LORD IMMANUEL INSTITUTE FOUNDATION, INC.

(Formerly: Lobo International Institute Foundation,

Inc.) Jose Rizal St., Poblacion, Lobo, Batangas
www.lordimmanuel.com
0977-805-7959
“I can do all things through Christ who strengthens me.” – Philippians 4:13
Subject: ENGLISH Quarter 4
Grade: 8 Weeks 1-2

A. LEARNING COMPETENCY – The learner is able to use appropriate grammatical signals or expressions
suitable to each pattern of idea development:
 General to particular
 Claim and counterclaim
 Problem-solution
 Cause-effect

B. TOPIC – Grammatical Signals

In this module, you are expected to develop your knowledge and skills in using appropriate grammatical signals or
expressions in writing general to specific compositions.
What are grammatical signals/phrases?
Grammatical signals are writing devices that serve to maintain text coherence. They signal relationship between
sentence by means of back reference through the using of pronominal forms, determiners, and repetition of key words,
ellipsis, parallelism, synonyms and super ordination (Saraka, 1988:111). In short, they signal the relationship between new
sentences and the one before it and they are also the important writing devices in text construction.
In English grammar, a signal phrase is a phrase, clause, or sentence that introduces a quotation, paraphrase, or summary.
It's also called a quotative frame or a dialogue guide.
Common signal phrase verbs include the following:
argue, assert, claim, comment, confirm, contend, declare, deny, emphasize, illustrate, imply, insist, note, observe, point
out, report, respond, say, suggest, think, and write.
What is conjunction?
Conjunctions are those little words that connect two parts of sentence together.
What are the coordinating conjunctions?
F- for
A - and
N - nor
B - but
O - or
Y – yet
S – so
Learning the subordinating conjunction and its proper uses will equip learners with confidence in speaking and writing
grammatically correct sentences.
 Have you tries confidently speaking/talking to your friends in English? (Knowing that you are
grammatically correct). How did you feel?
What is subordinate conjunction?
A subordinate conjunction will connect a main clause and a subordinate one. If the main clause comes first
in the sentence it won’t be separated from the subordinate clause by a comma. If the subordinate clause comes first
then we will separate the clauses with a comma.
Usage of the different subordinating conjunctions:
The most common subordinating conjunctions are:

After – later than the time that: later than when.

Example: ―Call me after you arrive at work
Although – despite the fact that: used to introduce a fact that makes another fact unusual or surprising.
Example: ―Although she was tired, she couldn’t sleep
As – used to introduce a statement which indicates that something being mentioned was known, expected, etc.
Example: ―As we explained last class, coordinating conjunctions are sentence connectors
Because – for the reason that.
Example: ―I painted the house because it was a horrible color
Before – earlier than the time that: earlier than when.
Example: ―Come and visit me before you leave
How – in what manner or way.
Example: ―Let me show you how to knit
If -used to talk about the result or effect of something that may happen or be true.
Example: ―It would be fantastic if you could come to the party
Once – at the moment when: as soon as.
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 Example: ―Once you’ve learnt how to cycle, it’s very easy
Since – used to introduce a statement that explains the reason for another statement.
Example: ―Since you’ve studied so well, you can go outside and play
Than – used to introduce the second or last of two or more things or people that are being compared — used with the
comparative form of an adjective or adverb.
Example: ―My sister is older than I am
That – used to introduce a clause that states a reason or purpose.
Example: ―Olivia is so happy that it’s summer again
When – at or during the time that something happened.
Example: ―A teacher is good when he inspires his students
Where – at or in the place that something happened.
Example: ―We went to the bar where there most shade
Whether -used to indicate choices or possibilities.
Example: ―Bruno wasn’t sure whether to go to India or Thailand
While – during the time that something happened
Example: ―While we were in Paris, it snowed
Until – up to the time or point that something happened
Example: ―We stayed up talking until the sun came up

These different conjunctions are also used in the pattern of idea development.

PATTERN OF IDEA DEVELOPMENT

A. Pattern of Idea Development (General to Particular/Specific)
A method of writing a composition that discusses the broad topic using specific details that supports the
topic. The writer should make sure the reader can understand and to relate specific examples.
The topic sentence should identify a general statement about the subject.
General to specific organization follows a direct approach. It leaves very little to the imagination of readers or
listeners because the writer/speaker makes everything clear in the beginning itself.

GENERAL TO PARTICULAR EXPRESSIONS

Specification words (As an example, In addition to, For
example, etc.) Transitional words (First, second, third, next, etc.)

B. Pattern of Idea Development (Claim-counterclaim)

 A claim-counterclaim pattern organization refers to the structure of an argument where there is more than
one side to a debate. It is very common in academic writing.
 In a claim-counterclaim text, arguments are typically introduced using reporting verbs such as show, argue
and claim. A writer may also use evidence to support their claim, using connectors such as for instance or
for example.

The theoretical formulations on social capital of Bourdieu, Coleman and Putnam have greatly contributed to the
currency of the concept. Yet, while the concept enjoys an expanding popularity in interdisciplinary research,
conceptual ambiguity and misspecification persists. Lack of agreement in defining social capital is reflected in
the operationalisation of the concept. While many refer to „social capital‟ or „measures‟ thereof, they are unlikely
to refer to the same thing or that the measures employed are reliable, valid or comparable. This is all the more
evident in Putnam‟s formulation and the body of research it has generated. This review argues that such
research is plagued by unresolved measurement issues which do not help to clarify the nature of the
concept. This critical review addresses the similarities and differences among the theoretical formulations of
the three prominent theorists focusing on empirical research that assigns a causal role to social capital. It is
argued that as a concept, social capital offers great potential but it cannot be treated as an aggregate trait of
large collectivities. Aggregate measures of social capital lack both reliability and validity and are inconsistent
with theory.

C. Pattern of Idea Development (Problem-Solution)

A paragraph/essay that describes and discusses possible solutions to a problem.
 Problem - A state of difficulty/trouble that needs to be resolved.
 Solution – A statement or method of solving a problem.
Important signal words like "as a result," "dilemma," "leads to," "conclude" and "resolve.
D. Pattern of Idea Development (Cause-Effect Relationship)
Effect – It is the effect or result of the cause.
Cause – It is the reason why a phenomenon or event occurs.

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 CAUSE EFFECT
Any event or condition Any event or condition
that anticipates or that is caused by another
precipitates another event or condition.
event or condition

CAUSE AND EFFECT RELATIONSHIP

 It is the relationship in which one event (cause) makes another event to happen (effect )

CRITERIA FOR CAUSE-EFFECT RELATIONSHIP

 Temporal Precedence - Cause has to occur first before the effect.
 Whenever the cause happens, the effect will also happen.

EXPRESSIONS THAT SIGNALS CAUSE

Because (because of) For The effect of
Since Due to Contributed by
Caused by As a result of

EXPRESSIONS THAT SIGNALS EFFECT

As a result Then Thereby
As a consequence For this reason So/Such that
Therefore Hence
Thus So
REFLECTION:
John 1:12
But to all who did receive him, who believed in his name, he gave the right to become children of God.

Same as the conjunction, we know that these conjunctions are used to connect two parts of sentence together. We,
also have a connection to God. As John 1:12 says, “But to all who did receive him, who believed in His name, he gave
the right to become children of God”. If we will receive Jesus Christ as our Savior we will have a connection to God
and we will be called as children of God.

References:

https://www.slideshare.net/jmpalero/english-8-pattern-of-idea-development-causeeffect-relationship
https://www.slideshare.net/jmpalero/english-8-pattern-of-idea-development-general-to-particular
https://versozanelson.blogspot.com/2017/12/problem-solution-as-pattern-of.html

Prepared by:

Ms. Jinky Mendoza

0951-313-1206
FB Acc: Jinky Claveria Mendoza
Gmail Acc: jinkymendoza55@gmail.com

GENERAL DIRECTIONS:
1. You will write your answers on one whole sheet of paper.
2. Read the directions carefully before answering for better results.

Activity 1: Internalize It
Directions: 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

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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 grow 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.

Directions: 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.
5. So he did every kind of work such as carrying heavy things, clearing away forest,

Activity 2: Think and Write

Directions: Construct a paragraph of not more than 200 words about a topic you are familiar with. It should
contain a general statement and use the different grammatical signals to add specific statements to support the topic.
Underline the grammatical signals used in your composition. This activity will be rated through a rubric.

Point Value 10
Interesting, original topic,
reflecting thought and insight;
focuses on one interesting
Topic main idea.
Interesting, concrete and
descriptive examples and
Supporting details with explanations that
Details relate to the topic.
Grammatical Uses 8 or more grammatical
Signals signals.
Consistent standard English
usage, spelling, and
Mechanics punctuation. No errors.
8 5
Clearly states topic; presents Acceptable topic;
one main idea. presents one idea.
Examples and details relate Sufficient number of
to the topic and some examples and details related
explanation is included. to the topic.
Uses 5 to 7grammatical Uses less than 5
signals. grammatical signals.
Some errors, but no major A few errors in usage,
error in usage, spelling or spelling or punctuation.
punctuation.

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