8

English
Quarter 4- Module 1
Using Appropriate Grammatical
Signals or Expressions Suitable to
Cause- Effect Pattern of Idea
Development
English- Grade 8
Alternative Delivery Mode
Quarter 4- Module 1- Using Appropriate Grammatical Signals or Expressions Suitable to
Cause- Effect Pattern of Idea Development
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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effort has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Disodado M. San Antonio

Development Team of the Module

Writer: Jocelyn E. Sasan

Editors: Pablito D. Villalon, Teresita A. Caayaman,

Reviewers: Pablito D. Villalon. Teresita A. Caayaman, Josephine Eronico

Illustrators: Jocelyn E. Sasan

Layout Artist: Jocelyn E. Sasan

Management Team:
Bianito A. Dagatan, EdD, CESO V
Pablito Villalon

Printed in the Philippines by Division of Bohol

Department of Education- Region VII

Office Address: Chatto Drive Brgy. Cogon, Tagbilaran City, Bohol

Telefax: (038)412-0938, (038)411-2544, (038)501-7550

Email Address: deped.bohol@deped.gov.ph
 8
English

Quarter 4- Module 1
Using Appropriate Grammatical
Signals or Expressions Suitable to
Cause- Effect Pattern of Idea
Development
Introductory Message

For the facilitator:

Welcome to the English 8 Alternative Delivery Mode (ADM) Module 1 on Using

Appropriate Grammatical Signals or Expressions Suitable to Cause- Effect Pattern of Idea
Development.
This module was collaboratively designed, developed and reviewed by public educators
to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to
12 Curriculum while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.
As a facilitator you are expected to orient the learners on how to use this module. You
also need to keep track to learners’ progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks included
in the module.

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For the learner:

Welcome to the English 8 Alternative Delivery Mode (ADM) Module 1 on Using

Appropriate Grammatical Signals or Expressions Suitable to Cause- Effect Pattern of Idea
Development!

The hand is one of the most symbolized parts of the human body. It is often used to depict
skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the
hand in this learning resource signifies that you as a learner is capable and empowered to
successfully achieve the relevant competencies and skills at your own pace and time. Your
academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the contents
of the learning resources while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or competencies you are
What I need to Know
expected to learn in the module.
This part includes an activity that aims to check what you
What I Know
already already know about the lesson to take. If you get all the
answers correct (100%), you may decide to skip this module.
This is a brief drill or review to help you link the current lesson
What’s In
with the previous one.
In this portion, the new lesson will be introduced to you in
What’s New
various ways such as story, a song, a poem, a problem
opener , an activity or a situation
This aims to help you discover and understand new concepts
What is It
and skills
This comprises activities for independent practice to solidify
What’s More
your understanding and skills of the topic. You may check
the answers to the exercises using the Answer Key at the
end of the Module.
What I have Learned This includes questions or blank sentence/ paragraph to be
filled into process what you learned from the lesson

What I Can Do This section provides an activity which will help you transfer
your new knowledge or skill into real life situations or
concerns
This is a task which aims to evaluate your level of mastery in
Assessment
achieving the learning competency.

iii
 In this portion, another activity will be given to you to enrich
Additional Activities your knowledge or skill of the lesson learned. This also tends
retention of learned concepts.
This contains answers to all activities in the module.
Answer Key

At the end of this module you will also find:

References This is a list of all sources used in developing this module

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included in
the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/ facilitator at the end of the quarter.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

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 What I Need to Know

This module is designed and written with you to help you improve your viewing skills
through discerning or understanding positive and negative messages conveyed in a material
viewed with the use of varied activities presented in the lesson.
As you go through, you are expected to enhance your knowledge and improve your
grammar skills in using appropriate grammatical signals or expressions suitable to cause-
effect pattern of idea development.

The most essential learning competency covered in this module is use appropriate
grammatical signals or expressions suitable to pattern of idea development: general to particular;
claim and counterclaim; problem- solution; cause- effect; and others.

Objectives:
As learner of this module, you are expected to:
1. identify cause- effect relationship used in sentences;
2. use graphic organizers to show cause- effect relationships;
3. develop paragraph of cause- effect using appropriate grammatical signals or
expressions.

General Directions
1. Use separate sheet of paper in answering the activities in the module.
2. Return this module to your teacher/ facilitator at the end of the quarter.
3. For week 1, please answer the following:
a. What I Know
b. What’s In
c. What’s New
4. For week 2, please answer the following:
a. What’s More
b. What I have learned
c. What I Can Do
d. Assessment

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 What I Know

Let us find out how much you already know about using appropriate grammatical
signals suitable to cause- effect pattern of idea development.
Below is a Pretest that will assess your prior knowledge about the focus on this
module.

Activity 1: Let’s Start!

Directions: Read the questions carefully and choose the letter of the correct answer. Write your
answer on a separate sheet of paper.
1.Which of the following words does not belong to the group?
A. because B. since C. due to D. as a result
2. I felt sorrow for I realized the worldwide pandemic we face these days. The underlined phrase
is the ________ of what happened.
A. reason B. result C. problem D. remedy
3. Which word completes the sentence? Global tourism, travel and hospitality companies are
closed, _____ many people typically the least well-paid and those self-employed or working in
informal environments in the gig economy or in part-time work with zero-hours contracts are
affected.
A. because B. for C. so D. since
4. Take a look at the picture below. What does it reflect?

Coronavirus (COVID-
19) FAQs
https://healthcare.ut
ah.edu/healthfeed/p
ostings/2020/03/covi
d19-faqs.php

A. It’s a remedy to the pandemic we are facing these days.

B. It’s the dilemma or concerning issue we face these days.
C. It’s the result of the health crisis nowadays.
D. It’s just nothing.

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5. Business closure to help prevent transmission of COVID-19________ financial concerns and
job losses. Which word best completes the sentence?
A. results to B. because C. so D. since

6. Due to the spread of coronavirus disease (COVID-19), children are affected by physical
distancing, quarantines and nationwide school closures. The underlined phrase is the
________.
A. result B. solution C. reason D. counterclaim
7. Confirmed deaths worldwide reached to 1.3 million due to COVID-19. Which of the following
shows the result of the situation?
A. COVID- 19 B. worldwide C. deaths D. million
8. What does the picture show?

Domino effect chain

reaction - Coronavirus
disease 2019.
Pandemic COVID-19

https://www.dreamstim
e.com/domino-effect-
pandemic-covid-chain-
reaction-coronavirus-
disease-
image175975830

A. One event causes another similar event, which in turn causes another event, and so on…
B. One event has no connection with the other events.
C. One event affects only one event.
D. One event is the solution to the next.
9. Some children and young people may be feeling more isolated, anxious, bored and uncertained
because of the threats of COVID-19. Which of the following connectives introduces the reason of
what happened?
A. because B. some C. may D. threats
10. Which does not belong to the group?
A. She tried everything she could because she wanted to help change the health situation.
B. Since all family members show concern for health, they remained staying at home.
C. There was increase in number of COVID- 19 positive cases, consequently, children suffered
home quarantine.
D. He remained negative of such disease due to the reason that he was so careful.
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 Lesson Using Appropriate Grammatical
1 Signals or Expressions Suitable
to Cause- Effect Pattern of Idea
Development
In this module, you will learn about using appropriate grammatical signals suitable to
cause- effect pattern of idea development.
It is important to know about this topic to help you in your academic journey of developing
ideas.

What’s In

In your past lesson, you have learned about using appropriate cohesive devices in various
speech types. This time, we will recall your understanding on the said topic by answering the short
drill.
Activity 2: Let’s Recall!
Directions: Recall your previous lesson by answering the following questions. When the two
sentences for each number are combined, which connective is appropriate? Choose the letter of
the correct answer. Write your answer on a separate sheet of paper.
1. The plant is deprived of water. It wilts and dies.
A. if B. when C. so D. because
2. Rich topsoil is washed away by running water. It causes floods during the rainy
season.
A. so that B. thus C. because D. when
3. The root development is poor. The crop is undernourished.
A. if B. consequently C. as a result D. when
4. Farmers lost many crops. Rainfall was far below normal.
A. because B. so that C. as a result D. therefore
5. The root system of the plants is not large enough to trap the water in the soil. The soil
dries out quickly and the young plants die.
A. since B. because C. thus D. so that

What’s New

When you write sentences, you should show the connection or relationship between each
idea. In cause- effect relationships, what should a writer need to use to express his ideas well?
Look for clue words. Ask yourself, “What might happen because of this event? What
caused this event to happen?
The paragraph that you are going to read will give you examples of cause- effect
relationships and the grammatical signals to express them.

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Activity 3: Read and Find!
Directions: Study the following paragraph. Then, supply the table with the grammatical signals
or expressions to express cause – effect relationship.
Flu Season
Every year when it gets cold, people get sick. They get headaches, fevers and runny noses,
and they sneeze, cough and even throw up. All this discomfort is caused by one or another
seasonal flu, which spreads fast and far because of the weather.
When it is cold, people stay indoors more than when it is warm. They also keep their doors
and windows closed. The air in their homes, classrooms and offices becomes less fresh and more
full of germs like the flu virus. If someone in the room has the flu and is coughing or sneezing, the
germs in their throat and nose spread quickly through the air in the room and are breathed in by
other people in the room. These people also become sick and carry the virus to other homes,
classrooms and offices where the windows and doors are closed.
Students and workers who have the flu are often encouraged to stay home until they are
well so that fewer people in their classrooms and offices will get sick. People should also open
their doors and windows once or twice a day to let the germ-filled air out and the germ-free air in.
The flu will always be with us, but we can control it a little.

Signal words for Cause- clause Signal words for effect- clause

Activity 4: Pick It Out!

Directions: Pick out sentences with cause- effect relationship from the given paragraph above
and write on your answer sheet. Then, underline once the cause and underline twice the effect.
Circle the markers or signal words of cause – effect.
1. ______________________________________________________________________
______________________________________________________________________

2. ______________________________________________________________________
______________________________________________________________________

3. ______________________________________________________________________
______________________________________________________________________

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 What is It
You already know that events are connected by cause and effect. You also know
that cause- effect relationship means one event is the reason another event happens.
Study the following examples.
1. During droughts, the government often sets limits so that it can control water use.
2. Because of the increase in petroleum products, there was a hike in jeepney fares.

In sentence number 1 and 2, which events are the causes? Which ones are the effects?
What clue words point out the cause and their effects?
In sentence number 1, the government often sets limits during droughts is the cause or
reason why it can control water use. It can control water use is the effect of the cause. The
connective so that helps point out the effect of the cause mentioned.
In sentence number 2, increase in petroleum products is the cause of having hike in
jeepney fares. There was a hike in jeepney fares is the effect of the increase in petroleum
products. The connective because points out the cause of the fare hike.
The words so that and because are two of the connectives or transition signals to express
cause- effect relationship of ideas.

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 KEY POINTS
Cause is a reason for an action or condition; effect is the result of such condition.
A cause-effect relationship is a relationship in which one event (the cause)
makes another event happen (the effect). One cause can have several effects.
For example: Destruction of watersheds brings about soil erosion; as a result,
rivers and lakes reduces its capacity to hold water.
Cause – effect relationship may follow the following patterns:
1. Clause stating the effect + because + clause stating the cause
Example: She chose to be a social worker because she wanted to serve the people.

2. Because + clause stating the cause + clause stating the effect

Example: Because she wanted to serve God, she chose to be a nun.
3. Clause stating the effect + because of + noun phrase giving the reason or
cause
Example: She chose to be a nun because of her dream to serve God.
4. Because of + noun phrase giving the reason or clause + clause stating the
effect
Example: Because of her dream to serve to God, she chose to be a nun.
A cause- effect explanation tells why something turns out the way it does. To be
able to determine the cause and effect of an event, you must be familiar with cause and
effect expressions to help you find the connections.
Transition signals or markers are words or phrases that connect or link parts of
sentences or paragraphs in a text. They may be connectives, adverbs, or simply group of
words or phrases.
The most common markers or expressions for cause- effect relationships are:
1. Expressions which signal causes
because for
since

2. Expressions which signal effects

as a consequence hence therefore
as a result consequently thus so

Other markers of cause- effect relationship are accordingly, inevitably, thus, on

account of, since, then, as a result of, due to the fact that, consequently, therefore, if, when,
and so.

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 What’s More

What have you learned from the lesson? You are really getting better and better after
every task! This time, you may further test your understanding to enrich yourself by doing the
activities below.
Activity 5. Identify!
Directions: Write C if the underlined part is the cause, write E if it is an effect. Write your answer
on a separate sheet of paper. The first one is done for you.
1. Because the alarm was not set, we were late for work. Answer: C
2. Since school was canceled, we went to the mall.
3. Tsunamis happen when tectonic plates shift.
4. Because of a price increase, sales are down.
5. Since the refrigerator was practically empty, we had to go to the store.

Activity 6. Complete It!

Directions: Identify what grammatical signal or expression is appropriate to complete each idea.

as a result so that therefore if

because so consequently
when
1. I was flushed with childish pleasure and pride _______ I finally succeeded in making the
letters.
2. ______ of her repeated attempts, I became impatient.
3. ______________ of mother’s nurturing way, I was awakened and my life was filled with
hope.
4. The baby was crying, ____ Dad picked him up.
5. Positive cases of COVID- 19 continue to rise; _______, we have to stay home.

What I Have Learned

Activity 7: Just Ponder!
Directions: Assess your learning progress about the topic by completing the following
statements. (2 points each)
1.I have learned that the grammatical signals/ markers to express cause- effect relationships are
____________________________________________________________________________
_______________________________________________.
2.I have realized the importance of ________________________________________________
____________________________________________________________________________.
3.I believe I can deepen my understanding on cause – effect relationships through
____________________________________________________________________________
____________________________________________________________________________.
 8

What I Can Do
In this part of the module, you will transfer your new knowledge or skill into real life
concerns. This will serve as an evidence of your understanding of the lesson.
The following additional task shall give you more practice to enrich your knowledge in using
grammatical signals or expressions to express cause- effect relationships.
Activity 8: Think and Solve!
Directions: Copy and complete the graphic organizer below on a separate sheet of paper. Based
on the given picture, what cause- effect ideas come out from your mind?

No COVID-19-infected
frontliner availed gov’t
pay due to lack of IRR,
says Angara
By Vince Ferreras,
CNN Philippines
Published Jun 2, 2020
10:00:18 PM
https://www.cnn.ph/ne
ws/2020/6/2/COVID-
19-infected-frontliner-
not-avail-
compensation-lack-of-
IRR-.html

9
Activity 9. Just Write!
Directions: Based on the diagram you accomplished, write a short paragraph that contains
cause- effect relationship of ideas and solutions to the problem. Use separate sheet of paper.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

_________________________________________________________

____________________________________________________________________________________
Assessment

How was your experience in doing the various activities in this module? Which activity did
you find most enjoyable? At this part, let’s now evaluate your level of mastery in achieving the
learning competency by answering the assessment.
Activity 10: Let’s Evaluate!
Directions: Read each question carefully and write the letter of your answer.
1. Maintaining at least a meter distance between yourself and others, consequently, help you to
reduce your risk of COVID- 19 infection when they cough, sneeze or speak. The underlined
phrase is the ____________.
A. effect. B. cause. C. solution. D. call.
2. Which of the following underlined phrases shows effect?
A. The moon has gravitational pull, consequently the oceans have tides.
B. I never brush my teeth, so I have five cavities.
C. We received seven inches of rain in four hours; as a result, the underpass was flooded.
D. Smoking cigarettes may result to lung cancer.

3. Make wearing a mask a normal part of being around other people, _____ keeping yourself and
others safe from COVID-19. What connective completes the idea?
A. thus B. since C. so that D. if

4. Avoid the 3Cs: spaces that are closed, crowded or closed contact ________ the virus we are
afraid of is unseen.
A. so B. consequently C. because D. when

5. _______ you want to eliminate germs including viruses, you need to regularly and thoroughly
clean your hands with an alcohol-based hand rub or wash them with soap and water.
A. If B. so C. so that D. results to

Directions: Activity 2. A. Provide an effect to each item by using appropriate connective.

6. Touching your eyes, nose and mouth wherever you go _______________________________.

7. Staying home and self-isolating even if you have minor symptoms such as cough, headache,
mild fever _________________________________________________________.
8. Not following the directions of your local health authority _____________________________.
Directions: Activity 2. B. Provide a cause for each idea.
9. _____________________________, she got fever, dry cough, and tiredness.

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10. Some patients suffered loss of taste or smell, aches and pains, headache, sore throat, nasal
congestion, red eyes, diarrhoea, or a skin rash _____________________________________

Answer Key

What I Know
1. D 2. B 3.C 4.B 5. A
6. C 7. C 8. A 9. A 10. C

What’s In
1. C 2. B 3. A 4. A 5.C
What’s New
Activity 3
Signal words for cause- clause Signal words for effect- clause
1. when 2. If 1. So that
Activity 4
1. Every year, when it gets cold, people get sick.

2. When it is cold, people stay indoors more than when it is warm.

3. Students and workers who have the flu are often encouraged to stay home until
they
4. are well so that fewer people in their classrooms and offices will get sick.

What’s More
Activity 5
1. C 2. E 3. E 4. E 5. C
Activity 6
1. because 2. Because 3. Because 4. so 5. Therefore/ so

What I have Learned

1-3 Answers may vary
What I can Do
Activity 8, 9 & 10 - Answers may vary
Assessment
1. B 2. C 3. A 4. C 5. A
6 – 10 Answers may vary
 11

References
Model Short Cause and Effect Essays https://marsdenarenglish.wordpress.com/short-
essays/model-short-cause-and-effect-essays/

https://www.merriam-webster.com/dictionary/cause

INNOMED-UP Project’s implementation during the COVID-19 pandemic

https://www.google.com/search?q=covid+19+pandemic&source=lnms&tbm=isch&sa=X&ved=2a
hUKEwiOk8KnjrHtAhWZKqYKHcAYBhsQ_AUoAXoECCoQAw&biw=1093&bih=526#imgrc=UP9
XZUvOHLNR5M

Free cause effect graphic organizers

https://docs.google.com/document/d/18h_opja6MkTu2mxDfsyFnzN3uTWlvUVijUDC_Y2c0Os/e
dit

No COVID-19-infected frontliner availed gov’t pay due to lack of IRR, says Angara
By Vince Ferreras, CNN Philippines Published Jun 2, 2020 10:00:18 PM
https://www.cnn.ph/news/2020/6/2/COVID-19-infected-frontliner-not-avail-compensation-
lack-of-IRR-.html

English Expressways III. 2007. pp 48-57, 173-175, 176- 177