English reviewer
of life in which people can exchange
Verbal and non-Verbal Communication
Communication- is the exchange of
information/ messages between two or
more persons.
Interpersonal communication -is the
process by which people exchange
information through verbal and non-verbal
messages.
Verbal
Spoken language, voice tone, voice speed
and voice volume.
Non-verbal
Facial expression, touch, body movement,
eye contact and gesture.
Interpersonal skills also include the ability
to:
1. Listen and understand
2. Solve problems
3. Make decisions
4. Manage personal stress
The three types of communication are
verbal communication, non-verbal
communication, and written
communication. Verbal communication
includes conversation, dialogue or
interview.
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
don’t want to do. Nonverbal
communication is the transfer of
information through the use of body.
Language including eye contact, facial
expressions, gestures and more.
Conversation or dialogue is a natural part
information and maintain social
relationships with friends, family members
and others.
Verbal Communication
 Type of communication that you
use in expressing your feelings or
ideas through the use of words.
Types of verbal communication:
1. Oral Communication- use of
spoken language in giving and
receiving information.
2. Written communication-
communication using printed texts.
-Use of words without producing
sounds.
Nonverbal Communication
 Process of delivering a message
using actions without words.
Types of nonverbal communication:
1. Kinesics- body language such as
facial expressions, gestures, body
postures, movement.
2. Proxemics- personal space or
distance that individuals maintain
while communicating.
3. Haptics- use of touch to
communicate feelings.
4. Oculesics- movements of eyes.
5. Vocalics/ Paralanguage- point of
voice, pitch, loudness.
Phrases and Clauses
*The Sentence is the largest grammatical
unit in the English Rankscale and it refers
to a group of words that begins with a
capital letter and ends with any of these
three punctuation marks: the period or full
stop, the exclamation mark and the
question mark.
A simple sentence is one which has one
main or independent clause.
Examples:
• This is my food.
• I love you so much.
• Choco has gone home
• Cathy bought a book this morning.
• The hardworking farmer reaped a
bumper harvest last year.
Sentence has two parts; the subject, and
the predicate.
The subject refers to the part of sentence
that tells who or what the sentence is
about.
Phrase
 words can be grouped together,
but without a subject or a verb.
 A phrase is a group of words
related to the subject, predicate, or
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.
An independent clause is a group of words
that contains both a subject and a
predicate. It expresses a complete thought
and can stand alone as a sentence. It can
also be joined to other dependent or
independent clauses to make a more
interesting and complex sentence.
A dependent clause is a group of words
that has both a subject and a verb but
(unlike an independent clause) cannot
stand alone as a sentence. It's a clause
that implies that there is more to come and
is incomplete.
Coordinating conjunctions
 Coordinate or join two or more
sentences, main clauses, words, or
other parts of speech which are of
the same syntactic importance.
Also known as coordinators,
coordinating conjunctions are used
to give equal emphasis to a pair of
main clauses.
 Coordinating conjunctions always
connect phrases, words, and
clauses.
o The seven coordinating
conjunctions used as connecting
words at the beginning of an
independent clause are and, but,
for, or, nor, so, and yet.
o When the second independent
clause in a sentence begins with a
coordinating conjunction, a comma
is needed before the coordinating
conjunction.
Simile, Metaphor and
personification:
Simile
o a word that compares words in a
sentence. You can usually tell if a
simile is present in a sentence
when you see the words as or like.
Metaphor
o metaphor compares words in a
sentence; however, instead of
saying that one thing is like
something else, a metaphor
actually makes one thing become
something very different by
renaming it.
o A metaphor can sometimes use
words like is, are, or was (and
other words) to signal that a
metaphor is present. However, a
metaphor never uses the words
like or as to compare.
Personification
o is the act of giving non-living things
human characteristics.
Prepositions
o a word that is placed before a noun
or a pronoun and establishes the
positional relation with other words
in the sentence.
Analogy
o a cognitive process of transferring
information or meaning from a
particular subject to another, or a
linguistic expression corresponding
to such a process.
Figure of speech
o Is a word or phrase that
intentionally deviates from ordinary
language use in order to produce a
rhetorical effect.[1] Figures of
speech are traditionally classified
into schemes, which vary the
ordinary sequence of words, and
tropes, where words carry a
meaning other than what they
ordinarily signify.
Classification of Figures of Speech
The figures of speech can be categorized
into types based on their functions when
used in sentences. Accordingly, the main
categories are composed of ones that:
 Show a Relationship or
Resemblance
 Show Phonetic Resemblances and
Representing Sounds
 Show Emphasis or Unimportance
Singular and Plural
o Singular means one. Plural means
more than one. Non-count nouns
can, by definition, not be counted.
Critical Reading
o Critical reading means that a
reader applies certain processes,
models, questions, and theories
that result in enhanced clarity and
comprehension. There is more
involved, both in effort and
understanding, in a critical reading
than in a mere "skimming" of the
text.
Figurative Language
o Figurative language refers to the
use of words in a way that deviates
from the conventional order and
meaning in order to convey a
complicated meaning, colorful
writing, clarity, or evocative
comparison. It uses an ordinary
sentence to refer to something
without directly stating it.
Collocation
 o is ‘a predictable combination of
words‘ for example we can say
heavy rain but not strong rain
because it does not sound right’
likewise, we can say ‘do exercise’
but not ‘make exercise’.
Collocations can be made up of
any kinds of words such as verbs,
nouns, adverbs and adjectives.
There are no rules for collocations,
they are just combinations of
words that we can become familiar
with and then use correctly.
Parallelism
o Parallelism refers to using similar
words, clauses, phrases, sentence
structure, or other grammatical
elements to emphasize similar
ideas in a sentence. It makes the
sentence concise, clear, and easy
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.
o Cohesive Devices are words or
phrases that show the relationship
between paragraphs or sections of
a text or speech.
o Cohesive devices are words like
‘For example, ‘In conclusion,
‘however‘ and ‘moreover‘.
Modals
o Modals are helping verbs (meaning
they precede other verbs) used to
indicate permission, possibility,
obligation, advice, ability,
prohibition, requests, and
preference.
o So when might you use them in
academic writing? They often
appear in research papers to make
a suggestion, prediction, or ask a
question.
Nouns
o Nouns are words that represent
people, places, or things.
Everything we can see or talk
about is represented by a word.
That word is called a "noun." You
might find it useful to think of a
noun as a "naming word."
o Often, nouns name things we can
touch (e.g., "lion," "cake,"
"computer"), but sometimes they
name things we cannot touch (e.g.,
"bravery," "mile," "joy").
Verbs
o Verbs are the action words in a
sentence that describe what the
subject is doing. Along with nouns,
verbs are the main part of a
sentence or phrase, telling a story
about what is taking place. In fact,
without a verb, full thoughts can’t
be properly conveyed, and even
the simplest sentences, such as
Maria sings, have one. Actually, a
verb can be a sentence by itself,
with the subject, in most case you,
implied, such as, Sing! and Drive!
Adjective
o An adjective is a word that
modifies or describes a noun or
pronoun. Adjectives can be used to
describe the qualities of someone
or something independently or in
comparison to something else.
o Examples: Adjectives in a
sentence
I like old houses.
The boy is tall and skinny.
Jane is smarter than her brother.
Intonation
o Primarily a matter of variation in
the pitch of the voice. In such
languages as English, it is often
accompanied by stress and rhythm
to produce meaning.
o (Tone is also a form of pitch
modulation, but the term describes
the use of pitch to differentiate
words and grammatical
categories.)
Literary text
o Literary texts are understood as a
set of works that are created for
aesthetic purposes and that draw
attention to a series of poetic forms
and varied uses of language,
beyond the intention of creating
real or objective content in their
message or text. That is to say,
they are texts that have a greater
variety of possible approaches
given their subjective character, as
well as the freedom of content that
it is possible to develop.
Informative text
o Informational text educates the
reader about a specific topic. It’s a
unique type of writing; you’ll see it
in a number of different mediums.
A manual with instructions for
putting together a desk.
o Informative text contains a number
of aids that make it easier for
readers to follow along and get the
information they need.
Assonance
o Assonance is a literary device in
which the repetition of similar
vowel sounds takes place in two or
more words in proximity to each
other within a line of poetry or
prose. Assonance most often
refers to the repetition of internal
vowel sounds in words that do not
end the same. For example, “he
fell asleep under the cherry tree” is
a phrase that features assonance
with the repetition of the long “e”
vowel, despite the fact that the
words containing this vowel do not
end in perfect rhymes. This allows
writers the means of emphasizing
important words in a phrase or line,
as well as creating a sense of
rhythm, enhancing mood, and
offering a lyrical effect of words
and sounds.
Alliteration
o Alliteration is the conspicuous
repetition of initial consonant
sounds of nearby words in a
phrase, often used as a literary
device. A familiar example is
"Peter Piper picked a peck of
pickled peppers".
Passive and active voice
Active voice
o In most English sentences with an
action verb, the subject performs
the action denoted by the verb.
Passive voice
o One can change the normal word
order of many active sentences
(those with a direct object) so that
the subject is no longer active, but
is, instead, being acted upon by
the verb - or passive.
Object of preposition
o The object of a preposition is the
noun or pronoun that follows the
preposition in a sentence.
A flow chart allows students to
understand the cause and effect of
each stage in a process
Web:
Webbing is a diagram tool that groups
categories of information into
associated themes, typically
developed from a template for
educational purposes.

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: