English reviewer Conversation or dialogue is a natural part

of life in which people can exchange

Verbal and non-Verbal Communication information and maintain social
relationships with friends, family members
Communication- is the exchange of and others.
information/ messages between two or
more persons. Verbal Communication

Interpersonal communication -is the  Type of communication that you

process by which people exchange use in expressing your feelings or
information through verbal and non-verbal ideas through the use of words.
messages.
Types of verbal communication:
Verbal
1. Oral Communication- use of
Spoken language, voice tone, voice speed spoken language in giving and
and voice volume. receiving information.
2. Written communication-
Non-verbal communication using printed texts.
Facial expression, touch, body movement, -Use of words without producing
eye contact and gesture. sounds.

Interpersonal skills also include the ability Nonverbal Communication

to:  Process of delivering a message
1. Listen and understand using actions without words.

2. Solve problems Types of nonverbal communication:

3. Make decisions 1. Kinesics- body language such as

facial expressions, gestures, body
4. Manage personal stress postures, movement.
2. Proxemics- personal space or
The three types of communication are distance that individuals maintain
verbal communication, non-verbal while communicating.
communication, and written 3. Haptics- use of touch to
communication. Verbal communication communicate feelings.
includes conversation, dialogue or 4. Oculesics- movements of eyes.
interview. 5. Vocalics/ Paralanguage- point of
voice, pitch, loudness.
Verbal communication is the use of
sounds and words to express yourself,
especially in contrast to using gestures or
mannerisms. An example of verbal
communication is saying ‘no’ when
someone asks you to do something you
Phrases and Clauses
don’t want to do. Nonverbal
communication is the transfer of *The Sentence is the largest grammatical
information through the use of body. unit in the English Rankscale and it refers
Language including eye contact, facial to a group of words that begins with a
expressions, gestures and more. capital letter and ends with any of these
three punctuation marks: the period or full A dependent clause is a group of words
stop, the exclamation mark and the that has both a subject and a verb but
question mark. (unlike an independent clause) cannot
stand alone as a sentence. It's a clause
A simple sentence is one which has one that implies that there is more to come and
main or independent clause. is incomplete.
Examples: Coordinating conjunctions
• This is my food.  Coordinate or join two or more
sentences, main clauses, words, or
• I love you so much.
other parts of speech which are of
• Choco has gone home the same syntactic importance.
Also known as coordinators,
• Cathy bought a book this morning. coordinating conjunctions are used
to give equal emphasis to a pair of
• The hardworking farmer reaped a
main clauses.
bumper harvest last year.
 Coordinating conjunctions always
Sentence has two parts; the subject, and connect phrases, words, and
the predicate. clauses.
o The seven coordinating
The subject refers to the part of sentence conjunctions used as connecting
that tells who or what the sentence is words at the beginning of an
about. independent clause are and, but,
for, or, nor, so, and yet.
Phrase
o When the second independent
 words can be grouped together, clause in a sentence begins with a
but without a subject or a verb. coordinating conjunction, a comma
 A phrase is a group of words is needed before the coordinating
related to the subject, predicate, or conjunction.
object.
 Phrases do not contain a subject
and a predicate, or we would call
them clauses.
 Phrases provide additional
information about subjects,
predicates, and / or objects, and
understanding how they work is
helpful to building an analyzing
sentence. Simile, Metaphor and
personification:
An independent clause is a group of words
that contains both a subject and a Simile
predicate. It expresses a complete thought
and can stand alone as a sentence. It can o a word that compares words in a
also be joined to other dependent or sentence. You can usually tell if a
independent clauses to make a more simile is present in a sentence
interesting and complex sentence. when you see the words as or like.
Metaphor Classification of Figures of Speech

o metaphor compares words in a The figures of speech can be categorized

sentence; however, instead of into types based on their functions when
saying that one thing is like used in sentences. Accordingly, the main
something else, a metaphor categories are composed of ones that:
actually makes one thing become
something very different by  Show a Relationship or
renaming it. Resemblance
o A metaphor can sometimes use  Show Phonetic Resemblances and
words like is, are, or was (and Representing Sounds
other words) to signal that a  Show Emphasis or Unimportance
metaphor is present. However, a
metaphor never uses the words Singular and Plural
like or as to compare.
o Singular means one. Plural means
Personification more than one. Non-count nouns
can, by definition, not be counted.
o is the act of giving non-living things
human characteristics. Critical Reading

Prepositions o Critical reading means that a

reader applies certain processes,
o a word that is placed before a noun models, questions, and theories
or a pronoun and establishes the that result in enhanced clarity and
positional relation with other words comprehension. There is more
in the sentence. involved, both in effort and
understanding, in a critical reading
Analogy than in a mere "skimming" of the
text.
o a cognitive process of transferring
information or meaning from a
particular subject to another, or a
linguistic expression corresponding
to such a process.
Figurative Language
o Figurative language refers to the
Figure of speech use of words in a way that deviates
from the conventional order and
o Is a word or phrase that meaning in order to convey a
intentionally deviates from ordinary complicated meaning, colorful
language use in order to produce a writing, clarity, or evocative
rhetorical effect.[1] Figures of comparison. It uses an ordinary
speech are traditionally classified sentence to refer to something
into schemes, which vary the without directly stating it.
ordinary sequence of words, and
tropes, where words carry a Collocation
meaning other than what they
ordinarily signify.
 o is ‘a predictable combination of prohibition, requests, and
words‘ for example we can say preference.
heavy rain but not strong rain o So when might you use them in
because it does not sound right’ academic writing? They often
likewise, we can say ‘do exercise’ appear in research papers to make
but not ‘make exercise’. a suggestion, prediction, or ask a
Collocations can be made up of question.
any kinds of words such as verbs,
nouns, adverbs and adjectives. Nouns
There are no rules for collocations,
they are just combinations of o Nouns are words that represent
words that we can become familiar people, places, or things.
with and then use correctly. Everything we can see or talk
about is represented by a word.
Parallelism That word is called a "noun." You
might find it useful to think of a
o Parallelism refers to using similar noun as a "naming word."
words, clauses, phrases, sentence o Often, nouns name things we can
structure, or other grammatical touch (e.g., "lion," "cake,"
elements to emphasize similar "computer"), but sometimes they
ideas in a sentence. It makes the name things we cannot touch (e.g.,
sentence concise, clear, and easy "bravery," "mile," "joy").
to read.
o Parallel structure is important
especially in items in a series,
paired items, and items in an
outline or list.

Cohesive Devices
o Cohesive devices are sometimes
called linking words, linkers,
connectors, discourse markers, or
transitional words. Verbs
o Cohesive Devices are words or
phrases that show the relationship o Verbs are the action words in a
between paragraphs or sections of sentence that describe what the
a text or speech. subject is doing. Along with nouns,
o Cohesive devices are words like verbs are the main part of a
‘For example, ‘In conclusion, sentence or phrase, telling a story
‘however‘ and ‘moreover‘. about what is taking place. In fact,
without a verb, full thoughts can’t
Modals be properly conveyed, and even
the simplest sentences, such as
o Modals are helping verbs (meaning Maria sings, have one. Actually, a
they precede other verbs) used to verb can be a sentence by itself,
indicate permission, possibility, with the subject, in most case you,
obligation, advice, ability, implied, such as, Sing! and Drive!
Adjective A manual with instructions for
putting together a desk.
o An adjective is a word that o Informative text contains a number
modifies or describes a noun or of aids that make it easier for
pronoun. Adjectives can be used to readers to follow along and get the
describe the qualities of someone information they need.
or something independently or in
comparison to something else. Assonance
o Examples: Adjectives in a
sentence o Assonance is a literary device in
I like old houses. which the repetition of similar
The boy is tall and skinny. vowel sounds takes place in two or
Jane is smarter than her brother. more words in proximity to each
other within a line of poetry or
Intonation prose. Assonance most often
refers to the repetition of internal
o Primarily a matter of variation in
vowel sounds in words that do not
the pitch of the voice. In such
end the same. For example, “he
languages as English, it is often
fell asleep under the cherry tree” is
accompanied by stress and rhythm
a phrase that features assonance
to produce meaning.
with the repetition of the long “e”
o (Tone is also a form of pitch
vowel, despite the fact that the
modulation, but the term describes
words containing this vowel do not
the use of pitch to differentiate
end in perfect rhymes. This allows
words and grammatical
writers the means of emphasizing
categories.)
important words in a phrase or line,
Literary text as well as creating a sense of
rhythm, enhancing mood, and
o Literary texts are understood as a offering a lyrical effect of words
set of works that are created for and sounds.
aesthetic purposes and that draw
attention to a series of poetic forms Alliteration
and varied uses of language,
beyond the intention of creating o Alliteration is the conspicuous
real or objective content in their repetition of initial consonant
message or text. That is to say, sounds of nearby words in a
they are texts that have a greater phrase, often used as a literary
variety of possible approaches device. A familiar example is
given their subjective character, as "Peter Piper picked a peck of
well as the freedom of content that pickled peppers".
it is possible to develop.
Passive and active voice
Informative text
Active voice
o Informational text educates the
o In most English sentences with an
reader about a specific topic. It’s a
action verb, the subject performs
unique type of writing; you’ll see it
the action denoted by the verb.
in a number of different mediums.
Passive voice A flow chart allows students to
understand the cause and effect of
o One can change the normal word each stage in a process
order of many active sentences
(those with a direct object) so that Web:
the subject is no longer active, but
is, instead, being acted upon by Webbing is a diagram tool that groups
the verb - or passive. categories of information into
associated themes, typically
Object of preposition developed from a template for
educational purposes.
o The object of a preposition is the
noun or pronoun that follows the
preposition in a sentence.

Examples of Objects of Prepositions

Some examples of objects of prepositions

would be the following:

The small brown bird flew into the oak

tree. (object of preposition = tree)

I keep my shoes under my bed. (object of

preposition = bed)

On the auditorium’s stage, Sam performed

magic tricks. (object of preposition =
stage)

Graphic organizers

o Visual display that demonstrates

relationships between facts,
concepts or ideas. It specifically
guides the user's thinking as they
build up and fill in the graphic
organizer.
o Graphic organizers demonstrate
analytical thinking for users to
internalise and use as a lifelong
skill.

Graphic organizer examples:

Compare and Contrast:

Compare and contrast diagrams

encourage students to analytically
compare two topics or subjects.

Flow Chart: