Teachers Name: Abigail Sacdal

I. Objectives
At the end of the lesson, the students should be able to:
1. Identify what are the cohesive devices.
2. Appreciate the importance of cohesive devices.
3. Construct a paragraph using cohesive devices.

II. Subject Matter

Topic: Cohesive Devices
References: Voyager English for Junior High School pages 46-48
Materials: Books, Laptop, Visual Aids

III. Procedure
A. Review
Teacher’s Activity Students Activity

(Opening Prayer)

(Greetings)

Good morning class. Good morning ma’am.

Thank you class. You’re welcome ma’am.

(Checking of Attendance)

Who’s absent today? There is none ma’am

Short conversation
(Teacher engages students in a short
conversation about themselves,
studies and life, also gives hint about
today’s topic.)
2. Motivation

(teacher will draw a river with a bridge and

underneath there is a crocodile)

Class, what can you see in the board?

A river with a bridge and a
crocodile Ma’am.
Good!
So, how can you cross safely to the We will pass the crocodile
river? Ma’am using the bridge!

Very good!

B. Activity

The class will be divided into two

groups and arrange the cards which
contains the shuffle words. The
correct sentence is “Anne wants
orange juice but her sister makes
guava juice.”

C. Analysis

What can you observe from the There is a contrast Ma’am between
sentence class? what Anne and her sister wants.

What is the structure of the It was connected with the word but
sentence? Ma’am.

The word but class which show

contrast is an example of a cohesive
device.
D. Abstraction
Cohesive Devices are words or
phrases that help a writer make a
smooth connection of ideas
between sentences. They are like
bridges that link thoughts in
sentences or paragraph.
Cohesive devices are words like “for
example, in conclusion and
however”.
Cohesive devices are categorized
based on their uses:

 To enumerate
Examples :
 First, furthermore,
finally,
 First, second, third,
last,
 First, then, next,
 To begin, to
conclude
Ex: I loved England a lot. First I loved
its museums. Secondly, I loved its
people. Finally I loved its tourist
attractions.
 To give examples
Examples:
 As follows
 For example
 For instance
 Namely
Ex: I like small pets, namely cats and
birds.
 To generalize
Examples:
 Generally
 In general
 In most cases
 On the whole
 Usually
Ex: In general, people don’t like
getting up early.
  To give emphasis
Examples:
 Especially
 In particular
 Particularly
 Mainly
Ex: He likes pasta foods especially
carbonara.

 To show result
Examples:
 Because
 Consequently
 Hence
 In that case
 So
 So that
 Therefore
 Thus
Ex: I don’t go out with my friends, so
they leave me.

 To enumerate
Examples:
 In conclusion
 Overall
 Therefore
 To conclude
 To sum up
 To summarize
Ex: David shows respect after all what
happened.

 To show similarity
Examples:
 Correspondingly
 Equally
 In the same way
 Likewise
 Similarity
Ex:
 To show contrast
Examples:
 But
 However
 Instead
  On the contrary
 On the other hand
Ex: It’s cold and windy today, on the
other hand it’s not raining.

 To reinforce
Examples:
 As well as
 Besides
 In addition
 Not only…. But also(as well)
Ex: not only proteins but also vitamins
are essentials for children.

 To state the obvious

Examples:
 After all
 Clearly
 Naturally
 Of course
Ex: clearly, he never wanted to go back
at the bar.

E. Application

Class, I want you to choose your partner

and then identify the cohesive devices
being used from this given passage and
choose one representative from your
group to present answers in the class
after 5 minutes.

Passage:

Mary could not go without me but I

invited Anne instead. Anne was very
happy to accept my invitation because
the film was very popular. Anne and I
had a good time but the next day Mary
was very angry. “Do you love me? Or do
you love Anne?” she asked me. “I like
both of you and Anne”, I answered.
“Look!, said Mary. “Either you go out
with me or you go out with Anne. You
can’t love both of me and Anne at the
same time.” “Why not?” I answered.
“Because it’s not fair”. I asked Mary if
she can g out with me tonight and she
said that she had a new boyfriend and
didn’t want to see me again because I
didn’t really love her. I call Anne and she
said she was busy and now I’m alone.

IV. EVALUATION:

Complete each sentences by writing an

appropriate cohesive device on the
blank. Choose from the examples given.
(Questions can be found in worksheet).

1. Young people should have learned

environmental education so that by the
21st century, they practice their
generation.
2. I thought that was mean. On the
contrary, he turned out to be one of the
most respectable people I know.
3-5. The lady in the bar started talking to
the television set; however Jordan
couldn’t understand what she was
saying. Clearly, the lady wasn’t talking to
him. Consequently, Jordan looked away.
6. I could not go last night because I was
too busy.
7. I could not go with my friend, so he
went without me.
8. I like people but I don’t like smoke.
9. After all he did for her, the girl leave
him alone.
10. Anne talked to her instead of
ignoring him.
V. ASSIGNMENT:

Choose a paragraph from a newspaper or a magazine article and write it on a long

bond paper and highlight the cohesive devices used.