IntroductionThis article aims to discuss the semantic choices that a writer makes in the construction of meaning to give meaning to the text at the morphological level, at the lexical level , at the sentence level as well as at the discourse level. At the same time, it would demonstrate how to share information between readers and writers at the discourse level in the act of communication which involved the method of teaching English classes. To achieve this objective, this article includes the following sections: analysis at the morphological level, analysis at the lexical level, analysis at the semantic level, analysis at the discourse level, implications for teaching and conclusion.Analysis at the morphological level: word formationThe English lexicon expands and broadens in its own way. by derivation, inflection and compound. Writers could shape communication through them. Morphology is the study of words, and words carry meanings. Inflectional morphology or inflection deals with the variation that words display based on their grammatical context. English has only eight types of inflectional affixes, including the plural –s and –es, the –s, -ing, -ed and –en added to verbs to show tense, and the –er, -est added to adjectives and adverbs to show comparisons (Freeman, 2004). It carries information in grammars. In the passage, “we expected a few dozen people to show up” indicated to the reader the time and the writer's attitude through the verb “expect” with its inflection “-ed”. The word works differently. While some carried primarily grammatical meaning, others carried a greater informational load. According to Freeman (2004), derivational affixes change meaning and produce a new word. These can be suffixes or prefixes. However, in general, certain affixes have a particular meaning. ...... middle of paper ...... some text. Reference Bhatia, V. K. (1993). Gender analysis: language use in the professional environment. London: Longman. Freeman, D.E. & Freeman, Y.S. (2004). Essential Linguistics: What you need to know to teach reading, ESL, spelling, phonics, and grammar. Portsmouth: Heinemann Hanks, P. (1986). Collins Dictionary of the English Language. (2nd ed.). London: CollinsHatch, E.M. & Brown, C. (1995). Vocabulary, semantics and language teaching. New York: University of Cambridge. Hoey, M. (1991). Lexicon models in the text. Oxford: Oxford University Press. Kempson, R. M. (1977). Semantic theory. New York: Cambridge University Press. McCarthy, M. (1991). Discourse analysis for language teachers. New York: University of Cambridge. Saeed, J.I. (2003). Semantics. (3rd ed.). Malden: Blackwell. Yule, G. (2010). The study of language. (4th ed.). Cambridge: The University of Cambridge