Republic of the Philippines

Region III-Central Luzon

Department of Education
Schools Division of Tarlac Province
Moncada South District
BAQUERO NORTE INTEGRATED SCHOOL
Moncada, Tarlac

LEARNING ACTIVITY SHEETS

ENGLISH 8
FIRST QUARTER

WEEK 4

NAME: ____________________________________________________
GRADE & SECTION: ___________________________
SCORE: _______________________
PARENT'S/GUARDIAN'S SIGNATURE: _____________________

Prepared: ALDWIN ASHLEY C. ABON

Subject Teacher

Checked and Noted: GEMMA AMOR B. MENDOZA, PhD

School Principal 1
 I. TITLE: USING TRANSITION SIGNALS

II. MELC: Identify and use signals that indicate coherence (e.g. additive - also,
moreover; causative - as a result, consequently; conditional/ concessional -
otherwise, in that case, however; sequential - to begin with, in conclusion;
clarifying - for instance, in fact, in addition).

III. OBJECTIVES:
1) identify transition signals used in sentences and paragraphs;
2) classify the types of transition signals used in sentences and
paragraphs;
3) scan texts rapidly for connecting words or expressions that signal
sequence;
4) construct sentences using transition signals; and
5) write a paragraph using transition signals to achieve coherence.

SKILL INVOLVED: WRITING

IV. LEARNING RESOURCES: MELC, SLM in English 8 Q-1 Module 4, PIVOT
IV-A Learners' Material English 8 Quarter 1, internet sources

V. MODE OF INSTRUCTIONAL DELIVERY: Modular (Learning Activity

Sheets); Radio-Based Instruction, Online Distance Learning

VI. CONCEPT NOTES

a. Definition of Coherence and Transition Signals
Coherence is very important in a sentence, paragraph or texts. It
helps the author in establishing connection between and among concepts
presented. It can only be established with the help of various transition
signals that signify different meanings. These signals are used depending on
the meaning or context portrayed. A change in transition signal may result
to incomprehensible concept or absence of connection.
Transition signals are words and phrases that connect ideas of
sentences and paragraphs for coherence. They also indicate building up new
idea or thought or compare ideas or draw conclusions.

ONLINE DISCUSSION: Students’ writing, remembering, and analytical skills

are important in this lesson. Thus, during the online class, it is important to
guide students in recognizing and analyzing the types and functions of
different transitional devices.
Common Types and Functions of Transition Words:

1. Comparison/Contrast points out alternatives or differences:

Comparison Contrast
as but
also despite
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 likewise however
similarly even though
in the same way on the contrary
Example:
My mom loves pasta, but she dislikes spaghetti. Similarly, she did not like
lasagna. On the contrary, she loves macaroni. Likewise, she loves pancit guisado,
pancit bihon, sotanghon, and palabok.

2. Chronology helps define time:

after before during first
later next simultaneously soon
Example:
Before you go to the stadium to watch your favorite basketball game, make sure
that you have your snacks and video camera that you will use during the game.
Later, you will find it enjoyable when you can simultaneously eat while
videotaping.

3. Cause/Effect - shows the consequences of an action:

Cause Effect
accordingly consequently
because as a result
due to therefore
since so
Example:
Since you have been a consistent honor student and a skillful one, therefore, there
would be a possibility that you would graduate cum laude or be cited with technical
skills award in college. As a result, you would have a better chance to find a job or
be an entrepreneur, because some companies would prefer those applicants with
impressive school records or those with technical skills.

4. Illustration/Example add emphasis or introduce evidence:

Illustration Example
to demonstrate for example
specifically such as
truly namely
Example:
Mateo loves vegetables. Truly, he is happy to eat those every day - specifically,
‘pinakbet’, ‘chopsuey’, and vegetable salads. To demonstrate his love for
vegetables, Mateo is planning a vegetable social for all his friends.

5. Addition adds information or reinforces ideas:

furthermore also moreover and
in addition as well equally important
then
Example:

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Gabriel loves, respects, and obeys his parents. Moreover, he helps in the household
chores if he is not studying. Furthermore, he is grateful that his parents are very
supportive in every task he does.

6. Clarification shows support:

that is in other words to put it another way
I mean in this case under certain circumstances
Example:
I love going to school; that is, I like it very much. In other words, I want to learn
more. To put it another way, a school is one of the best places I need to go for me
to learn better.

7. Qualification presents conditions or intentions:

almost with this in mind possibly
probably frequently never
Example:
With what was possibly the greatest fight of all times, the Filipino in the front lines
faced the pandemic with bravery. They almost gave up but recovered. With this in
mind, Filipinos have proven time and again to be resilient.

8. Summary/Conclusion restates ideas:

Summary Conclusion
as can be seen in the long run
given this point in conclusion
to summarize to conclude
to sum up therefore
so finally
Example:
All the documents have been presented and, as can be seen, the facts are clear.
Given this point, it's time to correct the practices that do not conform to the policies.
In the long run, the nation and its people will benefit from this change.

Transition signals can be used within a single sentence, between two different
sentences, paragraphs, or even between paragraphs to achieve
coherence or unity of ideas.

RADIO-BASED INSTRUCTION: Additional examples and discussions about

transitional words will be discussed during the radio airing to guide students'
mastery of the lesson and their application of the skill into real life scenarios.

Examine how the highlighted words above contributed to the development of

concepts in paragraphs. Identify the functions indicated by the highlighted terms.

During [1] the early twentieth century, in addition [2] to industrialization, urban growth
and technological development, Australian society was experiencing a transformation of
the domestic ideal. Consequently [3], people were subject to an increasing array of
government and professional programs aiming to manage and regulate life, particularly [4]
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family life. Some of these programs were designed to counter social changes, others were
designed to engineer them; overall [5] they each heralded a growing expert encroachment
into the private sphere.
Intervention and influence took three forms. Firstly [6], techniques designed to maximize
efficiency were introduced into the home and scientific principles were applied to its
design. In addition [7], housework and parenting methods were scrutinized and subject to
unprecedented standards. Secondly [8], all aspects of reproduction attracted increasing
intervention from government and the medical profession. Thirdly [9], state, professional
and philanthropic groups began to usurp the parental role within the family through
instruction and policy. Ultimately [10], the development of 'modern' social ideals brought
regulation, intervention and ever-increasing unrealistic standards.

Encircle the appropriate transition signals placed inside the parentheses to

complete the meaning that the paragraph portrays.
Communicative Language Teaching Today: A Reflection
English language teaching aims to produce communicatively competent learners.
As the 21st century learning skills aim to enrich learners’ communication skills to prepare
them in facing the challenging globalized society, the tasks of enhancing their skills to be
communicatively competent in both local and global scenarios are placed on the shoulders
of our second language teachers. [1] (To illustrate / To tell the truth), English teachers
should hone learners’ abilities in becoming competent in using the target language
focusing on the five (5) macro skills [2] (notably, such as) reading, writing, speaking,
listening and viewing. [3] (Consequently / While) global standards in English increases,
our performance gradually decreases. [4] (Considering / Similar) a lot of factors,
inaccessibility to alternative materials is one of the known considerations that play an
important role in our poor language performance. [5] (In fact / Thus), the government
has to revisit its existing policies [6] (or at least / for instance) provide essential
materials that our learners may access and use.

VII. FORMATIVE ASSESSMENT

TASK 1
Direction: Fill in the blanks with the appropriate transition signals in each
of the sentences below. Choose the letter of your choice.
1. _____ most people are primarily concerned about COVID-19, they hope for a
vaccine.
A. Because B. Still C. As a result D. Even though
2. _____ the home quarantine period, military and police forces are visible to
monitor strict compliance of the policies.
A. Because B. During C. Consequently D. As a result
3. There are many things one can do at home to be productive. _____, one can listen
to music while doing household chores, do gardening, read books, watch TV shows,
and the like.
A. Because B. In fact C. In addition D. For example
4. Grocery stores and wet markets require a quarantine pass to control the number
of shoppers. _____, wearing of face mask is enforced.
A. Because B. In fact C. In addition D. For example
5. The Department of Education came up with a plan on how to continue the
education of the learners _____ from the different modalities proposed for this
school year.
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 A. at this point B. in this regard C. as can be seen D. as a matter of fact
6. _____, the Department of Education in partnership with different stakeholders
conducted a series of Webinars for the teachers in preparation for the online
classes.
A. At this point B. In this regard C. As can be seen D. With this in mind
7. _____ problems with the Internet connectivity, these did not stop the teachers
from participating on the series of Webinars given.
A. And B. Despite C. However D. Moreover
8. The month of June marks the enrolment for the school year. It was speculated
that only a few would enroll due to fear of the virus. ____________, it turned out to
be the other way around.
A. Frequently B. Furthermore C. In addition D. On the contrary
9. As education faces the ‘new normal’, learners are very eager to start the school
year. _____, they are also excited to learn.
A. Although B. Despite C. Furthermore D. Yet
10. Some city folks choose to live on a farmland. _____, they have to adjust to its
slow pace, quietness, and the absence of cable and internet connectivity.
A. Because B. Consequently C. Despite D. Such as
11. Walking can make people become more aware of their surroundings, _____ the
cleanliness of the environment, and the friendliness of the neighborhood.
A. consequently B. despite C. unfortunately D. such as
12. Residents complain bitterly about the trash thrown anywhere, _____ these same
people are the ones doing it.
A. although B. and C. moreover D. yet
13. Teleconferencing is widely used nowadays to establish communication to those
who are in the work from home modality. _____, this allows the participants to hear
or see each other in a meeting.
A. After B. Although C. During D. Moreover
14. The plan of a city-wide lockdown gained many reactions from the people, _____
positive and negative opinions were expressed.
A. despite B. however C. that is D. in addition
15. A lot of people ignored the reminder of the government to stay at home to avoid
exposure to the disease. _____, number of cases increased.
A. In fact B. Such as C. As a result D. In addition

TASK 2
Direction: construct sentences using the given transition signals.
1. likewise
___________________________________________________________________________
2. before
___________________________________________________________________________
3. because
___________________________________________________________________________
4. specifically
___________________________________________________________________________
5. also
__________________________________________________________________________
6. in other words
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___________________________________________________________________________
7. almost
__________________________________________________________________________
8. given these points
___________________________________________________________________________

TASK 3
Direction: Read the story below then do the activity that follows.
MAKATO AND THE COWRIE SHELL
(A Summary)
By Supannee Khanchanathiti
Once upon a time, there was an orphan whose name was Makato. He didn't
have any ways to support himself, so he did every kind of work such as, carrying
heavy things, clearing away forest, and even feeding pigs. Although he was paid
only a small wage, he never idled and was satisfied of everything. As a result,
people around him noticed his hard work and were very pleased of him.
Makato dreamed of going on an adventure to a far and bigger place where
the land was fertile, and the people were kind. He left his village and set out into
the wide world. He walked along cheerfully, enjoying new insights and talking to
the people he met on the way. After a long month's journey, he reached a village on
the boundary of the Kingdom of Sukhotai. He met an old woman who helped her.
He told her that he had come from a far place and he wanted to see the king, who
he had heard was kind.
He worked with the king's elephants and he started working for her. After
some time working, he finally met with the king. During the encounter, he picked
up a cowrie shell that was lying on the road and offered it to the king (Cowrie shells
were used for money, but just one was practically worthless).
When Makato offered the shell to the King, the King said he could keep it.
Makato was wondering what he could repay to honor the king's gift. He saw some
lettuce seeds at a stall in the market and thought that he could grow them. He
asked the woman about them, and she let him have as many as would stick to his
finger in return for his treasured cowrie shell. He made the lettuces grew
abundantly. The next time he saw the king, he gave one to him and told him he
grew them from the shell that he had given him. The king was very impressed and
gave him a job in the castle. Eventually, Makato grew up and married the daughter
of the king.

Read the lines taken from the story. Identify the transition signals used in
each sentence.
1. Although Makato was paid only a small wage, he never idled and was
satisfied of everything.
2. Fortunately, he met an old woman who helped her.
3. As a result, people around him noticed his hard work and were very
pleased of him.
4. After a month's journey, he reached a village on the boundary of the
Kingdom of Sukhotai.

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 5. So he did every kind of work such as carrying heavy things, clearing away
forest, and even feeding pigs.
6. During the encounter, he picked up a cowrie shell that was lying on the
road and offered it to the king.
7. After some time working, he finally met the king.
8. Truly, Makato dreamed of going on an adventure to a far and bigger place
where the land was fertile and the people were kind.
9. The king was very impressed and in the long run, gave him a job in the
castle.
10. Eventually, Makato grew up and married the daughter of the king.

VIII. PERFORMANCE TASK

Direction: Write a five-sentence paragraph on how to improve your study
habits using the given transition signals in the box. Observe coherence and
mechanics in writing. You will be graded according to the rubrics below.
also because and likewise
almost specifically before in other
words
_______________________________
(Title)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________