2020-KAL-CID-LR-021

Cohesive Devices/Transitional
Words
Module in English 8
First Quarter

ELVIRA G. DUMAGUING
Developer

Department of Education • Cordillera Administrative Region

Schools Division of Kalinga
Tinglayan District
Republic of the Philippines
Department of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF KALINGA
 Bulanao, Tabuk City, Kalinga

Published by the
Learning Resource Management and Development System

COPYRIGHT NOTICE
2020

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the

Philippines. However, prior approval of the government agency of office
wherein the work is created shall be necessary for exploitation of such work
for profit.”

This material has been developed for the implementation of K-12 Curriculum through
the Curriculum Implementation Division (CID)—Learning Resource Management and
Development System (LRMDS). It can be reproduced for educational purposes and
the source must be acknowledged. Derivatives of the work including creating an
edited version, an enhancement or a supplementary work are permitted provided all
original work is acknowledged and the copyright is attributed. No work may be
derived from this material for commercial purposes and profit.

PREFACE

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 This module is a project of the Curriculum Implementation Division particularly
the Learning Resource Management and Development Unit, Department of
Education, Schools Division of CAR which is in response to the implementation of
the K to 12 Curriculum.

This Learning Material is a property of the Department of Education- CID,

Schools Division of Kalinga. It aims to improve students’ performance on informative
speech.

Date of Development : April 2020

Resource Location : Schools Division of Kalinga
District : Tinglayan
School : Sumadel National High School
Learning Area : English
Grade Level :8
Learning Resource Type : ADM Module
Language : English
Quarter/Week : First Quarter
Learning Competency/Code : Use appropriate cohesive devices in composing
an informative speech. EN8G-1a-8

ACKNOWLEDGEMENT

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 The developer wishes to express her gratitude to those who help in the
development of this learning material. The fulfillment of this learning material would
not have been possible without these people who gave their support, helping hand
and cooperation:

Above all, the Almighty Father, for showering his bountiful graces and
blessings. Without his grace, this module would not have been realized.

To my family who served as my inspiration.

To my School Head, Epifania B. Balwog, for her trust and constant reminders
in doing this module;

To my co-teachers and friends who have directly or indirectly motivated me in

doing this piece of work;

To Maribel L. Viernes,EPS-English for her support, encouragement and effort

in reaching us despite the crisis we are in right now.

To all the Kalinga Division Personnel who worked hand in hand in providing
technical assistance on how to make ADM modules via online.

DIVISION LRMDS STAFF:

Marilou A. Balinsat Sharon Rose S. Boguen

Librarian II PDO II

EVELYN C. GANOTICE
EPS/LR Manager

CONSULTANTS:

ROMULO A. GALNAWAN
Chief, Curriculum Implementation

AMADOR D. GARCIA, Ph.D., SR.

OIC SCHOOLS DIVISION SUPERINTENDENT

TABLE OF CONTENTS
Copyright Notice............................................................................................... ii

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Preface.............................................................................................................iii
Acknowledgement........................................................................................... iv
Table of Contents..............................................................................................v
Introduction.......................................................................................................2
What I Need To Know.......................................................................................3
What I Know.....................................................................................................4
What’s In.......................................................................................................... 5
What’s New...................................................................................................... 6
What is It.......................................................................................................... 8
What’s More..................................................................................................... 9
Activity 19
Activity 210
Activity 311
What I Have Learned2
What I Can Do3
Assessment4
Additional Activities5
Answer Sheet6
References7

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 2020-KAL-CID-LR-021

Cohesive Devices/Transitional
Words
Module in English 8
First Quarter

ELVIRA G. DUMAGUING
Developer
 INTRODUCTION

INTRODUCTION
For the facilitator:

This module contains information and suggested learning activities in

grade 8 English focusing on cohesive devices/ transitional words and
phrases.

This module develops the attitudes required to acquire the knowledge

and skills necessary for this lesson. This module consists of a learning
outcome and it contains learning activities supported by instruction.

For the learner:

This learner’s module contains information and activities for you to

complete. This unit of competency needed contains knowledge, skills and
attitude requires for this lesson.

Read the information sheets and answer the activities provided to

ascertain to yourself and your facilitator that you have acquired the
knowledge needed to perform the skill portion of the particular learning
outcome in answering the pre-test, activities, and post-test.

You are required to go through a series of learning activities in order

to complete learning outcomes of the module. In this learning outcome,
there are information sheets, self-check or activities and reference material
for further reading to help you better understand the required activities.
You, as a learner would ask help or assistance from your siblings or
anybody who can assist you in this module.

Write your answers on separate sheets of paper.

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 WHAT I NEED TO KNOW

This module was designed and written with you in mind. It is here to
help and guide you to develop your knowledge and skills in writing with the
used of cohesive devices/transitional words and phrases. The scope of this
module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the
order in which you read them can be changed to correspond with the
textbook you are now using.

The module is focused on the cohesive devices/transitional words and

phrases.

After going through this module, you are expected to:

1. Define cohesive devices and focus on transitional words and phrases.
2. Distinguish transitional words/phrases used in the given selection.
3. Combine provided sentences using transition words or phrases

Patiently incorporate transitions in composing an informative speech

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 WHAT I KNOW
PRETEST

Let us find out how much you already know about cohesive
devices/transitional words.

Look for the following words inside the puzzle. Encircle each.

ABOVE AFTER NONETHELESS SECOND SIMILARLY BEFORE

ADDITIONALLY AGAIN BELOW IN THEN THIRD ALSO

COMPARISON ALSO NEXT NEVERTHELESS SO HOWEVER FIRST

N E V E R T H E L E S S F I N F
O A Q R W C K L P P V O B O O I
S A U C E M P D T I X Z A B N R
I F U S Z B U X D O S Z V R S S
R E T F A R E B M S C C E Y S T
A L A A L N T L Q W Z V S Z E X
P T O R P C P O O P E K E T L M
M M Z P M M N V O W S K I L H Q
O M A D D I T I O N A L L Y T L
C L Y Q X V A H A H O P E S E W
D E L T A A R S E N S I R E N Y
L I R X O D E L T A E E F F O X
O O A S M Q A R U E C U S S N Z
V A L L E Y S B E F O R E M M F
E A I Q E Q U A R T N F O M O U
R S M W V Q U E Q E D Q B N I N
S E I O T H I R D W H E I L T
M C S H B O Z M N A H K S A L A
O T L W A F E U Q A L L S G U S
T H E N F U N M A L L O E A Q T

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 WHAT’S IN

For the past lesson, we have discussed the appropriate reading style
(scanning, skimming, speed reading and intensive reading) for one’s purpose
and the techniques that will help you skim as well.
You have learned that knowing your reading style is important for it
will help you make decisions about how you read books, as well as doing it
with maximum efficiency.
For this module we will be tackling cohesive devices focusing on
transitional words and phrases, its function and relationships of transitional
words and phrases within and between sentences. Knowing these
transitional devices will help you see the connection or relationship between
ideas and transitions also prevent sudden, jarring mental leaps between
sentences and paragraphs.
.

WHAT’S NEW

Circle the letter that correctly identifies the nature of the underlined
transition in each of the following sentences.
1. Some people in the National Capital Region (NCR) part violated the
Enhanced Community Quarantine (ECQ) policy, so the spread of the
virus is so fast.

a. addition b. time c. comparison d. cause and effect

2. Even though most Chinese are primarily concerned about virus Covid-19
as it exists in China, it should be remembered that it is now a worldwide
disease.
a. addition b. time c. contrast d. comparison

3. Larry will probably be a socially late bloomer, just like his older brothers.

a. time b. contrast c. comparison d. cause and effect

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 4. There are ways you can make boring tasks more pleasant. For instance,
bring a portable radio and listen to music on the earphones while you work.

a. contrast b. comparison c. illustration/example d. cause and effect

5. The lazy school clerk forced the six-pack of coke into the bottom of the
bag, tearing it. Then she shrugged her shoulders and said, “I guess you’ll
have to carry the bag from the bottom.”

a. time b. contrast c. comparison d. illustration/example

6. Science-fiction writer Arthur C. Clarke correctly predicted that satellites

would be used for communication. Moreover, in 1947 he correctly predicted
that 1959 would be the year the first rocket to the moon was launched.

a. addition b. time c. contrast d. cause and effect

7. Some people in Iloilo built their houses very close to the shoreline.
Consequently, they have had to spend a lot of money trying to protect their
property from the sea.

a. addition b. contrast c. illustration/example d. cause and effect

8. Running can make people more aware of their physical surroundings,

such as the scent of honeysuckle or the changing moods of the trees.

a. addition b. contrast c. illustration/example d. cause and effect

9. Residents complain bitterly about garbage in the streets and untidy trash
pick-up, yet these same people resist paying higher taxes for the
improvement of these services.

a. time b. contrast c. comparison d. illustration/example

10. Telephone interviewing allows for a large number of responses in a

short time and at relatively low cost. Moreover, the method permits
interviewers to reach respondents at specific times of the day; this is an
important consideration in the study of radio and TV listening habits.

a. addition b. time c. contrast d. comparison

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 What is It
TRANSITIONAL WORDS AND PHRASES SHOWING
RELATIONSHIPS WITHIN AND BETWEEN SENTENCES.

Transitional words and phrases connect and relate ideas, sentences,

and paragraphs. They assist in the logical flow of ideas as they signal the
relationship between sentences and paragraphs. In prose, the material is
supported and conditioned not only by the ordering of the material (its
position) but by connectives which signal order, relationship and movement.

Some of the more commonly used connectives are listed below. Note
especially how these connections function to develop, relate, connect and
move ideas.

Additionally, pronouns act as connectives when they are used to refer

to a noun in the preceding sentences. Repetition of key words and phrases
and the use of synonyms which echo important words both serve to
establish connections with previous sentences

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 WHAT’S MORE

Activity # 1:
Circle the letter of the word that correctly identifies the appropriate
transition word or phrase. Then underline the kind of transition you
have used.

1. __________ the invention of television, people probably spent more of their

leisure time reading.
a. Nevertheless b. Because c. Before

The transition word indicates: addition cause and effect time

2. If you’re having company for dinner, try to get as much done in advance
as possible.________________, set the table the day before.
a. For instance b. In contrast c. Similarly

The transition word indicates: illustration/example comparison contrast

3. __________ I’m very allergic to flowers, my boyfriend bought a bouquet of

roses.
a. Until b. Because c. Even though

The transition words indicates: illustration/ example comparison contrast

4. My grandfather loves to say, “You’re as nervous __________ a long- tailed

cat in a roomful of rocking chairs.”
a. After b. As c. As a result

The transition word indicates: cause and effect time comparison

5. _______________ Manny’s car stereo was on full blast, I could see his lips
moving, but I had no idea what was he saying.
a. Moreover b. Because c. Just as

The transition words indicates: comparison addition cause and effect

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Activity # 2: Combine the given sentences using appropriate transitional
words or phrases. Choose your answer from the box; then, write your
combined sentence in a sheet of paper

Otherwise because then as a result nor

But also and or although

1. I could not go out last night. I was too busy.

________________________________________________________________________

2. I will wait for my brother to fetch me. I will wait for the jeep to come.

________________________________________________________________________

3. My friend likes to run for a councilor next election. She is doing charity
works in our community.

________________________________________________________________________

4. The grade 8 students are maintaining the cleanliness of their room.

The principal rewarded the class adviser and the students.

________________________________________________________________________

5. The library is full of students. They are all quiet while reading.

________________________________________________________________________

6. Reu went to the canteen. He sat next to his crush.

________________________________________________________________________

7. Rismel and her team didn’t finish the project. They did work hard.

________________________________________________________________________

8. You can come with us if you are ready. You will have to ride the bus.

________________________________________________________________________

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Activity # 3: Correct the Transition Word Mistakes. Below are
sentences with misused transition words. Cross out the incorrect transition
words and write a better one in the space below the sentence.
Note: The answer varies as long as it is correct and accepted.
1. Judy got perfect on the test; even so, Justin also received a perfect
score.
________________________________________________________________________
2. The book was interesting; as a result, it was hard to read.
_________________________________________________________________________
3. Claudine finished her household chores early; meanwhile, she had time to
play the guitar.
_________________________________________________________________________
4. Teacher Lelia’s house is beautiful; instead, it is well painted.
_________________________________________________________________________
4. The sailors prepared the ship to sail; otherwise, the dock workers loaded the
cargo.

_________________________________________________________________________
5. Her sister had a cold; however, Reu’s family canceled their picnic in their
farm.

_________________________________________________________________________
6. Oranges and lemons are good for you; nevertheless, they are full of vitamin
C.

________________________________________________________________________
7. The seats on the jeep were fully occupied; similarly, the driver didn’t stop
for the next stop over.

_________________________________________________________________________
8. Most people in Italy continued to go outside even when they heard the first
outbreak of the virus Covid-19; yet, many people died.

_________________________________________________________________________

10. Felisa is very kind; and so, she is very lazy.

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 WHAT I HAVE LEARNED

Cohesive devices are words used to show how the different parts of a
text fit together. In other words, they create cohesion.
Cohesive devices, sometimes called linking words, linkers, connectors,
discourse markers or transitional words.

TRANSITIONAL WORDS ANDDEVICES

TRANSITIONAL PHRASES

IDEAS

IDEAS

Transitional words/devices are used to show relationship

between ideas. Transition words are like bridges in your paragraph. It helps
you arrange your ideas so that the readers will understand your paragraph.
Transitions provide greater cohesion by making it more explicit or signaling
how ideas relate to one another.

Also, transition words are used in a sentence to connect two ideas.

They join clauses or sentences together to show a difference or a connection.

In combining sentences, use semicolon between independent

clauses which are linked in meaning with a transitional word.

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 WHAT CAN I DO

Circle the transition words and phrases in the sentences below.

1. I like listening traditional music; in fact, it’s my favorite type of
entertainment.
2. No one expected so many people at the party; consequently, we ran out of
food.
3. The weather was very bad; even so, the farmer had to harvest palay.
4. The class finished the test early; therefore, they were allowed to read
quietly before the bell.
5. Most of the students of Sumadel NHS have no mobile phones;
furthermore, there is no internet connection for them to use in their
research.
6. The teacher will accept late assignments and projects; however, she will
take points off of the grade.
7. Although Michelle was the late to pass her exam, she was the highest
among the class.
8. Teacher Reagan learned from his mistakes. Likewise, others can learn
from theirs.
9. Even though there was no one home, Amelia didn’t feel lonely.
10. It takes a lot of concentration to play the guitar. In the same way, the
piano demands the full attention of the pianist.

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 ASSESSMENT
Look at the words given in the boxes and write them in the appropriate
columns.
presently just like in summary nowadays likewise

consequently today similarly meanwhile in conclusion

to conclude additionally to sum up however furthermore

moreover in fact in addition on the other hand for instance

above all for example despite this even though in

contrast nevertheless in brief due to

as a result after that in the past finally otherwise later

Conclusions Time/sequence Compare

Emphasize Add information Contrast Cause/Effect

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 ADDITIONAL ACTIVITIES

Make an informative essay on the things we must do in this time of crisis

because of Covid-19 pandemic in order to avoid getting sick. Use
transitional devices in constructing your informative essay. (Minimum of
250 words)
Criteria in giving points:
1. CONTENT 2.ORGANIZATION 3.CLARITY OF 4. LANGUAGE
States clear OF IDEAS IDEAS MECHANICS
positions at the Has strong Presents clear and Displays minor, error
beginning until organizational sound arguments in spelling,
the end of the plan, logically and evidences are punctuation and
work, topic arranged evident. grammar.
captures the statements, develop 20% 20%
reader’s the topic
attention. thoroughly with
40% examples and
support.
20%

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 Answer Key

PRE-TEST ASSESSMENT

ABOVE AFTER NONETHELESS SECOND SIMILARLY BEFORE

ADDITIONALLY AGAIN BELOW IN THEN THIRD ALSO

COMPARISON ALSO NEXT NEVERTHELESS SO HOWEVER FIRST

ACTIVITY
1. d 6. a
2. c 7. b
3. c 8. c
4. c 9. b
5. a 10. a
ENRICHMENT ACTIVITIES
Activity 1: Activity 2:
1. c- time 1. Because 6. Then
2. a- illustration/example 2. Or 7. Although
3. c- contrast 3. But 8. Otherwise
4. b- comparison 4. As a result
5. b- cause & effect 5. And
Activity 3: The answers vary.

APPLICATION
1. In fact 6. However
2. Consequently 7. Although
3. even so 8. Likewise
4. Therefore 9. Even though

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 5. Furthermore 10. In the same way
POST ASSESSMENT:

Conclusions Time/sequence Compare

in summary Presently likewise
in conclusion Nowadays just like
to conclude today Similarly
to sum up finally
in brief Meanwhile
later
in the past
after that

Emphasize Add information Contrast Cause/Effect

above all additionally in contrast as a result
in fact furthermore otherwise due to
moreover on the other hand
in addition however
for example nevertheless
for instance despite this
even though
consequently

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 References

Education, Department of. 2016. "K to 12 Curriculum Guide." By Department of

Education, 18. Pasig City.
n.d. English Post. Accessed April 2020. https://englishpost.org.
n.d. Simple Writing. Accessed April 2020. https://simplewriting.org.
n.d. Word Search Fun. Accessed April 2020.
http://www.wordsearchfun.com/188085_transition_word_search_wordsearch.
html.

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For inquiries or feedback, please write or call:
Department of Education - Schools Division of Kalinga
Bulanao, Tabuk City, Kalinga
Telefax/Website: www.depedkalinga.ph
Email Address: [email protected]

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