REVIEWER IN ENGLISH
Unit I. Part A. APLHABETS, PHONETICS, SYLLABICATION
A. ALPHABET - set of letters or symbols in a fixed order used to represent the
basic set of speech sounds of a language, especially the set of letters
from A to Z.
The origin of the alphabet goes back to the Phoenician system of the 2nd
millennium Bc, from which the modern Hebrew and Arabic systems are
ultimately derived. The Greek alphabet, which emerged in 1000-900 вс,
developed two branches, Cyrillic (which became the script of Russian) and
Etruscan (from which derives the Roman alphabet used in the West).
The English alphabet has 26 letters: A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R,
S, T, U, V, W, X, Y, and Z. Each letter has both an uppercase and lowercase form.
Vowels- a,e,I,o,u Consonants- b,c,d,f,g,h,j,k,l,m,n,p,q,r,s,t,v,x,z.
B. PHONETICS- Phonetics is the study of the sounds of human speech. It
focuses on how speech sounds are produced (articulated), transmitted,
`and heard.
BRANCHES OF PHONETICS
A .ARTICULATORY PHONETICS- examines how speech sounds are
produced using the vocal tract, lips, tongue, and airflow.
B. ACOUSTIC PHONETICS- Is the study of the physical properties of speech
sounds, focusing on how they are transmitted through the air as sound
waves. It deals with the characteristics of these sound waves, such as their
frequency, amplitude, and duration, as well as the patterns these sounds
form.
C. AUDITORY PHONETICS- Is the study of how we hear and perceive
speech sounds. It focuses on how the ear detects sounds and how the
brain processes and interprets them.
SPEECH SOUNDS
CONSONANTS- Produced with significant constriction in the vocal tract.
They are classified based on place and manner of articulation, as well as
voicing.
VOWELS- Produced with an open vocal tract. They are categorized by
tongue height, tongue position, and lip rounding.
SUPRASEGMENTALS- Features like stress, intonation, and rhythm that go
beyond individual sounds and affect larger units of speech.
C. SYLLABICATION- The act, process, or method of forming or dividing words
into syllables.
SYLLABLES- Is a single speech part which has only one vowel sound even
though it may have more than one adjoining vowels.
SOME RULES OF SYLLABICATION
1. Every syllable has one vowel sound.
2. The number of vowel sounds in a word equals the number.
3. A one syllable word is never divide.
4. When two or more consonants come between two vowels in a word, it
is usually divided between the first two consonants.
5. When a word has a ck or an x in it, the word is usually divided after the
ck or x.
UNIT II. PARTS OF SPEECH
PARTS OF SPEECH
NOUNS, VERBS, ADVERBS, INTERJECTIONS, PRONOUNS, ADJECTIVES, PREPOSITION,
CONJUNCTION
NOUNS- A noun is a word that names a person, place, thing, or idea.
TYPES OF NOUNS
CONCRETE




ABSTRACT
PROPER
COMMON
COLLECTIVE
MATERIAL
VERB TENSES



PRESENT TENSE
PAST TENSE
FUTURE TENSE
PRONOUN- A pronoun is a word that takes the place of a noun.
VERB- verb describes an action or a state of being.
TYPES OF VERBS
1. ACTION VERBS- run, jump, write
2. LINKING VERBS- is, seem, become
3. HELPING VERS- will, has, do
ADVERB- modifies a verb, adjective, or another adverb.
ADJECTIVE- describes or modifies a noun or pronoun. It provides more
information about size, shape, color, or quantity.
CONJUNCTION- connects words, phrases, or clauses.
PREPOSITION- shows the relationship between a noun and another word.
INTERJECTION- is a word or phrase used to express emotion.
UNIT III. PHRASE, IDIOMS, FIGURE OF SPEECH
Phrase- A phrase is a group of words that forms a grammatical component. It
can be used to communicate something. It is a part of a sentence and cannot
stand on its own. Phrases provide more information about whatever the
sentence is speaking about.
Types of phrases
1. Noun phrase A noun phrase is a group of words that have a noun or
pronoun. It is used to modify the noun. In other words, it can be said that a
noun phrase can function as a subject, an object or a complement in a
sentence.
2. Verb phrase- Verb phrase consist of a verb and at least one helping verb.
3. Adjective phrase4. Adverb phrase An adverb phrase or an adverbial phrase is a group of
words that includes an adverb and other modifiers.
5. Prepositional Phrase A prepositional phrase consists of a preposition and
an object. It works just like an adjective or an adverb
6. Gerund phrase- phrase that begins with a gerund, includes any modifier
and an object . They always acts as a noun.
B. IDIOMS
Idioms are phrase that have a figurative meaning and are often used to add to
speech or writi
4 TYPES OF IDIOMS
1. Pure Idiom- this is your typical idiom, the meaning of which cant be
deduced by its individual components.
EX. Let the cat out of the bag- reveal a secret accidentally
2. Binomial Idiom- this idiom is a phrase that contains two words joined by a
conjunction or a preposition.
EX. PROS AND CONS- advantages and disadvantages
3. Partial Idiom- this idiom is one that’s been shortened into one part, with
the second part generally being understood by fluent speakers.
EX. Beggars cant be..(Implied: Choosers)
4. Prepositional Idiom- this idiom is a phrase that combines a verb and a
preposition to create a verb with distinct meaning.
EX. In a charge of- responsible for something
IDIOM VS. VERB – a proverb is similar to an idiom is that its meaning cant
be deciphered by looking at the individual words.
IDIOM VS. EUPHEMISM- a euphemism is a type of idiom that’s used to
discuss a sensitive or taboo topic in a polite or understand way.
IDIOM VS. CLICHÉ- a cliché can be idiom, but an idiom is not always a
cliché, cliché are expressions or phrases that are overused to the point
where they lose their meaning and indicate a lack of original thought.
UNIT IV. SENTENCES, BASIC GRAMMAR RULES, SUBJECT-VERB AGREEMENT
A sentence refers to a group of words that expresses a complete thought. A
sentence that has a subject, predicate and object is considered a complete
sentence.
Parts of a Sentence
1. Subject- The noun or pronoun that perform the action in the sentence
2. Predicate- The verb that describes the subject’s action or state of being •
Everything in the sentence that isn’t the subject.
3. Object- A word or phrase that receives the action of the verb
• There are three types of objects: direct, indirect, and object of a
preposition
TYPES OF SENTENCES
1. Declarative Sentences- Declarative sentences ends with a period, They
have a neutral tone, they can be simple or compound.
2 TYPES OF DECLARATIVE SENTENCES
1. Simple Declarative- A sentence that states a fact or provides
information, and is made up of a subject and a predicate.
2. Compound Declarative- A sentence that joints two or more
independent clauses with a conjunction or semicolon. It conveys
multiple related ideas in a single sentence.
2. Interrogative Sentence- is a question that ends with a question mark. It
is formed by changing the word order of a declarative sentence.
interrogative sentences often start with “who-” words, such as “who,”
“what,” “where,” “when,” or “how”. These are sometimes called “whyquestions”.
3. Imperative Sentence- A sentence that gives a command, request, or
instruction. Usually begin with an imperative verb and do not have a
subject. Instead, the directive is given to an implied second person.
4. Exclamatory Sentence- A sentence expresses a strong emotion and
ends with an exclamation mark. Exclamatory sentence often start with
the pronouns “ what” or “how”
THE BASIC GRAMMAR RULES
The basic grammar rules is a set of structural rules that govern the
composition of clauses, phrases, and words in the English language. These
rules ensure clarity and consistency in communication.
Punctuation- Punctuation refers to the symbols used in writing to clarify
meaning and separate structural elements.
Word Order- Word order is the way we arrange words in a sentence to
make it clear and correct. In English, the usual word order is:
Subject + Verb + Object
• Subject: Who or what the sentence is about.
• Verb: What the subject is doing.
• Object: Who or what the action is being done to.
Capitalization- Capitalization is the practice of using uppercase letters at the
beginning of certain words according to grammatical rules.
Sentence Structure- Refers to the arrangement of words, phrases, and
clauses in a sentence. It determines how the different parts of a sentence are
organized to convey a clear meaning.
ACTIVE VOICE- is when the person or thing doing the action comes first in the
sentence. The subject is doing the action.
PASSIVE VOICE- is when the action comes first, and the person or thing receiving
the action is more important. The subject is being acted on.
Subject-Verb Agreement means that the subject and the verb in a sentence
must match in number. If the subject is singular (one person or thing), the verb
must also be singular. If the subject is plural (more than one person or thing), the
verb must also be plural.
Singular: One person, place, or thing
• Example: The dog runs fast.
• Plural: More than one person, place, or thing
• Example: The dogs run fast.
Singular subjects take singular verbs.
• Example: The boy plays soccer.
• Plural subjects take plural verbs.
• Example: The boys play soccer.
UNIT V. THE PARAGRAPH, THE COMPOSITION
Paragraph- A paragraph is a collection of sentences with one main idea.
1. Topic Sentence- this is the first sentence
2. Supporting Sentence- These sentences explain, describe, or give
examples to support the main idea.
3. Concluding Sentence- this is the last sentence of the paragraph
Composition- A composition is a longer piece of writing that includes several
paragraphs. It develops an idea in detail and is structured with beginning,
middle, and end.
Parts of a Composition:
1. Heading- When choosing a title for your composition, make sure it relates
to the presented content.
2. Introduction- the first paragraph introduces the topic.
3. Body Paragraphs- middle paragraph of the composition
4. Conclusions- the last paragraph summarizes the main points.
PART B. UNIT I.
PRINCIPLE 1. GIVE PRIORITY TO SOUNDS – the sounds of English receive priority
PRINCIPLE 2. PRESENT LANGAUGFE IS BASIC SENTENCE PATTERNS- Present
language in a way that connects with students' memories.
PRINCIPLE 3. LANGAUGE PATTERNS AS HABITS- Real language ability is at the
habit level.
PRINCIPLE 4. IMITATION- Good speech comes from imitating good models.
PRINCIPLE 5. CONTROLLES VOCABULARY- Vocabulary should be kept under
control.
PRINCIPLE 6. GRADED PATTERNS- Language patterns should be taught
gradually, in cumulative graded steps.
PRINCIPLE 7. SELECTION- selection of the language material to be taught is
the first requisite of good teaching. Selection of items should involve
frequency , range , coverage , availability, learnability and teachability.
GRADATION- gradation of the language material means
placing the language items in an order.
PRINCIPLE 8. ORAL WAY- experts believe that the oral is the surest way to
language kerning.
PRINCIPLE 9. PRORITIES OF LANGUAGE SKILLS- listening (with understanding)
speaking, reading, and writing are the four fundamental skills.
PRINCIPLE 10. MULTIPLE LINE OF APPROACH- The term multiple lines implies
that one is to proceed simultaneously from many different points towards the
one and the same end.
PRINCIPLE 11. LANGUAGE HABIT THROUGH LANGUAGE USING- a language is
best through use in different contexts and situations
PRINCIPLE 12. SPIRAL APPROACH- The “ spiral” approach to language
learning should be followed.
PRINCIPLE 13. USE MOTHER-TONGUE SPARINGLY- The mother tongue should
be sparingly and judiciously used during teaching English.
PRINCIPLE 14. NATURALNESS- The mother tongue is learned easily because
there is a natural environment for learning it from the very beginning, the
child listens to his parents, and he rises and sleeps with the same language.
PRINCIPLE 15. LEARNING BY DOING- This principles emphasizes acquiring skills
by doing. Two learners of the same group and age may differ a lot because
of their practice, so students should be motivated for self-indulgence.
PART B. UNIT II. THE STRUCTURE OF THE K TO 10 (MTATAG)
LANGUAGE ARTS CURRICULUM



MATATAG is the revised K to 10 curriculum
Focuses on foundational skills and streamlined learning areas
Language Arts develops communication, literacy, and critical thinking
skills
Key Features of K to 10 Language Arts
-
Strengthened Mother Tongue-Based Multilingual Education (MTB-MLE)
Integrated approach to reading, writing, speaking, and listening
Emphasis on comprehension and creative expression
STRUCTURES OF THE K TO 1O LANGUAGE ARTS CURRICULUM
Kindergarten to Grade 3: Mother Tongue, Filipino, and English.
Grades 4 to 6: Filipino and English proficiency development
Grades 7 to 10: Advanced literacy skills, literature appreciation, and
communication development.
CURRICULUM COMPONENTS
1. LISTENIG AND SPEAKING
2. READING AND WRITING
3. GRAMMAR AND VICABULARY
4. LITERATURE APPRECIATION
5. RESEARCH AND MEDIA LITERACY
Mother Tongue-Based Multilingual Education (MTB-MLE)
• Used in Kindergarten to Grade 3 for better comprehension.
• Gradual transition to Filipino and English.
• Promotes cultural identity and language proficiency.
Expected Outcomes of Language Arts:
• Enhanced literacy and communication skills
• Strong foundation for lifelong learning
• Critical thinking and creativity
• Readiness for higher education and career opportunities
UNIT III. FIVE MACRO SKILLS IN LAMGAUGE
MACRO SKILLS- refer to the primary, key, main, and largest skill set relative
to a particular context. It is commonly referred to in English language.
LISTENING- Is the ability to accurately receive and interpret messages in
the communication process.
TYPES OF LISTENING
1. ACTIVE LISTENING- Fully concentrating, understanding, and
responding.
2. PASSIVE LISTENING- Hearing without fully engaging or understanding.
3. COMPETITVE LISTENING- listening to respond rather than to understand.
KEY STRATEGIES FOR EFFECTIVE LISTENING:
-
Understand Speaker's Intentions
Empathy & Perspective-Taking
Maintain Eye Contact
Use Body Language
Ask Questions
Avoid Interruptions
Focus on Main Ideas
SPEAKING- Allow us to communicate with others, express our ideas, and
know others' ideas as well.
KEY ASPECTS OF SPEAKING:
1. VOCABULARY & GRAMMAR
2. CONTEXT AWARENESS
3. DELIVERY
4. INYERACTION
5. COGNITIVE PROCESS
STRATEGIES OF SPEAKING:
1. Using appropriate styles, registers, and conventions.
2. Implementing nonverbal communication (facial expressions, gestures,
body language).
3. Emphasizing key points, rephrasing, and assessing listener
understanding.
READING- The ability to draw meaning from the printed page and
interpret this information appropriately.
READING STRATEGIES:
1. SKIMMING- is used to quickly gather the most important information or
‘gist’.
2. SCANNING- use scanning on schedules, meeting plans, etc. in order to
find the specific details you require.
3. EXTENSIVE READING- is used to obtain a general understanding of a
subject and includes reading longer texts for pleasure, as well as
business books.
4. INTENSIVE READING- is used on shorter texts in order to extract specific
information
WRITING- Is the process of using symbols (letters of the alphabet,
punctuation and spaces) to communicate thoughts and ideas in a
readable form.
TYPES OF WRITING:
1. EXPOSITORY WRITING- it contains the word expose, so the reason
expository is an apt descriptor for this type of writing is that it
exposes, or sets forth facts.
2. DESCRIPTIVE WRITING- is to help the reader visualize, in detail, a
character, event, place, or all of these things at once.
3. PERSUASIVE WRITING (ARGUMENTATION)- the author will express
personal opinions in the piece and arm him- or herself with
evidence so that the reader will agree with him or her.
VIEWING- refers to perceiving, examining, interpreting, and
construction meaning from visual images and is crucial to improving
comprehension of print and nonprint materials.
EFFECTIVE, ACTIVE VIEWERS ENGAGE IN THE FOLLOWIG PROCEDURE:
1. PRE-VIEWING- Students prepare to view by activating their schema
(the prior knowledge they bring to the study of a topic or theme.
2. DURING VIEWING- Students view the visual text to understand the
message by seeking and checking understanding, by making
connections, making and confirming predictions and inferences.
3. AFTER VIEWING/ RESPONDING- Students should be given
opportunities to respond personally, critically and creatively to visual
texts.