Republic of the Philippines

Department of Education
Region IV- A CALABARZON
Division of Batangas
PANSOL INTEGRATED NATIONAL HIGH SCHOOL
Pansol, Padre Garcia Batangas

SCHOOL PANSOL INTEGRATED NATIONAL HIGH GRADE Grade 8

SCHOOL LEVEL
TEACHER
KRISTAL M. MAUHAY LEARNING English
TEACHING AREA
DATES & 6:30 – 7:20 SILVER First Quarter
TIME 7:20- 8:10 AMETHYST QUARTER
8:10- 9:00 RUBY

I. OBJECTIVES
Date: September 26-27, 2023

A. Content Standard The learner demonstrates understanding of: African literature as a means of exploring
forces that human beings contend with; various reading styles vis – à-vis purposes of
reading; prosodic features that serve as carriers of meaning; ways by which information
may be organized, related, and delivered orally; and parallel structures and cohesive
devices in presenting information.
B. Performance Standard The learner transfers learning by composing and delivering an informative speech based
on a specific topic of interest keeping in mind the proper and effective use of parallel
structures and cohesive devices and appropriate prosodic features, stance, and behavior.
C.Most Essential Learning Identify and use signals that indicate coherence (e.g. additive – also, moreover;
Competencies (MELC) 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)
D.Enabling Competencies Use appropriate cohesive devices in composing an informative speech

II. CONTENT Signals Indicating Coherence

ADDITIVE AND ADVERSATIVE
III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Guide pages

3. Textbook pages

4. Additional Materials Internet

from Learning Resource
(LR) Portal.

B. Other Learning Power point presentation, laptop, TV

Resources
 III. PROCEDURES

A. Reviewing previous lesson Reviewing previous lesson.

or presenting the new 1. What is modal?
lesson. 2. What are the different functions of modal?
(Inquiry- Based Approach)
B. Establishing a purpose for The student will find the given words inside the word puzzle.
the lesson.

C. Presenting examples / In your notebook, Identify the appropriate transition signals to complete the meaning
instances of the new that the paragraph portrays.
lesson.
Communicative Language Teaching Today: A Reflection

English language teaching aims to produce communicatively competent

learners. As the 21st century learning skills aim to enrich learners’ communication
skills to prepare them in facing the challenging globalized society, the tasks of
enhancing their skills to be communicatively competent in both local and global
scenarios are placed on the shoulders of our second language teachers. [1] (To
illustrate / To tell the truth), English teachers should hone learners’ abilities in
becoming competent in using the target language focusing on the five (5) macro skills
[2] (notably, such as) reading, writing, speaking, listening and viewing. [3] (Like /
While) global standards in English increases, our performance gradually decreases. [4]
(Considering / Besides) a lot of factors, inaccessibility to alternative materials is one of
the known considerations that play an important role in our poor language performance.
[5] (Moreover / Thus), the government has to revisit its existing policies [6] (or at least /
for instance) provide essential materials that our learners may access and use.

(Constructivism Approach)

D. Discussing new concepts TRANSITION SIGNALS

and practicing new skills
#1. Coherence is very important in a sentence, paragraph or texts. It helps the author in
establishing connection between and among concepts presented. It can only be
established with the help of various transition signals that signify different meanings.
 These signals are used depending on the meaning or context portrayed. A change in
transition signal may result to incomprehensible concept or absence of connection.

There are four (4) basic classifications of transition signals.

1. Additive Transitions Additive transitions are used to add a similar idea, introduce
an additional idea, introduce an example or illustration, introduce a restatement or
explanation, and/or draw to close or summarize.

2. Adversative Transitions Adversative transitions are used to introduce an

opposition to an idea, contrast and/or emphasize or clarify a point.

E. Discussing new concepts

and practicing new skills
#2.

F. Developing Mastery (Leads Identify the transition word used in each sentence.
to Formative Assessment) 1. Jonas promised to love, honor and also obey his wife.
2. Moreover, he will do all the cooking and cleaning while he studies at home.
3. Furthermore, he is grateful that his new wife earns enough money to pay the bills.
4. In conclusion, the thesis is clear.
5. We are still very hungry, even though we ate very much .
6. I finished all my homework today, however my father bought me a nice gift when he
came home in the evening.
7. A person’s intention can be just like the main theme of a belief, whereas the intention
of belief will mean the intention of expressions.
8. Although they have a lot of money, they’re still not happy.
9. The chemical is generally thought to have corrosive properties. Indeed, several
studies have supported this hypothesis.
10. We found that the mixture was effective. Moreover, it appeared to have additional
effects we had not predicted.
G. Providing practical  Transitional devices are like bridges between parts of your paper. They are cues
application/s of concept/s that help the reader to interpret ideas a paper develops.
and skill/s in daily living.
( Thematic Approach – Integration to real life situation)
H. Making generalizations What are transition signals?
and abstractions about the
lesson. (Inquiry- Based Approach)

I. Evaluating Learning Choose the correct transition word in each sentence.

 1. I went to the movie, ( indeed , even though ) everyone said it was
scary.
 2. The test was really hard. (Therefore, Then), only five students passed
it.
 . Ben needs to go to bed early. (Although, Otherwise), he will be late for
school.
 4. There are many occupations today. ( Such as/For Example ), you can
become a doctor, engineer, teacher, artist, athlete, musician, or chef, just
to name a few.
 5. Moving from one country to another can result in culture shock.
( However/In addition ), the language barrier that many immigrants face
can lead to a long life of hardship.
 6. Michael is very athletic and plays on the school basketball team.
( However/In addition), his brother just stays at home and plays video
games all day.
 7. Air tickets are expensive. ( Because , On the other hand ) I’ve always
wanted to visit Canada.
 8. Polar bears live in the Arctic. ( That is , Similarly ) penguins also live
in cold regions.
 9. We have been waiting in line for 45 minutes. ( Finally, However )we
can buy our tickets.
 10. The class finished the test early;
 ( finally , therefore ), they were allowed to read quietly before the bell
ring.

J. Additional activities for Assignment:

application or remediation
None

IV. REMARKS

V. REFLECTION

A. No. of Learners who

earned 80% in the evaluation.

B. No. of Learners who

require additional activities
for remediation who scored
below 80%.

Prepared by:

_____________________________
KRISTAL M. MAUHAY
Teacher I