Republic of the Philippines

Department of Education
Region V - Bicol
SCHOOLS DIVISION OFFICE OF ALBAY

LEARNING ACTIVITY SHEET IN ENGLISH 8

Worksheet No. 5, Quarter 1

Learner’s Name: ___________________________________________________________

Grade Level/Section: _______________________________________________________
Date: ____________________________________________________________________

Stick Together with Sequence Markers

I. LEARNING SKILLS
A. MELC 4. Q1.
✓ 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).

B. Learning Objective
✓ Identify and use sequence markers to indicate coherence.

II. INTRODUCTORY CONCEPT

▪ Cohesion
✓ This is a very important aspect of academic writing because it immediately
affects the tone of writing. Although some instructions may say that you will
lose points because of grammatical errors in your paper, or you may lose points
if the tone of your writing is too casual or sloppy (a diary-type of writing of
choppy sentences will make the tone of your writing too casual for academic
writing).

▪ Cohesive writing
✓ This refers to the connection of ideas both at the sentence level and the
paragraph level

▪ Coherence
✓ This is another important aspect of academic writing. Literally, the word means
“to stick together.” Coherence in writing means that all ideas in a paragraph
flow smoothly from one sentence to the next sentence. With coherence, the
reader has an easy time understanding the ideas that you wish to express.

▪ Sequence Markers
✓ This is one of the most common emphasis markers which are expressions that
indicate the right arrangement of events or processes. This also states the

1
 chronology of ideas, denote order, and present an action occurring at the same
time with another action.

✓ We use the following sequence markers in giving directions or instructions and

present ideas in order:
First Afterwards Second Later
Next Finally Then In conclusion
In the first place Eventually Meanwhile Lastly
At the moment Afterwards In addition In the end
Besides As soon as Moreover Furthermore
All in all Before To begin with

✓ Examples:
1. I packed my things then left the room.
2. First, brush your teeth before you go to sleep.
3. My mother was talking to my father meanwhile, my son was eating lunch.
4. Shiela studied hard, in the end, she passed the exam.
Sources: Functional English for Today textbook English Third Year, p. 60
Celebrating Diversity through World Literature, English 10 Learner’s Material, p. 291

III. ACTIVITIES
A. Practice Tasks
A.1. Direction: Read the recipe below and underline all the sequence markers.

Zimbabwean Chicken and Vegetable Soup

Ingredients:
1 tablespoon olive oil
1 onion, diced
4 cups vegetable stock, divided
½ cup peanut butter
2 cups canned diced tomatoes, with juices
¼ teaspoon crushed red pepper flakes, or more to taste
1 cup finely chopped cabbage
1 cup chopped sweet potato
1 cup peeled and chopped carrot
1 cup peeled and chopped turnip
1 cup chopped okra
1 cup chopped cooked chicken, or to taste

Procedure:
Step 1
First, heat the olive oil over medium heat in a large soup pot; cook and stir the onion in the hot oil
until translucent, about 5 minutes. Then, whisk 1/2 cup of vegetable stock and the peanut butter into
the onions until the mixture is smooth. Next, beat in remaining vegetable stock, diced tomatoes with
their liquid, and crushed red pepper flakes; eventually bring to a boil, reduce heat to medium low,
and lastly cook at a simmer for 30 minutes, stirring occasionally.

Step 2
Meanwhile, stir in the cabbage, sweet potato, carrot, and turnip; simmer, stirring occasionally, until
the vegetables are tender, about 30 more minutes. Finally, stir in the okra and chicken and simmer
until the okra is tender, about 30 additional minutes.

Source: https://www.allrecipes.com/recipe/219483/zimbabwean-chicken-and-vegetable-soup/

2
A. 2. Directions: Arrange the following events as to what you need to do after getting
vaccinated from COVID-19. Use numbers 1-5. Then, underline the sequence markers used in
the given sentences. Each item is worth 2 points.

____ Later, you may take paracetamol or other painkillers if you do develop side effects such
as pain, fever, headache, or muscle aches after vaccination.
____ Next, check when you should come in for a second dose – if needed.
____ First, stay at the place where you get vaccinated for at least 15 minutes afterwards.
____ Lastly, even after being vaccinated, keep taking precautions such as always wear a
mask especially in crowded places, observe social distancing, clean/sanitize your
hands frequently, cover any cough or sneeze in your bent elbow, and have a healthy
lifestyle.
____ Then, contact your care provider if there is redness or tenderness (pain) where you
got the shot that increases after 24 hours, or if side effects do not go away after a few
days.
Source: https://www.who.int/emergencies/diseases/novel-coronavirus-2019/covid-19-vaccines/advice

B. Assessment

B.1. Directions: Read the diary entry below and supply the missing sequence marker to
complete the paragraph. Choose your answer from the given markers inside the parenthesis.

August 15, 2021

Dear Diary,

Today marks the first day of my journey as Grade 8 student in Villa Estrella National
High School. I woke up early and fixed my bed. __________________ (Before, Next) I took
a bath, I decided to help my mother in preparing our meal. I chopped the cloves of garlic
and put it in the hot pan because my mother will cook fried rice and omelet.
_______________ (Finally, Afterwards), my mother asked me to make a cup of coffee for
my father. _______________ (Then, before), we ate together. I prepared my mother’s
things for she will be going to my school to get my modules. I waited for her for about two
hours. ________________ (First, Eventually), she was back from school. She handed me
the modules. I noticed a small note that says, “you are loved though we are apart”, it was
from my adviser. _________________ (Next, After) I read the note, I felt motivated to
answer the activities and finish them on time.

Bye for now,

Monica

B.2. Directions: Write 3-paragraph essay on any of the following topics below. Be sure to use
correct sequence markers to make your paragraphs coherent. Do not use similar sequence
markers in paragraphs.

Topics: COVID-19 Pandemic

Online Distance Learning
Community Quarantine
Mental Health Awareness

3
Your work will be rated using this rubric:
Very Needs
Excellent Good Fair
Criteria good Improvement Score
5 3 2
4 1
Content
*Ideas were aligned to the
topic.
*Use factual information.
Organization
*Sentences/paragraphs are
coherent to one another.
*Use correct sequence
markers in paragraph.
Language and Style
* Followed and observed
correct grammar, spelling,
and punctuations.
*Sentences are clear and
complete.
TOTAL

IV. REFLECTION
✓ Complete this statement:
My journey through this learning activity sheet enabled me to learn
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

V. REFERENCES
▪ DepEd Region V SLM in English 8, Quarter 1- Module 5: Equality in the midst of Diversity
▪ Functional English for Today textbook English Thir Year, p. 60
▪ Celebrating Diversity through World Literature, English 10 Learners’s Material, p. 291
▪ https://www.allrecipes.com/recipe/219483/zimbabwean-chicken-and-vegetable-soup/
▪ https://www.who.int/emergencies/diseases/novel-coronavirus-2019/covid-19-vaccines/advice

Prepared by:

MA. MONICA N. VILLAREAL, T-I

Polangui General Comprehensive High School
Division of Albay

Quality Assured by:

EDEN I. BOBIS, AP II/OIC, Content Editor

SDO Albay – San Juan High School (Oas)

CHRISTINE V. ADAYO, T-III

SDO Albay, Polangui General Comprehensive High School

GENEBIEVE D. SABILE, T-III

SDO Albay, Polangui General Comprehensive High School

4
 5
KEY TO CORRECTION:
Practice Tasks
A. 1
First, then, next, eventually, lastly, meanwhile, finally
A. 2
4
2
1
5
3
Assessment
B.1
1. Before
2. Afterwards
3. Then
4. Eventually
5. After
B.2.
Student’s work may vary.
Reflection
Student’s answers may vary.