specific details about your product
or service, where forms are located, who to see when there is a problem.
2. Master that…
 Included here are the practical skills required to do their job well (repairing a
machine, filling out an invoice, designing a building or writing a software
program), etc.
3. Feel that…
 Included here are the interactions that give them a sense of belonging and self-
worth – being listened to, respected, trusted, valued, etc.
Managers predominantly concentrate on the first communication need “know that”

and pay less attention to the second need to “master skills”. The third need “feel that” is
what makes employees distinctly human and what drives them to outstanding achievement
in work and outside of work.
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Guide Procedure
1. In a company, what are usually the content of pamphlets, memos or statements,

and brochures?
A. Rules of the company

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

solving organizational challenges and on achieving agreed strategic
objectives.
A. Corruption and poverty

B. Intra-national and International Competition
C. Worldwide Gap
D. Terrorism and War
4. Included in this need of each and every employee are the practical skills required
to do their job.
A. Know that
B. Master that
C. Feel that
D. All of the above
5. What do employees expect from top-level management to be established?
A. Standards of Leadership
B. Direction
C. Ethical Behavior
D. All of the above
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Guide Procedure
WORK PRACTICES IN HANDLING COMMUNICATION
Employers value employees who can communicate effectively. Effective

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

technicians are. Professionals are proud of what they do and they show it. Always dress and
act appropriately and watch your language, even when you think no one is near.
Respect the vehicles on which you work. They are important to the lives of your
customers. Always return the vehicle to the owner in a clean, undamaged condition.
Remember, a car is the second largest expense a customer has. Treat it that way. It does not
matter if you like the car. It belongs to the customer; treat it with respect.
Explain the repair process to the customer in understandable terms. Whenever you
are explaining something to a customer, make sure you do this in a simple way without
making the customer feel stupid. Always show customers respect and courtesy. Not only is
this the right thing to do but it also leads to loyal customers. Make repair estimates as
precise as possible. No one likes surprises, particularly when substantial amounts of money
are involved.
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Guide Procedure
1. What should an employee do when he does not fully understand a certain

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

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

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

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

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

B. Do it in a simple way using understandable terms.
C. Make the customer feel stupid.
D. Do not bother explaining the process when they don’t understand.
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Guide Procedure
COMMUNICATION PROCESS
Communication can be best be summarized as the transmission of a message from a

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

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

This source is initially responsible for the success of the message. The sender’s experiences,
attitudes, knowledge, skill, perceptions, and culture influence the message. “The written
words, spoken words, and nonverbal language selected are paramount in ensuring the
receiver interprets the message as intended by the sender” (Burnett & Dollar, 1989). All
communication begins with the sender.
The first step the sender is faced with involves the encoding process. In order to
convey meaning, the sender must begin encoding, which means translating information into
a message in the form of symbols that present ideas or concepts. This process translates the
ideas or concepts into the coded message that will be communicated. The symbols can take
on numerous form such as, languages, words, or gestures. These symbols are used to
encode ideas into messages that others can understand.
When encoding a message, the sender has to begin by deciding what he/she wants
to transmit. This decision by the sender is based on what he/she believes about the
receivers knowledge and assumptions, along with that additional information he/she wants
the receiver to have. It is important for the sender to use symbols that are familiar to the
intended receiver. A good way for the sender to improve encoding their message, is to
mentally visualize the communication from the receiver’s point of view.
To begin transmitting the message, the sender uses some kind of channel (also called
a medium). The channel is the means used to convey the message. Most channels are either
oral or written, but currently visual channels are becoming more common as technology
expands. Common channels include the telephone and a variety of written forms such as
memos, letters, and reports. The effectiveness of the various channels fluctuates depending
on the characteristics of the communication. For example, when immediate feedback is
necessary, oral communication channels are more effective because any uncertainties can
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be cleared up on the spot. In a situation where the message must be delivered to more than
a small group of people, written channels are often more effective. Although in many cases,
both oral and written channels should be used because one supplements the other.
If a sender relays a message through an inappropriate channel, its message may not
reach the right receivers. That is why senders need to keep in mind that selecting the
appropriate channel will greatly assist in the effectiveness of the receiver’s understanding.
The sender’s decision to utilize either an oral or a written channel for communicating a
message is influenced by several factors. The sender should ask him or herself different
questions, so that they can select the appropriate channel. Is the message urgent? Is
immediate feedback needed? Is documentation or a permanent record required? Is the
content complicated, controversial, or private? Is the message going to someone inside or
outside the organization? What oral and written communication skills does the receiver
possess? Once the sender has answered all these questions , they will be able to choose an
effective channel.
After the appropriate channel or channels are selected, the message enters the
decoding stage of the communication process. Decoding is conducted by the receiver. Once
the message is received and examined, the stimulus is sent to the brain for interpreting, in
order to assign some type of meaning to it. It is this processing stage that constitutes
decoding. The receiver begins to interpret the symbols sent by the sender, translating the
message to their own set of experiences in order to make the symbols meaningful.
Successful communication takes place when the receiver correctly interprets the sender’s
message.
The receiver is the individual or individuals to whom the message is directed. The
extent to which this person comprehends the message will depend on a number of factors,
which include the following: how much the individual or individuals know about the topic,
their receptivity to the message, and the relationship and trust that exists between sender
and receiver. All interpretations by the receiver are influenced by their experiences,
attitudes, knowledge, skills, perceptions, and culture. It is similar to the sender’s relationship
with encoding.
Feedback is the final link in the chain of the communication process. After receiving
a message, the receiver responds in some way and signals that response to the sender. The
signal may take the form of a spoken comment, a long sigh, a written message, a smile, or
some other action. “Even a lack of response, is in a sense, a form of response” (Bovee &
Thill, 1992). Without feedback, the sender cannot confirm that the receiver has interpreted
the message correctly.
Feedback is a key component in the communication process because it allows the

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

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

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

another person, to a group of people or to the public. It includes written, verbal and non
verbal communication.
When communicating with others, take into consideration:
 Who you are talking to,
 The type of information to be communicated (for example; confidential, good

news/bad news, difficult technical information, instructions, general daily information),
and
 What the most appropriate type of communication to use is (for example; verbal,
email, memo, handover). This may be determined by the type of information to be
communicated.
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Types of written communication
 email, letters and faxes (internal and external)

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

communication:
 is simple and easy to understand,

 is to the point and avoids unnecessary repetition,
 avoids too many technical terms, and
 avoids slang, offensive language and discriminatory, racist or sexist language.
Telephone use
Phones should be answered within four (4) rings.
 Give the name of the organization and then your own name and job role. For
example:
Good morning/afternoon, Sunset Bay Health Campus, general stores. This is Jane
Smith.
This helps people know they have dialed the correct organization, who they are
speaking to and what your role in the organization is.
 Speak clearly and at a speed that enables people to understand you.

 Write any information down as you are listening as it is very easy to get off the
phone and find you have forgotten who was speaking, contact number for them
and which information they wanted.
 End the telephone call with some kind of resolution for the person who rang,
either get the person with whom they wish to speak, take a message for them,
ask the person to ring back at a later time, or solve the issue yourself.
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Taking message
When you take a message for someone make sure you understand the message correctly.
 Repeat the information back to the sender to ensure that the information you
have is correct.
 Ensure you have the time of the interaction, the message, the sender’s details,
name, phone number, email or address if necessary, so that the recipient can
contact them.
 Give messages as soon as it is possible, as it may be something that requires
urgent attention. If possible check back to be sure that the person received the
message.
Forms
You must make sure that you know which forms to fill in, when you need to use forms and
where to find the necessary forms.
When filling in a form:
 read the form carefully,

 fill in all the required details,
 only include necessary information,
 write clearly and simply,
 check that you have completed it properly, and
 send or give it to the appropriate person, or file in the appropriate place.
If you have difficulties filling in forms, ask a colleague or your supervisor for some help.
It can be useful to obtain copies of forms that have been filled in which you can keep and
use to help you.
Whiteboard
Whiteboards may be used to allocate daily duties, rooms, or jobs to staff members.
If a whiteboard is used in your are check that you know:
 what time the entries are put up on the board,
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 how you will be notified if there are any changes, and
 what information you need to put on the whiteboard when you have completed
a task.
Handovers
Handovers are the verbal passing of information from one or more persons to the following
shift of worker or workers.
Handovers made be also spoken into a tape which is then played to the next group of
workers outlining events of the previous shift or of any information that it is considered
important for them to know.
When doing handovers:
 make sure that all relevant information is passed on,

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

 start with a greeting, for example “Dear Jane”, until you know the person well
enough to be able to address the email as “Hi Jane”,
 explain yourself clearly,
 don’t use abbreviations in emails; write all out in full, and
 end the email correctly saying “regards, Jane”.
Remember that the person reading your email can’t see you so they can’t read your body
language to see if you are joking, angry or serious.
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Identify the following:
1. The transmission of message from a sender to a receiver in

an understandable manner.
2. The one who initiates the communication.
3. It means translating information into a message in the form of

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

type of meaning to it.
6. The response of the receiver.
7.The way we communicate with others.
8. The verbal passing of communication from one or more persons

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

communication process.
10.The four key components of communication process.
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Learning Outcome 3: Perform Workplace duties following written notices
Learning Activity 2
1. Read: Resource for 1. Information Sheet 1

information Receiving and Receiving and Clarifying communication,
Clarifying communication, messages and information
messages, and information.
2. Self Check 1
3. Read: Recording message 3. Information Sheet 2

and information Recording message and information
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RECEIVING AND CLARIFYING COMMUNICATION, MESSAGES AND INFORMATION
Obviously, when you read something you are receiving a message without the
advantage of seeing the message sender. Therefore, you must take what you read at face
value. This is important because being able to read and understand the information and
specifications given in service information is a must for automotive technicians.
The purpose of speaking and writing is to send a message. Do your best to think
through the words you use to convey the message. Pay attention to how the intended
receiver of the information is listening and adjust your words and mannerisms accordingly.
This consideration is also important when you write out your message. Think about who the
message is going to and adjust your words to match the abilities and attitudes of the reader.
Also keep in mind that more than one person may read it, so think of other’s needs as well.
Working in an automotive facility requires speaking to your supervisors, fellow

employees, and customers. Always keep in mind that communication is a two-way street;
do not try to totally control the conversation, and give listeners a chance to speak.
Proper telephone etiquette is also important. Most businesses will tell you how to
answer the phone, typically involving the name of the company followed by your name.
Make sure you listen carefully to the person calling. When you are the one making the call,
make sure you introduce yourself and state the overall purpose of the phone call. Again the
key to proper phone etiquette is respect.
You will also be required to write things, such as warranty reports and work orders.
You may also need to either speak with or write to customers, parts suppliers and
supervisors, to clarify an issue. Take your time and write clear, concise, complete and
grammatically correct sentences and paragraphs. Doing this will not only help get your
message across but will also make you a more prized employee.
Nonverbal Communication
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In any communication, some of the true meaning is lost in the simple transmission of
a message from a sender to a receiver. In many cases, the heard message is often far
different than the one intended, because the words spoken are not always understood or
are interpreted wrongly because of personal feelings. Therefore it is important to realize
that a major part of communication is nonverbal. Nonverbal communication is a key part of
sending and receiving a message. Pay attention to your nonverbal communication as well as
that of others.
Nonverbal communication includes such things as body language and tone. Body
language includes facial expression, eye movement, posture, and gestures. All of us read
people’s faces for ways to interpret what they say or feel, such as looking for a nod of a
head. We also look at posture to provide insights about how the other person feels about
the message. Posture can indicate self-confidence, aggressiveness, fear, guilt, or anxiety.
Similarly, we look at gestures such as how they place their hands or give handshake.
Posture and other aspects of body language have been identified as important keys
to communication. Many scholars have studied and classified them and defined what they
indicate. Some divide postures into two basic groups:
1. Open/Closed – the most obvious. People with their arms folded, legs crossed, and
bodies turned away are signaling that they are rejecting or are closed to messages.
People fully facing you with open hands and both feet planted on the ground are
saying they are open to and accepting the message.
2. Forward/Back – indicates whether people are actively or passively reacting to the
message. When they are learning forward and pointing toward you, they are actively
accepting or rejecting the message. When they are leaning back, looking at the
ceiling, doodling on a pad, or cleaning their glasses, they are either passively
absorbing or ignoring the message.
You can alter the meaning of words significantly by changing the tone of your voice.
Think of how many ways you can say “no”; you could express mild doubt, terror,
amazement, anger, and other emotions.
Repair Orders
A repair order or RO (Fig. 1) is written for every vehicle brought into the shop
for service. Repair orders may also be called service or work orders and contain
information about the customer, the vehicle, the customer’s concern or request, and an
estimate of the cost of the services and when the services should be completed. Repair
orders are legal documents that are used for many other purposes, such as payroll and
general record keeping.
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Legally, a repair order protects the shop and the customer. An RO is signed by the
customer, who in doing so, authorizes the service and accepts the terms noted on the
RO. The customer, however, is protected against being charged more than the estimate
given on the RO, unless he/she later authorizes a higher amount. Some states allow
shops to be within 10% of the estimate, while others hold the shop to the amount that
was estimated.
Guidelines for Estimating Repair Costs
For legal reasons and to establish good customer relations, projected repair costs
must be calculated with as much accuracy as possible. To do this, here is a suggested
procedure on estimating Repair Costs.
1. Make sure you have the correct information about the vehicle.
2. Always use the correct labor and parts guide or database.
3. Locate the exact service for that specific vehicle in the guide or database.
4. Using the guidelines provided in the guide or database, choose the proper time
allocation listed for the service.
5. Multiply the allocated time by the shop’s hourly flat rate.
6. Using the information given in the guide or database, identify the parts that will be
replaced for that service.
7. Locate the cost of the parts in the guide or database or in the catalogs used by the
shop.
8. Repeat the process for all other services required or requested by the customer.
9. Multiply the time allocations by the shop’s hourly rate.
10. Add all of the labor costs together; this sum is the estimate for the parts required for
the services.
11. Add the cost of all the parts together; this sum is the estimate for the parts required
for the services.
12. Add the total labor and parts costs together. If the shop charges a standard fee for
shop supplies, add it to the labor and parts total. This sum is the cost estimate to be
presented to the customer.
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1. How should you take a written message?

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

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

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

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

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

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

A. Grammar and Pronunciation C. Definition of Terms
B. Body language and Tone D. Legal Documents
RECORDING MESSAGE AND INFORMATION
Employees value someone who can think critically and logically to evaluate situation
even when they are just recording messages and information. They also value employees
with the ability to solve problems and make decisions. When diagnosing an automobile
problem, critical thinkers are able to locate the cause of the problem because they respond
to what is known, not what is supposed.
Good critical thinkers begin their process of problem solving by careful observation
of what is or what is not happening. Based on these observations, they declare something as
a fact. For example, it is a fact that the right headlamp does not light, and it is a fact that the
left headlamp does light. Based on these facts, a critical thinker is quite sure that the source
of the problem is related to the right headlamp. A critical thinker then studies the circuit
and determines the test points. Prior to conducting any test, he or she knows what to test
for and what the possible results are. Further, he/she knows what those results would
indicate.
DIAGNOSIS
The word diagnosis is commonly used to define a primary duty of an automotive

technician. Diagnosis is not guessing, and it is more than the following a series of
interrelated steps in order to find the solution to a specific problem. Diagnosis is a way of
looking at systems that are not functioning properly and finding out why. Through an
understanding of the purpose and operation of the system, you can accurately diagnose
problems.
In some service manuals there are diagnostic aids given for many different systems.
These are either symptom based or flow charts. Flow charts or decision trees guide you
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through a step-by-step process. As you answer the questions given at each step, you are
told what your next step should be. Symptom-based diagnostic charts focus on a solid
definition of the problem and offer a list of possible causes of the problem. Sometimes the
diagnostic aids are a combination of the two, a flow chart based on clearly defined
symptoms.
When these diagnostic aids are not available or prove to be ineffective, most good
technicians conduct a good visual inspection and then take a logical approach to solving the
problem. This approach relies on critical thinking skills, as well as system knowledge. Logical
diagnosis follows these steps:
1. Gather information about the problem. Find out when and where the problem
happens and what exactly happens.
2. Verify that the problem exists. Take the vehicle for a road test and try to duplicate
the problem, if possible.
3. Thoroughly define what the problem is and when it occurs. Pay strict attention to the
conditions present when the problem happens. Also pay attention to the entire
vehicle; another problem may be evident to you that was not evident to the
customer.
4. Research all available information and knowledge to determine the possible causes
of the problem. Try to match the exact problem with a symptoms-cart or think about
what is happening and match a system or some components to the problem.
5. Isolate the problem by testing. Narrow down the probable causes of the problem by
checking the obvious or easy-to-check items.
6. Continue testing to pinpoint the cause of the problem. Once you know where the
problem should be, test until you find it.
7. Locate and repair the problem, then verify the repair. Never assume that your work
solved the original problem. Make sure the problem is history before returning it to
the customer.
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1. What is the primary duty of an automotive technician?
A. Guess the problem of the vehicle.

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

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

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

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

B. Visual Inspection
C. Logical Approach
D. Diagnostic Aids
LEARNING EXPERIENCES
Learning Activities Special Instructions
LO 3: Describe how all matter exists. The trainer uses the PowerPoint
 Reading Activity Presentation on Basic Theories
Information Sheet and Math at the beginning of the
 Do Self Check training.
LO 4: Explain what energy is and how energy is Watch the following videos to
converted. reinforce learning:
 Reading Activity  Temperature and Energy
Information Sheet (Engine Cycles and
 Do Self Check Components – Gasoline)
 Combustion
(Basic Theories)
LO 5: Calculate the volume of the cylinder. Watch the video to reinforce

 Reading Activity learning:
Information Sheet  Basic Principles of 4 & 2-
 Do Self Check Stroke Petrol Engine
 Job Sheet: Using the Bore and Stroke of an (Engine Cycles and
Engine to Calculate Displacement Components)
LO 6: Explain the forces that influence the design and Watch the following videos to
operation of an automobile. reinforce learning:
 Reading Activity  Centrifugal Force
Information Sheet (Intake and Exhaust
 Do Self Check System)
 Pressure and Volume
(Engine Lubrication
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Systems and Components)
Watch the following videos to

LO 7: Describe and apply Newton’s law of motion to reinforce learning:
an automobile.  Friction 1 & 2
 Reading Activity (Engine
Information Sheet Lubrication
 Do Self Check System)
If needed, the trainees can use

other references as they go
through the different theories in
Physics.
Information Sheet
LO 3: Describe how all matter exists.
M atter is anything that occupies space. All matter exists as a gas, liquid, or solid. Gases
and liquids are considered fluids because they move or flow easily and easily
respond to pressure. A gas has neither shape nor volume of its own and tends to expand
without limit. A liquid takes a shape and has volume. A solid is matter that does not flow.
Atoms and Molecules

All matter consists of countless tiny particles called atoms and molecules. An atom maybe
defined as the smallest particle of an element in which all the chemical characteristics of
element are present. Atoms are so small they cannot be seen with an electron microscope,
which magnifies million of times. A substance with only one type of atom is referred to as an
element. More than 100 elements are known to exist at present and of the known
elements, 92 occur naturally. The remaining elements have been manufactured in
laboratories.
Small, positively charged particles called protons are located in the center, or
nucleus, of each atom. In most atoms, Neutrons are also located in the nucleus. Neutrons
have no electric charge, but they add weight to the atom. The positively charged protons
tend to repel each other, and this repelling force could destroy the nucleus. The presence of
the neutrons with the protons in the nucleus cancels the repelling action of the protons and
keeps the nucleus together. Electrons are small, very light particles with a negative electrical
charge, electrons move in orbit around the nucleus of an atom.
A proton is approximately 1.840 times heavier than an electron, and this makes the
electron much easier to move than a proton. Because the electrons are orbiting around the
nucleus, centrifugal force tends to move the electrons away from the nucleus. However, the
attraction between the positively charged protons and the negatively charged electrons
holds the electrons holds the electrons in their orbits. The atoms of the different elements
have different numbers of protons, electrons, neutrons. Some of the lighter elements have
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the same number of protons and neutrons in the nucleus, but many of the heavier elements
have more neutrons than protons.
Figure 1: A hydrogen atom
The simplest atom is hydrogen (H) atom, which has one proton in the nucleus and
one electron orbiting around the nucleus (Figure 1). The nucleus of a copper (CU) atom
contains 29 protons and 34 neutrons, while 29 electrons orbit in 4 different rings around the
nucleus. Since 2, 8, and 18 electrons are the maximum number of electrons on the first 3
electron ring next to the nucleus, the fourth ring must have 1 electron (Figure 2). The outer
of an atom is called the valence ring, and the number of electrons on this ring determines
the electrical characteristics of the element. Elements are listed on the atomic scale, or
periodic table, according to their number of protons and electrons. For example, hydrogen
is number 1 on this scale and copper is number 29.
Figure 2: A copper atom.
For some elements, a single atom does not exist. An example of this is oxygen, which
has a chemical symbol of O. Pure oxygen exist as pair of oxygen atoms and has a symbol of
O2 , which is the molecule is the smallest particle of an element or compound that can exist
and still retain the characteristics of the element or compound. Some materials contain only
one type of atom, where as the compound may be described as a liquid, solid, or gas that
contains two or more types of atoms. An oxygen atom readily combines with another
oxygen atom or atoms of many other elements to form a compound. Many atoms also have
this characteristic.
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Water is a compound that contains oxygen and hydrogen atoms. The chemical
symbol for the water is H2O.
This chemical symbol indicates that each molecule of water contains two atoms of
hydrogen and one oxygen atom (Figure 3).
Figure 3: A molecule of Water
States of Matter
The principle of a solid are held together in a rigid structure. When a solid dissolves into a
liquid, its particles break away from this structure and mix evenly in the liquid, forming a
solution. When heated, most liquid evaporate, which means that the atoms or molecules of
which they are made break free from the body of the liquid to become gas particles. If all
the liquid in a solution has evaporated, the solid is left behind. The particles of the solid
normally arrange in the structure called a crystal.
Absorption and Adsorption Not all solids dissolve in a liquid; rather, the liquid will be either
absorbed or adsorbed. The action of the sponge serves as the best example of adsorption.
When a dry sponge is put into water, the water is absorbed by the sponge. The sponge does
not dissolve; the water merely penetrates into the sponge and the sponge becomes filled
with water. There is no change to the atomic structure of the sponge, nor does the structure
of the water change. If we put a glass into water the glass does not absorb the water.
However, the glass still gets wet, as a thin layer of water adheres to the glass. This is
absorption. Materials that absorb fluids are permeable substances. Impermeable
substances adsorb fluids. Some materials are impermeable to most fluids while others are
impermeable to just a few.
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Self Check
LO 3: Describe how all matter exists.
QUESTIONS
The trainee should answer the following questions.
Direction: Fill in the blanks with the correct word or group of words.
1. is anything that occupies space and has mass.
2. is may be defined as the smallest particle of an element in

which all the chemical characteristics of the element are present.
3. A is the smallest particle of an element or compound that

can exist and still retain the characteristics of the element or compound.
4. A substance with only one type of atom is referred to as a/an .
5. may be described as a liquid, solid, or gas that contains two

or more types of atoms.
6. Positively charged particles are called .
7. are small, very light particles with a negative charge.
8. The outer ring of an atom is called the .
9. A is formed when a solid dissolves into a liquid.
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10. Materials that absorb fluids are .
The trainee’s underpinning knowledge was
Satisfactory Not Satisfactory
Feedback to trainee:
Trainee Signature : Date:

Trainer Signature : Date:
Information Sheet
LO 4: Explain what energy is and how energy is converted.
E
nergy may be defined as the ability to do work. Because all matter consists of atoms
and molecules that are in constant motion, all matter has energy. Energy is not matter, but
it affects the behavior of matter. Everything that happens requires energy, and energy
comes
in many forms.
Each form of energy can change into other forms. However, the total amount of
energy never changes; it can only be transferred from one form to another, not created or
destroyed. This is known as the principle of the conversion of energy.
Engine efficiency is a measure of the relationship between the amount of energy put
into the engine and the amount of a available energy from the engine. Engine efficiency is
expressed in a percentage. The formula for determining efficiency is: (output energy ÷ input
energy) x 100.
Other aspects of the engine are expressed in efficiencies, including mechanical
efficiency, volumetric efficiency, and thermal efficiency. They are expressed as a ratio of
input (actual) to output (maximum or theoretical). Efficiencies are always less than 100%.
The difference between the efficiency and 100% is the percentage lost during the process.
For example, if there were 100 units of energy put into the engine and 28 units were used
to power the vehicle, the efficiency would be equal to 28%. This would mean that 72% of
the energy received was wasted or lost.
Kinetic and Potential Energy

When energy is released to do work, it is called kinetic energy. This type of energy may also
be referred to as energy in motion. Stored energy may be called potential energy.
Any components and systems have potential energy and, at, times, kinetic energy.
The ignition system is a source for high electrical energy. The heart of the ignition system is
the ignition coil, which has much potential energy. When it is time to fire a spark plug, that
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energy is released and becomes kinetic energy as it creates a spark across the gap of a spark
plug.
Energy Conversion
Energy conversion occurs when one form of energy is changed to another form. Since
energy is not always in the desired form, it must be converted to a form we can use. Some
of the most common automotive energy conversions are listed here.
 Chemical to Thermal Energy. Chemical energy is gasoline or diesel fuel is converted
to thermal energy when the fuel burns in the engine cylinders.
 Chemical to Electrical Energy. The chemical energy in a battery (Figure 4) is
converted to electrical energy to power many of the accessories on an automobile.
 Electrical to Mechanical Energy. In the automobile, the battery supplies electrical
energy to the starting motor and this motor converts the electrical energy to
mechanical energy to crank the engine.
 Thermal to Mechanical Energy. The thermal energy that results from the burning of
the fuel in the engine is converted to mechanical energy, which is used to move the
vehicle.
 Mechanical to Electrical Energy. The generator is driven by mechanical energy from
the engine. The generator converts this energy to electrical energy, which powers
the electrical accessories on the vehicle and recharges the battery.
 Electrical to Radiant. Radiant energy is light energy. In the automobile, electrical
energy is converted to thermal energy, which heats up the inside of light bulbs so
they illuminate and release radiant energy.
Figure 4: Chemical energy is converted to electrical energy in a battery.
Mass and Weight

Mass is the amount of matter in an object. Weight is a force and is measured in pounds or
kilograms. Gravitational force gives the mass its weight. As an example, a spacecraft can
weigh 500 tons (one million pounds) here on earth where it is affected by the earth’s
gravitational pull. In outer space, beyond the earth’s gravity and atmosphere, the
spacecraft is nearly weightless (Figure 5).
To convert kilograms into pounds, simply multiply the weight in kilograms by 2.2046.
For example, if something weighs 5 kilograms it weighs 11.023 pounds (5 x 2.2046). To
express the answer in pounds and ounces, convert the .023 pounds into ounces. Since there
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are 16 ounces in a pound, multiply 16 by (16 x 0.023 = 0.368 ounces). Therefore 5 kilograms
is equal to 11 pounds 0.368 ounces.
Figure 5: The difference in weight of a

space shuttle on Earth and in Space.
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Size
The size of something is related to its mass. The size of an object defines how much space it
occupies. Size dimensions are typically stated in terms of length, width, and height. Length
is a measurement of how long something from one end to another. Width is a
measurement of how wide something is from one side to another. Obviously height is a
measurement of the distance from something’s bottom to its top. All three of these
dimensions are measured in inches, feet, yards, and miles in the English system and meters
in the metric system.
To convert the meter into feet, multiply the number of meter by 3.281. To convert
the feet into inches, simply multiply the answer in feet by 12. To convert 0.01 millimeter
into inches, begin by converting 0.01 millimeter into meters. Because 1 millimeter (mm) is
equal to 0.001 meters, you need to multiply 0.01 by 0.001 (0.001 x 0.01 = 0.00001). Then
multiply 0.00001 meters by 3.281 (0.00001 x 3.281 = 0.00003821 feet). Now convert feet
into inches by multiplying by 12 (0.00003821 x 12 = 0.00039372 inches).
An easier way to do this conversion would be to use the conversion factor that states
1 millimeter is equal to 0.03937 inches. To use this conversion factor, multiply 0.1
millimeter, by 0.03937 (0.01 x 0.03937 = 0.0003937 inches).
Sometimes distance measurements are made with a rule that has fraction rather
than decimal increments. Most automotive specifications are given decimally; therefore,
fractions need to be converted into decimals. It is also easier to add and subtract dimension
if they are expressed in decimal form rather than in fractions. For example, suppose you
want to find the rolling circumference of a tire and you know the diameter of the tire to b2
20 3/8 inches. The distance around the tire is the circumference and it is equal to the
diameter multiplied by a constant called pi (π). Pi is equal to approximately 3.1416;
therefore, the circumference of the tire is equal to 20 3/8 inches multiplied by 3.1416. This
calculation is much easier if you convert the 20 3/8 inches into a whole number and a
decimal. To convert the 3/8 to a decimal, divide the 3 by 8(3÷8 = 0.375). Therefore, the
diameter of the tire is 20.375 inches. Now multiplying the diameter by π(20.375 x 3.1416 =
63.98). The circumference of the tire is nearly 64 inches.
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
Self Check
LO 4: Explain what energy is and how energy is converted.
QUESTIONS
Direction: Give what is asked from each item. Write your answers on the spaces
provided.
1. Define energy.
2. Define engine efficiency.
3. State the principle of the conservation of energy.
4. Differentiate kinetic energy from potential energy.
5. Give at least two of the most common automotive energy

conversions. Also give specific example in each conversion.

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QA Issued by: Date:
Guide Procedure
Information Sheet
LO 5: Calculate the volume of the cylinder.
olume is also measurement of size and is related to mass and weight. Volume is the
amount of space occupied by an object in three dimensions: length, width and
V
height. For example, a pound of gold and pound of feathers both have the same
weight, but the pound of feathers occupies a much larger volume. In the English system,
volume is measured in cubic inches, cubic feet, cubic yards, or gallons. The measurement
for volume in the metric system is cubic centimetres or litres (Figure 6).
The volume of container is basically calculated by multiplying the measured length,
and height of an object. For example, if a box has a length of 2 inches, a width of 3 inches,
and a height of 4 inches, it has a volume of 24 cubic inches (2x3x4 = 24). Different shapes
have different formulas for calculating volume but all consider the three basic dimensions of
objectives.
The volume of an engine’s cylinder determines its size, expressed as displacement.
This size does not reflect the external (length, width, and height) of the engine. Cylinder
displacement is the volume of a cylinder between when the cylinder’s piston is at its lowest
point of travel, or bottom dead center (BDC), and its highest point of travel (TDC). This is
called the stroke of the piston (Figure 7). Displacement is usually measured in cubic inches,
cubic centimetres, or liters. The total displacement of engine (including all cylinders) is a
rough indicator of its power output. Total displacement is the sum of displacements of all
cylinders in an engine. Engine cubic inches displacement (CID) may be calculated as follows:
CID = π x R² x L x N
where π = 3.1416
R = radius of the cylinder opening or the diameter (bore) ÷ 2
L = length of the stroke
N = number of cylinders in the engine
Example: Calculate the CID of a six-cylinder engine with a 3.7-in. bore and 3.4-in. stroke.
CID = 3.1416 x 1.85² x 3.4 x 6
CID = 219.66
Figure 6: A comparison of metric and English

units of volume Figure 7: The bore and stroke of an engine
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Guide Procedure
Most of today’s engines are describe are described by their metric displacement.
Cubic meters and liters are determined by using metric measurements in the displacement
formula.
Example: Calculate the metric displacement of a four-cylinder engine with a 78.9-mm

stroke and a 100-mm bore. Before you use the formula to find the displacement in cubic
centimetres, you must convert the millimetre measurements to centimetres. 78.9 mm =
7.89 cm and 100 mm = 10 cm.
Displacement = 3.1416 x 5² x 7.89 x 4

Displacement = 2479 cubic centimetres (cc) or approximately 2.5 litres (L)
Engine displacement can also be calculated by using this formula:
0.7854 x Bore x Bore x Stroke x Number of Cylinders = Displacement
Ratios
Often automotive features are expressed as ratios. A ratio expresses the relationship
between two things. If something is twice as large as some other thing, there is a ratio of
2:1. Sometimes ratios are used to compare the movement of an object. For example, if a
gear within a 2-inch diameter, the ratio of the gears is 1:2.
The compression ratio of an engine expresses how much the air/fuel mixture will be
compressed as the piston in a cylinder moves from BDC to TDC of the cylinder. The
compression ratio is defined as the ratio of the volume in the cylinder above the piston
when the piston is at the bottom of its travel to the volume in the cylinder above the piston
when the piston is at its uppermost position (figure 8). The formula for calculating the
compression ratio is as follows:
Volume above the piston at BDC ÷ Volume above the piston at TDC
Figure 8: An engine’s compression ratio indicates the amount the air/fuel

mixture is compressed during the compression stroke.
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Guide Procedure
Total cylinder volume ÷Total combustion chamber volume
In many engines, the top of the piston is even or level with the top of the cylinder
block at TDC. The combustion chamber is in the cavity in the cylinder head above the
piston. This is modified slightly by the shape of the top of the piston. The volume of the
combustion chamber must be added to each volume in the formula to get an accurate
calculation of compression ratio.
Example: Calculate the compression ratio if the total piston displacement is 45 cubic inches
and the combustion chamber volume is 5.5 cubic inches.
45 + 5.5 ÷ 5.5 = 9.1
Therefore, the compression ratio is 9.1 to 1 or 9.1:1
Proportions
Ratios can also be used to express the correct mixture for something. An example of this
would be the amount of engine coolant that could be mixed with water before the engine’s
cooling system if refilled (Figure 9). Typically specifications call for 50% coolant and 50%
water, or ratio of 1:1. This mixture allows for maximum for hot and cold protection. To
apply this ratio, suppose a cooling system has a capacity of 9.5 litres. Because most engine
coolant is sold in gallon containers, to determine the amount of coolant that should be put
in the system we must first convert the liter capacity to gallon capacity. One gallon equals
3.7854, so we need to divide 9.5 liters by 3.7854 (9.5 ÷ 3.7854 = 2.5097). Now we know the
total capacity of the cooling system is a little more than 2.5 gallons. To determine how
much coolant or antifreeze to put in the system, we divide the total capacity by 2, which
gives the quantity equal to 50% of the capacity (2.5 ÷2 = 1.25). Therefore, to obtain the
correct mixture, 1¼ gallons of coolant should be mixed with 1 ¼ gallons of water.
Figure 9: The relationship of

the percentage of antifreeze to
the freezing and boiling points
of the engine’s coolant.
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
Self Check
QUESTIONS
Direction: Calculate the following. Write your solutions and answers on a sheet of
paper.
1. What is the cubic inch displacement of an 8-cylinder engine having a bore of

4.094 in and a stroke of 3.76 in?
2. Calculate the CID of a 4-cylinder engine with 3 ¾ in bore and a 3 ½ in stroke.
3. Calculate the metric displacement of a 6-cylinder engine with an 8.56 cm bore

and a 6.9 cm stroke.
4. A cylinder with the piston at the bottom of its stroke contains 1000 cc of air.
When the piston has moved up to the top of its stroke inside the cylinder, the
remaining volume inside the combustion chamber has been reduced to 100 cc.
What is the compression ratio of the engine?

TESDA Document No.:

QA Issued by: Date:
Guide Procedure
Job Sheet
Using the Bore and Stroke of an Engine to Calculate Displacement
Name of Trainee: Date:
Objective
Upon completion of this job sheet, you will have demonstrated the ability to calculate the
displacement of an engine in both imperial and metric terms. Before beginning, review the
material on LEARNING OUTCOME 5 of this competency.
Tools and Materials

Service Manual
Calculator
Describe the vehicle being worked on:

Year Make Model
Engine type and Size
Source of Information
PROCEDURE
1. Using your designated source of information, find the specifications for this engine.
Task Completed
2. What is the specified stroke for this engine? in mm
3. What is the specified bore of the cylinders? in mm
4. How many cylinders does this have?
5. Using the formula displacement = x R2 x L x N, determine the imperial and metric

displacement of the engine. Show your math here:
Displacement is : CID and cc
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Guide Procedure
6. Do your calculations agree with the advertised size of the engine and if they do not,
explain why.
7. If the bores in this engine were increased by 0.030 inches to correct problems on the
walls of the cylinders, what would the new displacement of the engine be?
CID and cc
Show your math here:
Problems Encountered
Instructor’s Comments
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QA Issued by: Date:
Guide Procedure
Information Sheet
LO 6: Explain the forces that influence the design and operation
of an automobile.
orce is a push or pull and can be larger or small. Force can be applied to objects by
direct contact or from a distance. Gravity and electromagnetism are example of
F
forces that are applied from a distance. Forces can be applied from any direction and
with any intensity. For example, if a pulling force on an object is twice that of the pushing
force, the object will be pulled at one-half the pulling force. When two or more forces are
applied to an object, the combined force is called the resultant. The resultant is the sum of
the size and direction of the forces. For example, when a mass is suspended by two lengths
of wire, each wire should carry half of the weight of the mass. If we move the attachment of
the wires so they are at an angle to the mass, the sires now carry more force. The sires
carry the force of the mass plus a force that pulls against the other wire.
Automotive Forces
When a vehicle is at rest, gravity exerts a downward force on the vehicle. The ground exerts
an equal and opposite upward force and supports the vehicle. When the engine is running
and its power output is transferred to the vehicle’s drive wheels, the wheels exert a force
against the ground in a horizontal direction. This force causes the vehicle to move but is
opposed by the mass of the vehicle (Figure 10). To move the vehicle faster, the force
supplied by the wheels must increase beyond the opposing force. As the vehicle moves
faster, it pushes against the air as it travels. This push becomes a growing opposing force,
and the force at the drive wheels must overcome the force in order for the vehicle to
increase speed. After the vehicle has achieved the desired speed, no additional force is
required at the drive wheels.
Figure 10: The amount of energy required to move a vehicle depends on its mass.
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Guide Procedure
Balanced and Unbalanced Force. When the applied forces are balanced and there is no
overall resultant force, the object is said to be in equilibrium. An object sitting on a solid
flat surface is in equilibrium, because its weight is supported by the surface and there is no
resultant force. If the surface is put on an angle, the object will tend to slide down the
surface. If the surface is at a slight angle, the force will cause the object to slowly slide down
the surface. If the surface is at a severe angle, the downward force will cause the object to
quickly slide down the slope. In both cases, the surface is still supplying the force needed to
support the object but the pull of gravity is greater and the resultant force causes the object
to slide down the slope.
Turning Forces. Forces can cause rotation as well as straight line in motion. a force acting
on an object that is free to rotate has a turning effect, or turning force. This force is equal to
the size of the force multiplied by the distance of the force from the turning point around
which it acts.
Forces on Tires and Wheels

If you roll a cone-shaped piece of metal on a smooth surface, the cone does not roll in a
straight line. Rather, it moves toward the direction of the tilt on the cone. The weight at
the large end of the cone is applied at an angle to the small end of the cone (Figure 11).
Riding a bicycle is another example. When you want to make a left turn, it is easier if you tilt
the bicycle to the left. The reason for this action is that a tilted, rolling wheels tends to
move in the direction of the tilt. Similarly, if a tire and wheel on an automobile are tilted,
the tire and wheel will tend to move in the direction of the tilt. This principle is used in front
wheel alignment.
While riding a bicycle, the force applied to the bicycle is protected through the
bicycle’s front fork to the road surface by your weight. The center line of the front fork is
tilted rearward in relation to the vertical center line of the wheel. When the handle bars are
turned, the tire pivots on the vertical centreline of the wheel. Since the tire’s pivot point is
behind the fork centreline where your weight is protected against the surface of the road,
the front wheel tends to return to the straight-ahead position after a turn. The wheel also
tends to remain in the straight-ahead position as the bicycle is driven. This principle if
resultant force is also the basic for the theories applied during front wheel alignment.
Figure 11: A tire at an angle will roll in

the same way as a cone
would.
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Guide Procedure
Centrifugal/Centripetal Forces
When an object moves in a circle, its direction is continuously changing, and all changes in
direction require a force. The forces required to maintain circular motion are called
centripetal and centrifugal force. The size of these forces depends on the size of the circle
and the mass and speed of the object.
Centripetal force tends to pull the object toward the centre of the circle, whereas
centrifugal force tends to push the object away from the centre. The centripetal force that
keeps an object whirling around on the end of a string is caused by tension in the string. If
the string breaks, there is no longer string tension and centripetal force and the object
breaks will fly off in a straight line because of the centrifugal force on it. Gravity is the
centripetal force that keeps the planets orbiting around the sun. Without this centripetal
force, the Earth would move in a straight line through space.
Wheel and Tire Balance

When the weight of a wheel and tire assembly is distributed equally around the centre of
the wheel rotation, the wheel and tire have proper static balance. Being statically balanced,
the wheel and tire assembly will not tend to rotate by itself, regardless of the wheel
position. If the weight is not distributed equally, the wheel and tire assembly is statically
unbalanced. As the wheel and tire rotate, centrifugal force acts on this static unbalance and
causes the wheel to “tramp” or “hop” (Figure 12).
Figure 12: Wheel tramp is the result

of a tire and wheel assembly being Figure 13: Dynamic imbalance causes
statically unbalance. wheel shimmy.
Dynamic balance exists when the weight thrown to the sides of the tire and wheel
assembly is equal when the assembly is rotating (Figure 13). To illustrate this balance,
assume we have a bar with a ball attached by string to both ends of the bar. If we cause the
bar to rotate, the balls will turn with the bar and centripetal and centrifugal force will keep
the balls in an orbit around the rotating bar. If the two balls weight the same and are at an
equal distance from the bar, the bar will rotate smoothly. However, if one of the balls is
heavier than the other the bar will wobble as it rotates. The greater the difference in the
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
weight of the balls, the greater the wobble. The wobble can eventually destroy the
mechanism used to rotate the bar.
Now, if we add some weight to the end of the bar that has the lighter ball, the
weights and forces can be equalized and the wobble removed. This principle illustrates how
we dynamically balance a wheel and tire assembly (Figure 14).
When we think of all the parts of an automobile that rotate, it is easy to see why
proper balance is important. Improper balance can cause premature wear or destruction of
parts.
Figure 14: Adding a weight to counteract with the heavy spot of a tire and wheel assembly.
Pressure
Pressure is the force applied against an object and is measured in units for force per unit of
surface area (pounds per square inch or kilograms per square centimetre). Mathematically,
pressure is equal to the applied force divided by the area over which the force acts.
Consider two 10 pound weights sitting on a table; one occupies an area of 1 square inch and
the other an area of 4 square inches. The pressure exerted by the first weight would be 10
pounds per 1 square inch or 10 psi. The other weight, although it weights the same, will
exert only 2.5 psi (10 pounds per 4 square inches= 10÷4 = 2.5). This illustrates the important
concepts: A force acting over a large area exerts less pressure than the same force acting
over a small area.
Because the pressure is a force, all principles of force apply to pressure. If more than
one pressure is applied to an object, the object will respond to the resultant force. Also, all
matter (liquids, gases, and solids) tends to move from an area of high pressure to a low-
pressure area.
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
Self Check
LO 6: Explain the forces that influence the design and operation
of an automobile.
QUESTIONS
Direction: Answer the following briefly.
1. Explain why rotating tilted wheel moves in the direction of the tilt.
2. Describe the effects of static and dynamic balance.

TESDA Document No.:

QA Issued by: Date:
Guide Procedure
Information Sheet
LO 7: Describe and apply Newton’s Law of Motion to an automobile.
Motion
When the forces in an object do not cancel each other out, they will change the motion of
the object. The object’s speed, direction of motion, or both will change. The greater the
mass of an object, the greater the force needed to change its motion. This resistance to
change in motion is called inertia. Inertia is the tendency of an object in motion to stay in
motion. The inertia of an object at rest is called static inertia, whereas dynamic inertia
refers to the inertia of an object in motion. Inertia exists in liquids, solids, and gases. When
you push and move a parked vehicle, you overcome the static inertia of the vehicle. If you
catch a ball in motion, you overcome the dynamic inertia of the ball.
When a force overcomes static inertia and moves an object, the object gains
momentum is the product of an object’s weight times its speed. Momentum is the product
of an object’s weight times its speed. Momentum is a type of mechanical energy. An object
loses momentum if another force overcomes the dynamic inertia of the moving object.
Rates
Speed is the distance an object travels in a set amount of time. It is calculated by dividing
distance covered by time taken. We refer to the seed of a vehicle in terms of miles per hour
(mph) or kilometres per hour (km/h). Velocity is the speed of an object in a particular
direction. Acceleration, which only occurs when a force is applied, is the rate of increase in
speed. Acceleration is calculated by dividing the change in speed by the time it took for that
change. Deceleration is the reverse of acceleration, as it is the rate of a decrease in speed.
Newton’s Law of Motion

How forces change the motion of objects was first explained three centuries by Sir Isaac
Newton. These explanations are known as Newton’s Laws. Newton’s first law of motion is
called the law of inertia. It states that an object at rest tends to remain at rest and an object
in motion tends to remain in motion, unless some force acts on it. When a car is parked on
a level street, it remains stationary unless it is driven or pushed.
Newton’s second law states that when a force acts on an object the motion of the
objects will change. This change in motion is equal to the size of the force divided by the
mass of the object on which it acts. Trucks have a greater mass than cars. Since a large
mass requires a larger force to produce a given acceleration, a truck needs a larger engine
than a car.
Newton’s third law says that for every action there is an equal and opposite reaction.
A practical application of this law occurs when the wheel on a vehicle strikes a bump in the
road surface. This action drives the wheel and suspend upward with a certain force, and a
specific amount of energy is stored in the spring. After this action occurs, the spring forces
the wheel and suspension downward with a force equal to the initial upward force caused
by the bump.
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
Self Check
LO 7: Describe and apply Newton’s Law of Motion to an automobile.
QUESTIONS
Direction: Answer the following briefly.
1. Describe Newton’s first law of motion and give an application of this law in
automotive theory.
2. Explain Newton’s second law of motion and give an example of how this law is
used in automotive theory.
3. Explain Newton’s third law of motion and give an example of how this law is
used in automotive theory.

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QA Issued by: Date:
Guide Procedure
GLOSSARY
(Receive and Respond to Workplace Communication)
Communication – basically consists of writing, reading, speaking and listening
Decoding – the act of translating messages
Encoding – the act of producing messages – speaking, writing
Feedback – receiver’s response
Notices – announcements, notifications,
communication Pin up board – board that is fastened to
a wall Routinary – repetitious
Workplace – a place where a work is done
GLOSSARY
(Physics Key Terms)
Atoms – are the smallest unit of an element, having all the characteristics of that element
and consisting of a dense, central, positively charged nucleus surrounded by a system of
electrons.
Centrifugal Force – is a force that tends to move objects away from the center in a system
undergoing circular motion.
Centripetal Force – is the inward force required to keep a particle or an object moving in a
circular path.
Compression Ratio – is the ratio of the volume between the piston and cylinder head before
and after a compression stroke.
Displacement – is the volume displaced by a single stroke of a piston in an engine or pump.
Element – is a substance composed of atoms having an identical number of protons in each

nucleus. Elements cannot be reduced to simpler substances by normal chemical means.
Energy – is the ability to do work, and all matter has energy.
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Guide Procedure
Engine Efficiency – is the ratio between the energy supplied to an engine to the energy
output of the engine.
Force – is a push or a pull. It is something that causes a change in the motion of an object.
Kinetic Energy – is an energy associated with motion.
Mass – is the amount of matter in an object.
Matter – is anything that occupies that occupies space and it exists as a gas, liquid, or solid.
Molecules – The smallest particle of a substance that retains the chemical and physical
properties of the substance and is composed of two or more atoms; a group of like or
different atoms held together by chemical forces.
Potential Energy – is the energy an object has because of its position, rather than its
motion.
Volume – is the amount of space occupied by a body or mass of fluid.
TESDA Document No.:

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Guide Procedure

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TABLE OF CONTENTS

TESDA Document No.:

MODULE TITLE : RECEIVING AND RESPONDING TO WORKPLACE COMMUNICATIONS

NOMINAL DURATION : 8 hours

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

LO1. EXPLAIN ROUTINARY SPEAKING AND MESSAGES IN WORKPLACE

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1. Speaking in a workplace is well explained and understood

1. Organizational policies and guidelines

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1. Written notices and instructions are read and interpreted correctly

1. Knowledge of organizational policies/guidelines in regard to processing

The students/trainees must be provided with the following:

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Welcome to the Module Receiving and Responding to Workplace Communication. This

Recognition of Prior Learning (RPL)

 been working for someone

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TESDA Document No.:

Learning Outcome I: Explain routinary speaking and messages in a workplace

Learning Steps Resources

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

4. Complete: Self Check 2

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

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

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

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

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

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

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

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Singular Plural Singular Plural

book books teacher teachers

Masculine Feminine Neuter Common

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

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

c. By the addition of masculine or feminine words

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Personal pronouns change their forms according to case and number.

Nominative Possessive Objective

Nominative Possessive Objective

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

b. They can be used in the objective case.

c. They can be used in the possessive case.

Who - refers to persons only.

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Plural Indefinite Pronouns

Indefinite Pronouns that may either be singular or plural

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The audience became restless.

OTHER WAYS OF CLASSIFYING VERBS

 Regular Verbs (or Weak Verbs)

Examples: Base Form Past Form Base Form Past Form

 Irregular Verbs (or Strong Verbs)

Examples: Base Form Past Form

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