Learning Area ENGLISH Grade Level 8

W6 Quarter Third Quarter Date

I. LESSON TITLE Cohesive Devices

II. MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT
Use appropriate cohesive devices in various types of speech
● Determine the function, types, and examples of cohesive devices;
● Compose a speech about a topic with relevant information and opinion utilizing
appropriate marking signals, and
● Distinguish the appropriate usage of cohesive devices samples as used in informative
speeches.

IV. LEARNING Suggested

Learning Activities
PHASES Timeframe
A. Introduction 30 minutes The words or expressions that are used to join two ideas or two parts of a sentence
or two different sentences or a number of sentences in a paragraph thematically and
meaningfully are called COHESIVE DEVICES. They are otherwise known as connectives
or linking words in English Grammar.
Source: https://jharaphula.com/cohesive-device-linking-words-exercises/

Preliminary Activity
1. Read the following group of sentences below. Try to get the thought
that it implies.

a) By 5:45 A.M., when power was restored, the dying fires and
sleeping bodies huddled around the fireplaces all over town resembled
pioneer encampments.
b) Nothing relieves the monotony of daily routine like an unexpected incident or
adventure.
c) The “Great Blackout”, as we called it, was such an event.
d) When the lightning struck a main power line at 6:32 P.M., all power stopped
abruptly.
e) The adventure began when the storm blasted through the area and the lights
flickered.
f) The Great Blackout was a night to remember.
g) Most homes reverted to nineteenth-century means of heat and light: candles, oil
lamps, and heat fires.

2. Now, on a separate paper arrange those jumbled sentences to form an organize

paragraph.
3. After you arranged and linked the sentences into a paragraph, can you now clearly
get the thought?
Source: Prentice Hall Grammar and Composition 3 Coherence (page: 473)
B. Development 1 hour Learning Task 1: Choose the letter of the word that correctly identifies the appropriate
transition word or phrase. Then underline the kind of transition you have used.
1. Jake is poor; _________________, he does not resort to begging to survive
A. despite B. however C. because D. therefore
(Contrast, Conclusion, Time, Reason)
2. Many students complained that the test was difficult, ___________ many students
managed to score full marks
A. yet B. because C. so D. even
(Contrast, Comparison, Example, Conclusion)
3. The students ran to the field _________ they heard that there was a Nescafe truck giving
away free ice cold coffee.
A. unless B. despite C. although D. when
(Comparison, Time, Summary, Order/Sequence)
4.____________I didn't like to spend time reading in class, but I enjoy it now.
A. Initially B. Eventually C. Next D. Overall
(Addition, Sequence, Result, Example)
5. My brother is my best friend. He is always willing to go the extra mile to help me. ______,
the other day he helped me study until 1:00 AM.
A. Furthermore B. As a result C. For example D. Additionally
 (Contrast, Comparison, Example, Conclusion)
Source: https://quizizz.com/admin/quiz/5d10180863cc6c001b12390b/cohesive-devices
COHESIVE DEVICES
Cohesive devices are sometimes called linking words, discourse markers or transitional
words. They are words or phrases that show the relationship between ideas, sentences,
paragraphs or sections of a text.

Take a look at these examples of sentences. What cohesive devices are used? What
relationships do they indicate?
Source: https://clipart-library.com

a. Just walk straight. Opposite the post office you will see the library.
b. First boil the water; then, pour it over the tea bag.
c. I was late to work because of the heavy traffic.

How about in this sentence? What correct transition word or phrase is needed to
complete this sentence?

I am not able to go to the beach with you. ___________, thanks for asking me.
(Nevertheless, Because, Certainly, After)

In addition, conjunctions also connect ideas and sentences. Look at the following
conjunctions and examples of sentences using them:
A. Coordinating Conjunctions allow you to join words, phrases, and clauses of equal
grammatical rank in a sentence. The most common coordinating conjunctions are for,
and, nor, but, or, yet, and so; you can remember them by using the mnemonic device
FANBOYS.
Example:
● I’d like pizza or a salad for lunch.
● We needed a place to concentrate, so we packed up our things and went
to the library.
● Jesse didn’t have much money, but she got by.
B. Correlative Conjunctions are pairs of conjunctions that work together. Some
examples are either/or, neither/nor, and not only/but also.
Example:
● Not only am I finished studying for English, but I’m also finished writing my
history essay.
C. Subordinating Conjunctions join independent and dependent clauses. A
subordinating conjunction can signal a cause-and-effect relationship, a contrast, or
some other kind of relationship between the clauses. Common subordinating
conjunctions are because, since, as, although, though, while, and whereas. Sometimes
an adverb, such as until, after, or before can function as a conjunction.
Example:
● I can stay out until the clock strikes twelve.

Here is a list of commonly used connectives and when we can use them.
To signal Addition again, also, and, and then, besides, equally, furthermore, in addition, too,
of ideas moreover, not only, but, also,
To signal in comparison, compared with, in the same way, likewise, similarly
Comparison
To indicate although, even though, however, yet, in contrast, instead, nevertheless, on the
Contrast contrary, on the other hand, whereas, while
To signal Order/ first, second, finally, hence, after, before, at first, at last, at the same time, in the
Sequence end, next, since (then), so far, as soon as, up to (then), until, gradually, to begin
with,
To signal Time next, afterward, finally, later, last, lastly, at last, now, then, when, soon,
thereafter, after a short time, next week (month, day, year), a minute later, in the
meantime, meanwhile, on the following day, at length, ultimately, presently
To signal Reason Because, so that, in order to, due to, in fact
To signal firstly, secondly, finally, in the first place, last, next, on top of (that), to begin
Enumeration (with), then
To show Result accordingly, as a result, consequently, for that reason, hence, thus, therefore, the
consequence of, that is
To signal Example a (evidence of), for example, for instance, such as, thus, to show (what I mean)
To Summarize in short, in conclusion, to sum up, on the whole, to summarize, to conclude,
altogether, in summary
 To show Condition If, even if, as long as, provided that, unless, whether, in case, in spite of, once
To signal Space above, behind, below, beyond, here, there, to the right (left), nearby, opposite, on
and Place the other side, in the background, directly ahead, along the wall, as you turn right,
at the tip, across the hall, at this point, adjacent to
To signal Choice or, either, either or, neither nor,
Source: Grade 8 – English ADM Module Quarter 1-Module 8: Cohesive Devices

C. Engagement 1 hour Learning Task 2: Sort the following words into different functions of cohesive devices.

Source: Grade 8 – English Lesson Exemplar Quarter 1 - Cohesive Devices-Division of Tayabas City

Learning Task 3: Rewrite the following passages by filling in the blank spaces with
suitable linking words from the lists given at the end of each passage.

A. The methods of reading often vary in accordance with the contents of

books, (1)__________ all books should be read with equal seriousness.
Amusement is not the major objective of reading (2)__________ a good book,
(3)__________it is a novel or a biography or a drama, always deals with some
aspect of knowledge (4)__________ helps us to know life better. It is
(5)__________ said (6)__________books are the best teachers. [Therefore, because, but, whether,
and, that]

B. When the examination was over, my friends (7)__________ I decided to go on quick getaway
(8)__________ we could not decide the exact place (9)__________ we would
spend our retreat. Some of us wanted to go to amusement park, others proposed a resort. It was
of course felt (10)__________ the trip should not be very expensive. [And, where, that, but]
Source: https://jharaphula.com/cohesive-device-linking-words-exercises/

Learning Task 4: Read the article below. Encircle the cohesive devices used.
Afterwards, determine the function of each cohesive device.

MENTAL HEALTH TOLL OF PANDEMIC ‘DEVASTATING’ – WHO

GENEVA — The COVID-19 pandemic is having a “devastating impact” on mental health

services globally, the World Health Organization (WHO) said Monday, ahead of a large fundraising push.
It warned that mental health had been overlooked in the crisis, pointing to a survey conducted between
June and August that revealed severe disruptions to services in 93 countries. While 83 percent of the
130 countries surveyed had included mental health in their coronavirus pandemic response plans only
17 percent had actually set up the full funding required, it said.
“This is a forgotten aspect of COVID-19,” WHO mental health director Devora Kestel told a
virtual media briefing, stressing the urgent need for increased funding. Before the pandemic, countries
were spending less than two percent of their national health budget on mental health, and were struggling
to meet demand, the WHO said That demand has now dramatically increased due to the pandemic.
“Bereavement, isolation, loss of income, and fear are triggering mental health conditions or
exacerbating existing ones,” the agency said in a statement.
“Many people may be facing increased levels of alcohol and drug use, insomnia, and anxiety.”
Prevention programs hit first.
Though all regions of the world have been affected, high-income nations had been better able to
maintain the provision of services. WHO’s survey found that 30 percent of countries reported some
disruption in emergency mental health provision and medication supplies for people with disorders.
Prevention services were sharply affected while travel restrictions hindered patient access to health
 facilities. However, countries are learning to respond with innovative solutions such as telemedicine and
teletherapy interventions.
The WHO also said more data was needed on COVID-19’s effect on brain health, with fewer than
one in 10 countries conducting research. The WHO said that estimates before the coronavirus pandemic
showed that nearly $1 trillion in economic productivity was lost annually from depression and anxiety
alone.
However, studies showed that every dollar spent on evidence-based care for depression and
anxiety returned $5.00. On Saturday, the WHO is hosting on social media “The Big Event for Mental
Health,” calling for increased investment.
Those taking part include Queen Mathilde of the Belgians; footballer Alisson Becker, the Brazil
and Liverpool goalkeeper; and pop star Lady Gaga’s mother Cynthia Germanotta. Also involved are the
widow of Chester Bennington, the Linkin Park singer who committed suicide in 2017, and Klas Bergling,
the father of the Swedish superstar DJ Avicii, who was found dead two years ago aged 28.

Source: https://newsinfo.inquirer.net/1343996/mental-health-toll-of-pandemic-devastating-who#ixzz6nIW4zN74

D. Assimilation 45 minutes Instruction: Suppose you will be delivering a

speech informing your family and the
community about an important and a current
issue or topic. Reflect on the following terms:

● COVID-19 (New Variants)

● Modified General Community Quarantine
● COVID-19 Vaccine

Choose one topic and write a paragraph about it. Apply appropriate cohesive devices
in your sentences. Underline them.

To check the output here is the rubric:

SCORE TASK LEXIS & SPELLING GRAMMAR & PUNCTUATION COHESION &
FULFILLMENT COHERENCE
10 All parts of the Uses a good range of A mixture of simple, compound Well organized and logical.
task are vocabulary and spelling and complex sentences mostly Uses variety of cohesive
addressed mostly correct accurate and punctuation devices appropriately
adequately mostly correct
7 Most parts of the Uses a range of vocabulary A mixture of simple, compound Some attempts to organize
task are which is adequate for the and complex sentences often ideas in logical way. Uses
addressed task and spelling of high inaccurate and punctuation some cohesive devices
adequately frequency words mostly mostly correct appropriately
correct
5 Most parts of the Uses a range of vocabulary Attempts a mixture of simple, Ideas generally not
task are not which is less than adequate complex and compound organized in a logical way.
addressed for the task and many sentences, but with frequent Limited/inaccurate use of
adequately errors in high frequency basic inaccuracies and cohesive devices
words punctuation inconsistent
Source: https://scribd.com
V. ASSESSMENT 45 minutes Instruction: Find two (2) different samples of informative speech or other
forms of articles found in print materials that discusses timely and relevant
topic: e.g. COVID-19 Vaccine, COVID-19 (new variants), etc.

Identify and categorize the cohesive devices used by highlighting or

underlining the words in the article. On a separate sheet of paper, list
down the cohesive devices, and form a chart to group them according to usage.

In checking outputs, the teacher will tally the highlighted words in the article to the
cohesive devices written in the chart. Moreover, it must be determined whether the
student categorized correctly each cohesive device.

VI. REFLECTION Write your personal insights about the lesson using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.
Prepared by: Checked by:
Catrhina D. Jamilano- SDO Tayabas City Maria Madel C. Rubia-Head Teacher III