Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila

ENGLISH 8
Making Difference

Quarter 1 Module 6

Most Essential Learning Competency:

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.),

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HOW DO YOU USE THIS MODULE?

Before starting the module, I want you to set aside other tasks that will disturb you
while enjoying the lessons. Read the simple instructions below to successfully enjoy the
objectives of this kit. Have fun!

1. Follow carefully all the contents and instructions indicated in every page of this
module.

2. Write on your notebook the concepts about the lessons. Writing enhances learning,
that is important to develop and keep in mind.

3. Perform all the provided activities in the module.

4. Let your facilitator/guardian assess your answers using the answer keycard.

5. Analyze conceptually the posttest and apply what you have learned.

6. Enjoy studying!

PARTS OF THE MODULE

 Expectations - These are what you will be able to know after completing the
lessons in the module.
 Pre-test - This will measure your prior knowledge and the concepts to be
mastered throughout the lesson.
 Looking Back to your Lesson - This section will measure what learnings and
skills did you understand from the previous lesson.
 Brief Introduction- This section will give you an overview of the lesson.
 Activities - This is a set of activities you will perform with a partner.
 Remember - This section summarizes the concepts and applications of the
lessons.
 Check your Understanding- It will verify how you learned from the lesson.
 Post-test - This will measure how much you have learned from the entire
module.

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LESSON 6 – EMPHASIS MARKERS

EXPECTATIONS
At the end of the lesson, you are expected to:
 develop initial knowledge that you need in order to understand
upcoming content.
 define emphasis markers/words or group of words according to
their categories.
 use emphasis markers/words or group of words according to their
functions.
 use emphasis markers/words or group of words appropriately in
sentences and paragraphs using pictures, scenarios and relevant
issues.

PRETEST
Directions: Choose the correct emphasis marker that is appropriately suited
for each sentence. Write only the letter of your answer on the line provided.
A. also F. in fact
B. as well as G. namely
C. clearly H. on the contrary
D. firstly I. on the other hand
E. for instance J. particularly

1. We __________ need to develop ways to increase prolonged physical

activity
2. Yes, she did; __________, she’s now taking an advanced driving test.
3. Aside from packing, there was __________ decorating to be done.
4. He opened the door to the rooms he knew __________ his cabin.
5. There are four sections in the game, __________, drawing, guarding,
trailing and driving.
6. __________, I am responsible for most of the instrument trials we use as
the final proving of new anti-fouling technologies.
7. __________, birds, reptiles and amphibia appear to be immune.
8. It's no trouble at all; __________, it will be a great pleasure to help you.
9. There are a number of improvements __________, both mouse buttons
can now be used.
10. Learn from every mistake, because every experience, __________ your
mistakes, are there to teach you and force you into being more of who
you are.

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LOOKING BACK TO YOUR LESSON

Text structures refer to the way authors organize information in text.

Recognizing the underlying structure of texts can help the readers focus
attention on key concepts and relationships, anticipate what is to come, and
monitor their comprehension as they read a particular text.

Let’s Judge a Book by Its Cover

Directions: Match the text structure with the book cover and its short description.
Write the letter of your answer on the line before the number.
TEXT STRUCTURE BOOK COVERS BOOK DESCRIPTIONS

This book contains recipes

that children can follow to
create delicious meals.

________1. Descriptive

This book starts with the

main character who broke
all his mother's rules. As a
result, all David ever
heard his mother say was
"No, David!"
________2. Sequence

On the first day of school,

Camilla wakes up to find
herself completely covered in
rainbow stripes! Doctors,
Specialists, Experts, and
many others cannot figure
________3. Problem and out what’s causing the
Solution stripes.

This book tells the story of

the bear who inspired
Winnie-the-Pooh.

________4. Cause and

Effect

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This book teaches the
reader all about dogs,
from their characteristics,
their breeds to their role in
human’s life.

________5. Narrative

Source: https://images.app.goo.gl/nGBp2T4XYWYp2cVV

Through the use of signal words or

transitions, textbook authors give the
reader clues that will help identify text
structures.

https://images.app.goo.gl/kGAtsq3tgFVvz1Xf7

BRIEF INTRODUCTION
What do you usually do when you want to cross the street or the road?
Do you use hand signals?

Hand signals are a very effective way to communicate with other drivers,
riders and pedestrians. Just so you are aware, hand signals should be done before
but not during the turn.

In addition, when traffic situations are complex, good drivers use turn
signals to let other drivers know their intentions. Similarly, when writing
paragraphs, good writers use signal words and phrases or (transition signals) to
help readers understand the connections among sentences.
Here are some examples of signal words and phrases: “as a result,”
“nevertheless,” “at the same time,” and “similarly.”

What are emphasis markers?

Emphasis markers are words and expressions that emphasize a point according
to their functions.
The use of emphasis in speech is very common and is an accepted way of
talking that sends subtle (and sometimes not so subtle) signals to tell the listener
where the important parts are and so focus their attention

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Understanding the meaning according to function
Here are the examples of emphasis markers:
Category Function
 To show contrast between ideas
 instead  (replace a previous idea)
 yet, but, still, though, however,  (disagree)
conversely, even so, in contrast,
on the contrary, on the other
hand
 still, despite, nonetheless,
nevertheless, notwithstanding, in  (present a logical idea)
spite of
 otherwise  (suggests contrasting result when
certain condition is not met)
 To show sequence
 first, second, third, firstly,  (denote order)
secondly, thirdly, initially, in the
first place, then, next, later,
eventually, finally, lastly
 meanwhile, in the moment  (present an action occurring at
the same time with another
action)
 To add previous point in the essay  add information)
 and, too, also, plus, again,
another, moreover, afterward,
furthermore, additionally, and
then, in addition, as a matter
of fact, equally important  (indicate similarity)
 likewise, similarly, as well as,
at the same time, in a like
manner, in the same manner,
the same token  (add an idea and defend a
 besides negative position previously
 on top of that, to top it all off stated)

 (add surprising information)

 To emphasize a point

 in fact  (stresses the truth of assertion)

(emphasize the existing truth)

 actually, as matter of fact, really,  (verify a previous idea)

truly, indeed, namely, clearly
certainly, naturally, definitely,
undoubtedly, of course, by all
means, without a doubt

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 particularly, specifically, that is, I  (expound further)
mean, to clarify, to repeat, to
rephrase, to illustrate, to
demonstrate, for example, for
instance, in particular, in other
words, as an illustration, that is
to say, this can be seen in, to put
in another way
 To sum up the points
 so, in the end  (provide last details)
 to end, in short, after all, in  (capsulize previous statement)
summary, all in all
 (end a presentation)
 to conclude, in conclusion, to
summarize

Thus, signal words really give hints about what is about to happen in what you're
reading.

ACTIVITIES
ACTIVITY 1 – Part I - RECOGNIZING THE FUNCTIONS
Directions: Identify an emphasis marker that is best suited for each of the
following sentences. Choose from the word pool below.

as a matter of fact in the end

besides instead
clearly likewise
despite specifically
furthermore to conclude

1. And ____________, what a notion that medicine ever cured anyone!

2. It's not that difficult. ____________, it's quite easy.
3. Some of the letters in the name were backward, but the date was
____________ 1872.
4. I don't want to go there, ____________, I have no time to do so.
5. ____________ the water, her mouth was dry and aching almost to the point
of pain
6. ____________ of dining out, we ordered a couple of pizzas.
7. She is looking for something ____________ related to her work.
8. ____________, the final sale price exceeded the expectations of most people
in the City.
9. ____________, I'd like to express my thanks to my family.
10. The security camera had stopped working; ____________, there were no
people in the closed store when it was robbed.

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ACTIVITY 2 – Part II - RECOGNIZING THE FUNCTIONS
Directions: Use the following emphasis markers in sentences. Write your
answer on a separate sheet of paper.

6. at the same time 1. of course

7. for example 2. similarly
8. to summarize 3. nonetheless
9. however 4. lastly
10. indeed 5. without a doubt

CHECKING OF UNDERSTANDING
ACTIVITY 3 – LIGHTS, CAMERA, ACTION!
Directions: Put yourself in the given scenarios and tell us what you would do
by writing a short paragraph showing emphasis markers or words/group of
words according to the given category in the parentheses. Use separate sheet.

Scenario 1 - You started to do your work, but you weren't sure if you
were doing it right. What should you do?
(Show sequence in your explanation)
Scenario 2 - A bully threatened to beat you up after school. What should
you do?
(Emphasize a point in your explanation)
Scenario 3 - You caught your younger sibling watching a movie that
promotes violence. What will you do?
(Emphasize a point in your explanation)

Scenario 4 - Someone in your class cheated on a test. Will you tell it to

your teacher?
(Show contrast in your explanation)

ACTIVITY 4 – LET’S GO DEEPER!

Directions: The following pictures are ones with deep meaning. With
conviction and certainty, explain what each picture really means. Write your
explanation on one whole sheet of paper. Don’t forget to use emphasis
markers or words/group of words in your paragraph.
1. 2.

Sources:
https://images.app.goo.gl/zsXbMP8qkWb7j
https://images.app.goo.gl/N1M23cvU2Urn78Y47

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ACTIVITY 5 – IT’S TIMELY AND RELEVANT!
Directions: As a student, how can you help prevent the spread of novel
coronavirus (COVID-19) in your community? Write a short essay about it and
underline all the emphasis markers you used. Write it on one whole sheet of
paper.
Scoring Guide
5 – Content (Relevant to the topic)
5 – Coherence (Proper use of transitions)
5 – Organization (Thoughts are organized)
5 – Structure (Grammatically correct)
20 points

POST TEST
Directions: Choose the correct emphasis marker that is appropriately suited
for each sentence. Write only the letter of your answer on the line provided.

A. afterward F. in contrast
B. at the same time G. in fact
C. certainly H. in other
words
D. definitely I. in the right
place
E. even so J. specifically

1. I __________don't have anything to prove-my record speaks for itself.

2. Let's go to the theatre first and eat __________.
3. He teaches music, and composes __________.
4. It was your own idea __________, so you can hardly object now.
5. The tax only affects people on incomes of over P200,000 - __________,
the very rich people.
6. He pretended not to know her, but __________, they were in league
together.
7. James will __________ fail the test if he doesn't study.
8. The new method is not perfect; __________, it's much better than the old
one.
9. This beige bag is big __________with that black one.
10. These jeans are designed __________ for women.

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REFLECTIVE LEARNING SHEET

Name: _______________________Grade and Sec.______________

REFLECTIVE LEARNING SHEET

Directions: Write a reflective learning on emphasis markers by

answering the questions inside the box. You may express your
answers in a more critical and creative presentation of your great
learning. Have fun and enjoy!

This lesson What learnings have I What other example

guides me to reflect found from this can I contribute
on… lesson? to explore
and think more?

What learnings can What good What is my

I share with my character have I conclusion on the
family and peers? developed from this lesson?
lesson?

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Websites:
REFERENCES

Websites:
Albers, Patricia. “Lesson Plan: Using Signal Words and Phrases.”
https://www.sjsu.edu/aanapisi/docs/patriciaalbers.pdf
Home Speech.“30 Problem Solving Scenarios for Speech Therapy
Practice.”https://www.home-speech-home.com/problem-solving-
scenarios.html
Layugan, Angelica. “Emphasis Markers.” Updated Last September 11, 2016.
https://prezi.com/xshrxkeoxjo2/emphasis-markers/
Signal Words.”
https://www.iwu.edu/advising/students/reading_signal_words.pdf
“Transitions: Understanding Signal Words.”
https://www.iue.edu/hss/writingcenter/documents/TransitionsUnderstandi
ngSignalWords.pdf
“Transition Words.”
https://msu.edu/user/jdowell/135/transw.html#anchor1709924
Wallace, Steve. “Hands Signals Make Roads Safer for All” Posted last July 1, 2013.
https://www.wallacedrivingschool.com/hand-signals-make-roads-safer-for-
all/
Wardman. Weebly. “Decision Making Scenarios.”
https://wardman.weebly.com/uploads/1/6/3/3/16339396/decision_mak
ing_scenarios.pdf
Wisconsin Department of Public Instruction. “Text
Structure”https://dpi.wi.gov/sites/default/files/imce/ela/images/Text%20S
tructures.pdf

Images:
Only GFX. “10 Nature Background Silhouette.”
https://images.app.goo.gl/kGAtsq3tgFVvz1Xf7
Google. Pictures with Deep Meanings
https://images.app.goo.gl/zsXbMP8qkWb7j
https://images.app.goo.gl/N1M23cvU2Urn78Y47

Acknowledgements
Writer: Aries E. Bilolo, Master Teacher II
Validator: Marichu J. Hernandez, Head Teacher VI
Reviewer: Vicente M. Victorio, Jr. EPS
Management Team: Maria Magdalena M. Lim-Schools Division
Superintendent-Manila, Aida H. Rondilla-Chief Education Supervisor
Lucky S. Carpio-EPS and Lady Hannah C Gillo, Librarian II-LRMS

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POST - TEST
ACTIVITY 4 – LET’S ACTIVITY 2 – PART
1. C GO DEEPER 2 RECOGNIZING
2. A FUNCTIONS
(Answers vary)
3. B (Answers may vary)
4. I
5. H ACTIVITY 5 – IT’S
TIMELY AND ACTIVITY 3 –
6. G
RELEVANT LIGHTS, CAMERA,
7. D ACTION!
(Answers vary)
8. E
(Answers vary)
9. F
10. J
ACTIVITY 1 – PART
I RECOGNIZING PRE - TEST
LET’S JUDGE THE
FUNCTIONS
BOOK BY ITS 1. C
1. besides COVER 2. F
2. as a matter of 3. A
fact 1. E 4. B
3. clearly 2. A 5. G
4. despite 3. B 6. D
5. furthermore 4. C 7. I
6. instead 5. D 8. H
7. specifically 9. F
8. in the end 10.J
9. to conclude
10.likewise
Answer Key
Let’s do the checking