ENGLISH REVIEWER8.

WEEK 1
LESSON 1: CONTEXT CLUES

LECTURE:
Context clues - Information a reader can get from the reading that helps show what a word or group of words means.
( Like in a mystery, you have to use the clues to find the answer!)
Some types of Context Clues:
1. Synonym or Restatement - words with similar meanings are used within the same sentence, or around
the unfamiliar word.
2. Antonym or Contrast – a word or group of words that has the opposite meaning reveals the meaning of an
unknown term. This type of context clue usually includes the words: whereas, unlike, as opposed to, however, in
contrast to, but, on the other hand.

LESSON 2: INFERENCE AND DEFINITION

Inference
 Word meanings are not directly stated in the text, but definitions of unfamiliar words can be assumed by both
prior knowledge and the context in which the word sits.
Definition
 The unfamiliar word is directly defined in the sentence in which it appears.
 Definitions are usually set off by commas or dashes, and may include the use of the words, as, or, that is and
in other words.
WEEK 2.
LESSON 1: COHESIVE DEVICES

We use cohesive devices to link sentences, paragraphs, or any pieces of text. In other
words, cohesive devices make our content coherent. Overusing cohesive devices or not
using them enough might affect the reader negatively.

LECTURE:
Cohesive devices, sometimes called linking words, linkers, connectors, discourse markers, or transitional words.
These are words or phrases that show the relationship between paragraphs or sections of a text or speech.
Types of Cohesive Examples:
Devices
showing similarity
 And  A trustworthy person will be dependable and honest with you.
 too  Bianca does that too, she does not tell anyone gossips she hears everywhere.
 similarly  Similarly, doing what you say you would do at all times is a good way for
others to trust you.
 equally  Equally, being earnest and open to your friends is another way to be a
trustworthy person.
 identically  Identically, being reliable, honest, loyal, and having integrity will boost your
self-morale.
introducing an item in
a series
 first  First, integrity should be practiced even if no one is watching.
 in the first place  In the first place, a person who has integrity will act and behave based on the
 then values and beliefs they hold.
 finally  Then, it can be considered as a sign of a good future leader.
 Finally, individuals can live honestly and morally.
comparing
 but  We all know that honesty is the best policy but its practice has fallen short.
 meanwhile  Meanwhile, there are still few who live following this policy.
 nevertheless  Nevertheless, some people fail to apply this policy every day.
 in contrast  In contrast, there are numerous ways to practice this policy.
emphasizing
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 absolutely  Integrity is not something one can absolutely teach to others.

 certainly
 obviously
 definitely
 It is certainlya virtue that comes from within a person.
 A person with integrity obviouslybelieves in a set of values and rules that he
follows throughout his lifetime.
 Definitely, integrityhelps a person to make strong bonds with people around
him.

LESSON 2: INFORMATIVE SPEECH

An informative speech is an avenue that allows you to communicate knowledge and facts
to your audience. Informative speeches are not meant to sell or convince an audience in
any direction; their role is simply to transfer knowledge and information.

An informative speech is atype of speech that uses descriptions, demonstrations, vivid detail, and definitions to explain a
subject, person, or place the audience wants to understand. It provides knowledge, especially useful or interesting information.

Parts of an Informative Speech

1. Introduction
(greeting, attention-grabbing hook, introduction of the subject, thesis statement, credibility statement, preview of main
points)
2. Body
(state the point, present the supporting evidence, transition to next point)
3. Conclusion
(summary of the points discussed, restated the thesis, a call to action, thank the audience)

LESSON 3: SIGNALS INDICATING COHERENCE

Coherence in a piece of writing means that the reader can easily understand it.
Coherence is about making everything flow smoothly. The reader can see that everything
is logically arranged and connected, and relevance to the central focus is maintained
throughout.

Coherence in writingis the logical bridge between words, sentences, and paragraphs. Coherent writing uses devices
to connect ideas within each sentence and paragraph. Main ideas and meaning can be difficult for the reader to follow
if the writing lacks coherence.

Type of Signals Examples

additive
 also  Also, another terrific advantage of honesty is peace of mind.
 moreover  Moreover, honesty makes an individual feel free.
causative
 as a result  As a result,an honest individual enjoys a light-headed feeling.
 consequently  Consequently,a very honest person tends to be very vocal.

conditional/concessional
 in that case  In that case,an honest individual enjoys enormous respect and status in
society.
 however  However,some people still choose to avoid being honest at all times.

 otherwise  Being honest all the time is necessary otherwise, you will face trouble.

sequential
 to begin with  To begin with,honesty is telling the truth to other people, and integrity is
 in conclusion telling the truth to oneself.
 In conclusion,integrity is the completeness one feels when one leads an
honest and moral life.

clarifying
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 for instance  For instance,if a person has nothing else, he can always feel proud of his
integrity.
 in fact  In fact,integrity helps a person to make trustworthy bonds with people
around him.
 in addition  In addition,integrity is wisely choosing between what is right and what is
wrong.

WEEK 3
LESSON 1: MODALS

MODAL VERBS or modal auxiliary verbs are types of verbs that indicate modalities, such as likelihood,
permission, ability, and obligation. They are kind of special verbs that behave very irregularly in English.
Modals cannot be represented alone as a main verb since they are always used in the helping form.

Modals are different from normal verbs:

1: They don't use an 's' for the third person singular.
2: They make questions by inversion ('she can go' becomes 'can she go?').
3: They are followed directly by the infinitive of another verb (without 'to').