8

English
Quarter 3 – Module 4:
Using appropriate Cohesive
Devices in Composing Various
Types of Speech
English – Grade 8
Alternative Delivery Mode
Quarter 3 – Module 4: Using appropriate Cohesive Devices in Composing Various
Types of Speech
First Edition, 2020

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Every 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 - Region III

Regional Director: May B. Eclar PhD, CESO III
Assistant Regional Director: Rhoda T. Razon EdD, CESO VI

Development Team of the Module

Writer: Kathlene Kaye C. Alvarado

Editors: Emmanuel D. Cervantes, Bernadette L. Lejarde
Reviewers: June D. Cunanan, Carmela Perez EdD
Illustrator: Carlo D. Yambao
Layout Artist: Erwin H. Iruma

Management Team:
Librada M. Rubio PhD
Ma. Editha R. Caparas EdD
Ramil G. Ilustre PhD
Celia R. Lacanlale PhD
Ruby M. Jimenez PhD
June D. Cunanan

Printed in the Philippines by Department of Education – Region III

Office Address: Diosdado Macapagal Government Center, Maimpis,

City of San Fernando (P)
Telefax: (045) 598-8580 to 89; (045) 402-7003 to 05
E-mail Address: region3@deped.gov.ph
 8
English
Quarter 3 – Module 4:
Using appropriate Cohesive
Devices in Composing Various
Types of Speech
Introductory Message
For the facilitator:

Welcome to the English 8 Alternative Delivery Mode (ADM) Module on Using Appropriate
Cohesive Devices in Composing Various Types of Speech!
This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions 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.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the
learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the 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.

For the learner:

Welcome to the English 8 Alternative Delivery Mode (ADM) Module on Using Appropriate
Cohesive Devices in Composing Various Types of Speech!

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 resource while being an active learner.

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This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know
competencies you are expected to learn in the
module.
This part includes an activity that aims to
What I Know check what you already know about the lesson
to take. If you get all the answers correct
(100%), you may decide to skip this module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

This section provides a brief discussion of the

What is It
lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.

This includes questions or blank

What I Have Learned
sentence/paragraph to be filled into process
what you learned from the lesson.
This section provides an activity which will
What I Can Do
help you transfer your new knowledge or skill
into real life situations or concerns.
This is a task which aims to evaluate your
Assessment
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

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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; and
6. Return this module to your teacher/facilitator once you are through with it.
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.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module will assist you in educating the learners about the important function of
cohesive devices in linking words, phrases, and clauses to form unified sentences and
paragraphs using various drills and activities. This skill will also help you compose various
types of speech for a more effective communication.
Please guide the learners in comprehending the different types of cohesive devices by
providing examples which are easy to understand so that learning will be meaningful and fun.
Answers are written at the back of this module. Inculcate to the learners the value of
honesty and love for family and friends.
For the learner
We all need group cohesion or interaction to easily collaborate with our classmates and
to feel the sense of belongingness and fulfillment every time we accomplish activities together.
The way we interact with our classmates helps share our self-esteem and confidence.
We know that teamwork helps us succeed in accomplishing all tasks.
At the end of this module, you are expected to:
1. identify cohesive devices; and
2. use appropriate cohesive devices in composing various types of speech.

What I Know
Read each sentence and choose the letter of the correct answer. Write your answer on your
answer sheet.
1. What is the collective term used for words or phrases that show the relationship between
paragraphs or sections of a text or speech?
A. Modifiers C. Conjunctions
B. Connectors D. Cohesive Devices
2. Which of the following is NOT a function of cohesive devices?
A. to verify the correctness of ideas
B. to show the relationship of sentences
C. to connect or link phrases and clauses
D. to unify the ideas presented in sentences
3. Which is NOT a category of cohesive devices?
A. Additive C. Referential
B. Causal D. Sequential

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4. Which of these transitions indicate addition of ideas?
A. Because C. Then
B. Furthermore D. Thus
5. Which of these does not signal cause/effect and reason/result relationship?
A. Because C. Similarly
B. Consequently D. So that
6. What does it mean when we say that a speech or a text necessarily needs to be coherent
and cohesive?
A. All ideas are given emphasis.
B. All ideas are grammatically correct.
C. All sentences work together to form a unified idea.
D. All ideas in the text or the speech are logically sequenced so that they are easy to follow
and understand.
7. Which cohesive device best fits this statement: our different point of views,
we remain best of friends.
A. Despite C. Therefore
B. Similarly D. Unlike
8. John’s family suffered much from the pandemic , they remained strong and
united.
A. Because C. However
B. Furthermore D. Lastly

For items 9-10

“While we are very happy to see major development in terms of access to basic education, we
finally need to respond to the biggest lingering challenge of basic education in the country:
QUALITY, particularly of our students’ learning outcomes.”
9. What is the purpose of the speaker in the given excerpt?
A. to argue C. to persuade
B. to entertain D. to call to action
10. What cohesive devices are used to establish the relationship of ideas?
A. While-finally C. Finally - quality
B. While – in terms D. In terms – particularly

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 Lesson Using Appropriate Cohesive
Devices in Composing
1 Various Types of Speech
Cohesive devices are single words or phrases that hold and connect different parts of
the text or sentence. It helps create a unified idea within a text. Cohesive devices are like glue
that holds the different part of sentences together.

What’s In
Read the excerpt from the story “The Soul of the Great Bell,” a Chinese legend retold
by Lafcadio Hearn. Then answer the questions that follow. Do this in your answer sheet.
Then the father of Ko-Ngai, wild with his grief, would have leaped in after her, but that
strong men held him back and kept firm grasp upon him until he had fainted away, and they
could bear him like one dead to his home. And the serving woman of Ko-Ngai, dizzy and
speechless for pain, stood before the furnace, still holding in her hands a shoe, a tiny, dainty
shoe, with embroidery of pearls and flowers, —the shoe of her beautiful mistress that was. For
she had sought to grasp Ko-Ngai by the foot as she leaped, but had only been able to clutch the
shoe, and the pretty shoe came off in her hand; and she continued to stare at it like one gone
mad.
But in spite of all these things, the command of the Celestial and August had to be
obeyed, and the work of the molders to be finished, hopeless as the result might be. Yet the
glow of the metal seemed purer and whiter than before; and there was no sign of the beautiful
body that had been entombed therein. So the ponderous casting was made; and lo! when the
metal had become cool, it was found that the bell was beautiful to look upon, and perfect in
form, and wonderful in color above all other bells. Nor was there any trace found of the body
of Ko-Ngai; for it had been totally absorbed by the precious alloy, and blended with the well-
blended brass and gold, with the intermingling of the silver and the iron. And when they
sounded the bell, its tones were found to be deeper and mellower and mightier than the tones
of any other bell,—reaching even beyond the distance of one hundred, like a pealing of some
Chinese ghosts thunder; and yet also like some vast voice uttering a name, a woman’s name,—
the name of Ko-Ngai! And still, between each mighty stroke there is a long low moaning heard;
and ever the moaning ends with a sound of sobbing and of complaining, as though a weeping
woman should murmur, “Hiai!”
And still, when the people hear that great golden moan, they keep silence; but when the
sharp, sweet shuddering comes in the air, and the sobbing of “Hiai!” then, indeed, do all the
Chinese mothers in all the many colored ways of Pe-king whisper to their little ones: “Listen!
that is Ko-Ngai crying for her shoe! That is Ko-Ngai calling for her shoe!”
loa-shared.s3.amazonaws.com/static/pdf/Hearn_Great_Bell.pdf
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1. What Chinese values is exemplified in the excerpt?
A. Obedience C. Love for a father
B. Mother’s love D. Courageousness
2. What does this line mean: But in spite of all these things, the command of the Celestial and
August had to be obeyed, and the work of the molders to be finished, hopeless as the result
might be?
A. Obedience comes from the Supreme Being.
B. Chinese value and obey their God so much.
C. Being obedient is the most important thing for Chinese.
D. Obedience and love for work are traits Chinese should embody.
3. What might be the reason why people keep silent when they hear the great golden moan?
A. The sound of the bell brings a bad omen.
B. They want to listen to the loud clanging of the bell.
C. Their God talks to them through the great golden moan.
D. They are reminded of Ko-Ngai’s love and sacrifice for his father.
4. What does the underline transition signal in this line mean: For she had sought to grasp Ko-
Ngai by the foot as she leaped, but had only been able to clutch the shoe, and the pretty
shoe came off in her hand.?
A. Additional ideas C. Similarities of ideas
B. Contrasting ideas D. Chronological ideas
5. What is indicated by the underlined cohesive device in this line: then, indeed, do all the
Chinese mothers in all the many-colored ways of Pe-king whisper to their little ones:
“Listen! that is Ko-Ngai crying for her shoe! That is Ko-Ngai calling for her shoe!”
A. Effect – reason C. Comparison – contrast
B. Addition - sequence D. Consequence - emphasis

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 What’s New
Do you know a famous bridge in your province? Do you know what is its function? A
bridge is a framework the connects one place to another. Like the bridge, Cohesive devices
commonly known as transitional words are connectors or liners which put together words,
clauses, and sentences together to form a unified meaning.

In the illustration above, what does a connector link?

What will be formed when words, phrases, and clause are connected?
What do we call the word, phrases, and clauses that show the connection and relation
between sentences and paragraphs?

after yet while also

What Is It
Discussion of Activity 1
Cohesive devices commonly known as Transitional words are words or phrases that
show the relationship between paragraphs or sections of a text or speech.
Transitions are used by the author to help the reader progress from one significant idea
to the next. Also, transitions also show the relationship within a paragraph (or within a
sentence) between the main ideas and the support the author gives for those ideas.
There are many examples of cohesive devices or transitional words, they can be
grouped by category.

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Additive Transitions:
These show addition, introduction, similarity to other ideas

also, and, moreover, furthermore, moreover, as well as, too, actually,

1. To indicate Addition
2. To signal Introduction
3. To signal Comparison/
Similarity
4. To indicate Reference
5. To provide Example
in addition to this, besides, alternatively, on the other hand, not to
mention this, additionally, in fact, as a matter of fact, actually, not
only but also
as, such as, particularly, including, for example, for instance, like,
especially, in particular, to illustrate, as an illustration, by way of
example
similarly, in the same way, by the same token, in a like manner,
equally, likewise,
speaking about (this), considering (this), regarding (this), with regard
to (this), as for (this), concerning (this),the fact that, on the subject of
(this)
For example, for instance, similarly, just the same way, to illustrate,
to be specific, such as, moreover, furthermore

Opposing Transitions:
These transitions are used to signal conflict, contradiction concession, dismissal.
But, by way of contrast, while, on the other hand,
Causal Transitions:
however, (and) yet, whereas, though (final position), in contrast, when
1. To signal Contrast
in fact, conversely, still, in spite, ironically, strangely enough
2. To indicate
even more, above all, indeed, more importantly, besides
Emphasis
3. To signal either way, whichever happens, in either event, in any case, at
Removal/Dismissal any rate, in either case, whatever happens, all the same in any event,

These transitions signal cause/effect and reason/result

or the (simple) reason that, being that, for, in view of

1. To signify
(the fact), in as much as, because (of the fact), seeing that, as, owing to
Cause/Reason
(the fact), due to (the fact that), in that since, forasmuch as,

as a result (of this), consequently, hence, for this reason, thus,

2. To show
because (of this), in consequence, so that, accordingly, as a
Effect/Result
consequence, so much (so) that, so, therefore,
for the purpose of, in the hope that, for fear that, so that,
3. To signal Purpose with this intention, to the end that, in order to, lest with this in mind, in
order that, so as to, so
4. To indicate under those circumstances, then, in that case, if not, that being the
Consequence case, if so, otherwise

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Sequential Transitions:
These transitions are used to signal a chronological or logical sequence.

in the (first, second, etc.) place, initially, to start with, first of

1. To order
all, thirdly, as soon as, hence, in the end, to begin with, at first, for a
Sequence/Order
start, secondly, gradually
Next, Finally, afterwards, later, lastly, now, then, subsequently,
2. To indicate Time
meanwhile, in the meantime, on the following day
as was previously stated, so, consequently, in summary,
all in all, thus, as I have said, to sum up, overall, as has been
mentioned, then, to summarize, to be brief, briefly,
3. To Summarize
given these points in all, on the whole, therefore, as has been noted, in
conclusion, in a word, to put it briefly, in sum, altogether, in
short,

What’s More

Independent Activity 1
Complete the crossword puzzle using the given clues inside the box. Some letters are provided
to help you identify the missing ideas. Do this in your answer sheet.

ACROSS DOWN
3. in, at, or to this place 1. backside of something
4. without any question 2. because of a preceding fact
8. at the beginning 5. not far
11. after something 6. before all others in order
12. for a short time or using few words 7. between then and now
13. in or to a higher position 9. after the time you have mentioned
14. at a lower level 10. to show what the result will be if you do
not follow the suggestions.
11. almost, or not complete

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Independent Assessment 1
Check if the sentences use correct cohesive devices. If correct, draw a happy face ( ), if not
draw a sad face ( ). Write your answer on your answer sheet.
1. Queen can speak English fluently as well as French.
2. Rachel enjoyed the movie. Lastly, she still preferred the version in the book.
3. My mother is preparing our lunch. Meanwhile, my father is cleaning our car.
4. As soon as I finish my homework, I will watch my favorite Kdrama.
5. The richest man in town has a lot of money. Although, he does not feel happy.
6. Above all, discipline will help us survive this pandemic.
7. First, you have to choose a topic that interest you most.
8. In conclusion, following the prescribed health and safety protocol will flatten
the curve.
9. The hotel where our family stayed is above to a famous shopping mall.
10. Tracy needs to clean her room. Otherwise, she cannot go out with her friends.

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Independent Activity 2
Combine the following pairs of sentences to form a sentence. Use appropriate cohesive device
inside the box. Do this in your answer sheet.

In addition Unless Although Likewise

Therefore While Furthermore As a result
On the other hand Before In the end When

1. The children washed their hands. They finished baking.

2. Keena reads her favorite book. She waits for her friend to arrive.
3. Jenny listened to her favorite song. She went to bed.
4. Alfred forgot to bring his umbrella. He was soaked in the rain.
5. Arnette enjoys singing. She does not like dancing.
6. Filipinos must observe health protocols. They need to practice self-discipline.
7. Joey spent too much time watching television. He forgot to accomplish his modules.
8. Kazy loves to write poems. She also composes songs.
9. Sally failed the exam. He studied very hard.
10. Rose worked hard. She finished her studies.

Independent Assessment 2
Read each sentence carefully and choose the correct cohesive device in the parenthesis. Write
the correct answer in your answer sheet.
1. Luisa had been studying for hours. , she got all the correct answers in the
quiz. (As a result, On the other hand, Above all)
2. The idea of Alvin was innovative and exceptional the other suggestion
provided. (therefore, unlike, however)
3. Diet and exercise will help you lose weight. , it is good for your health.
(Therefore, For instance, Nonetheless)
4. Mark was sad his team lost the dance competition.
(meanwhile, because, however)
5. My sister has a lot of hobbies painting, dancing, singing, and writing.
(in addition, such as, to sum up)
6. I visited the library to borrow some books needed in my research. , I went
to the canteen to buy some snacks. (Afterwards, Although, As well as)

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7. Our teacher is presenting the lesson. , our classmates are listening attentively.
(Meanwhile, Otherwise, However)
8. Most of the guest in the party were dressed. (otherwise, similarly, finally)
9. My brother was feeling very tired. , he still went to work early.
(However, In short, Before)
10. Karen enjoys playing the piano. , she composes her own songs.
(To sum up, In addition, In contrast)

Independent Activity 3
Read the following excerpts of informative speeches. Then, using the table below, list
down all the cohesive devices used and classify according to their function. Do this in your
answer sheet.
Speech Excerpt 1: Benefits of Failure
What I feared most for myself at your age was not poverty, but failure.
...Ultimately, we all have to decide for ourselves what constitutes failure, but the world
is quite eager to give you a set of criteria if you let it.
It is impossible to live without failing at something, unless you live so cautiously that
you might as well not have lived at all – in which case, you fail by default. So why do I talk
about the benefits of failure? Simply because failure meant a stripping away of the inessential.
I stopped pretending to myself that I was anything other than what I was and began to direct
all my energy into finishing the only work that mattered to me. Had I really succeeded at
anything else, I might never have found the determination to succeed in the one arena I believed
I truly belonged. I was set free, because my greatest fear had been realized.
https://www.thendobetter.com/arts/2017/8/19/benefits-of-failure
Speech Excerpt 2: Never Give Up by Nick Vujicic
There are some things in life that are of your control, that you can’t change, and you’ve
got to live with. The choice that we have though is either to give up, or keep on going.
So, what do you do when you fall down? Get back up. Everybody knows to get back
up, because if I start walking, I’m going to get anyway. But I’ll tell you there are sometimes in
life where you fall down, and you feel like you don’t have the strength to get back up.

So, you sort of put a mask on your face when you come to school and pretend that
everything’s OK when it’s not. And you go home and lay in your bed when no one’s looking
at you, when you don’t have to impress anybody. And you are yourself.

singjupost.com/never-give-up-by-nick-vujicic-full-transcript/?singlepage=1

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 Speech Excerpt No. Cohesive devices used Category

Independent Assessment 3
Examine the following excerpt from US President Joe Biden during his inaugural
speech. Afterwards, list down all the cohesive devices used and classify them based on their
functions.
… So, while we increase vaccinations, we’re going to take steps necessary now to slow
the spread of the disease as well. One of our 100-day challenges is asking the American people
to mask up for the first 100 days, the next 99 days. But masks can become a partisan issue,
unfortunately.
But it’s a patriotic act. But for a few months to wear a mask, no vaccines, the fact is
that they’re the single best thing we can do. Also, they’re even more important than the vaccines
because they take time to work. And if we do this as Americans, the experts say by wearing a
mask from now until April, we’d save more than 50,000 lives going forward; 50,000 lives.
Therefore, I’m asking every American to mask up for the next hundred days. Yesterday,
I signed an executive action that requires mask and social distancing on federal property. Today
we’ll be signing an additional executive action to extend masking requirements on interstate
travel, like on trains, planes, and buses. And, in light of the new COVID variance that you’re
learning about, we’re instituting now a new measure for individuals flying into the United
States from other countries.
In addition to wearing masks, everyone flying to the United States from another country
will need to test before they get on that plane, before they depart, and quarantine when they
arrive in America.
Our national plan launches a full-scale war time effort to address the supply shortages
by ramping up production and protective equipment, syringes, needles, you name it. Finally,
when I say war time, people kind of look at me like, “War time?” Well, as I said, last night,
400,000 Americans have died. That’s more than have died in all of World War II; 400,000.
This is a war time undertaking…
https://www.rev.com/blog/transcripts/joe-biden-speech-on-covid-19-response-transcript-january-21

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 Contrast Addition Effect/Result Time

What I Can Do

Read the excerpt of a valedictory speech from a senior high school as she addresses her
classmates. Then, write five (5) sentences that use cohesive devices and underline each. Do
this in your answer sheet.
This may sound harsh, but it's not untrue to how some of us feel. It is easy to feel buried
by our circumstances. However, he [the pastor] goes on to paint a picture of a farmer planting
a seed. Did the farmer bury the seed? Well, yes, but he also planted it. Instead of feeling buried
by our situation, we must realize that the pain and heartache that has been piled upon us is not
meant to bury, but to plant us in a way that will allow us to grow and prosper into who we are
meant to be. As you stop and take in the circumstances around you, will you allow yourself to
be buried or to be planted?
As we move on from this place and embark on the next big journey of life, whether
that's college, the workforce or something else, life will at some point begin to feel like it's
going too fast. My bike rides have taught me a new way to handle these times because they
allow me to exercise and be among the beauty of nature, which are things that cause me to slow
down. When life becomes too much like a race for you, it may not be riding a bike. It may be
playing an instrument, sport, creating art or something else entirely. I encourage you to find
that one thing that allows you to unwind and refocus when life seems too much to handle.
Now, I'd like to take you on a bike ride with me as we share this experience together in
our faces, something that is both exciting and terrifying: freedom. We sit atop our bikes of life
as high school graduates and now have the freedom to choose who we are and where we
will go.
https://www.npr.org/2020/06/10/872039264/reflections-on-a-lost-senior-year-with-hope-for-the-future

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‘’’ What I Have Learned
Complete the following statements by choosing the correct cohesive device inside the box that
would supply the correct idea. Write the correct answer in your answer sheet.

Transitional Cohesive Devices Sequential Relationship Addition

Main Idea Coherent Causal Additive Effect/Result

(1) commonly known as (2) words are words or phrases

that show the (3) between paragraphs or sections of a text or speech.
Transitions are used to help the reader progress from one significant idea to the next.
They also show the relationship within a sentence or paragraph between the (4)
and the support the author gives for those ideas.
Cohesive devices can be grouped by category namely: (5) Transitions,
which show addition, introduction, similarity to other ideas; Opposing transitions which are
used to signal conflict, contradiction concession, dismissal; (6) transitions which
signal cause/effect and reason/result
; (7) transitions, which are used to signal a chronological or logical sequence; and
Adverbial transitions which are used to signal place and space.
Each category uses various kinds of cohesive devices which enable the writer or speaker
to communicate more effectively and chronologically his or her ideas. Transitions like also,
and, moreover, furthermore, moreover, as well as, and in addition to this, are used to indicate
(8) . Meanwhile, as a result, consequently, hence, for this reason, thus, and
because indicate (9)
A speech or a text necessarily needs to be (10) and cohesive. That is all
the ideas of the text or the speech are logically sequenced so that they are easy to follow
and understand.

Assessment
Read each sentence and choose the letter of the correct answer. Write your answer on your
answer sheet.

1. Which is NOT a function of cohesive devices?

A. to verify the correctness of ideas
B. to show relationship of sentences
C. to connect or link phrases and clauses
D. to unify the ideas presented in sentences

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2. To what category do these cohesive devices belong: similarly, in the same way, in a like
manner, equally, and likewise?
A. Addition C. example
B. comparison D. contrast
3. Which transition best fits this statement?
Many students declared that the test was easy many of them got a failing score.
A. after C. then
B. because D. yet
4. You will not succeed you work hard for it.
A. but C. meanwhile
B. consequently D. unless

For items 5-7

Read the excerpts that follow then answer the given questions.
The real test came our senior year with the current pandemic. Although society has
developed a higher level of understanding, comprehension and acceptance in years prior, self-
victimization has become a common occurrence and is a major impediment in achieving our
goals. We expect others to find the solutions to our problems and to provide excessive help,
since we truly are powerless in stopping the external factors that impact us constantly, whether
it'd be natural disasters, terrorism or disease.
Yet, what many people don't realize is that the impact these unfortunate events have on
our lives can be nullified by the effort we place in improving our condition.
Now, as we step into adulthood and start to reach our goals, there will be harder
challenges to overcome. But our willpower has been proven irrevocable. Never forget
classmates, that as long as you use your unrelenting well, you're an unstoppable force.
https://www.npr.org/2020/06/10/872039264/reflections-on-a-lost-senior-year-with-hope-for-the-future

5. What type of speech is the excerpt above?

A. valedictory speech C. product endorsement
B. entertaining speech D. political campaign speech
6. What is the main topic in the excerpt?
A. Impact of the pandemic C. Pursuing college education
B. Rising above challenges D. Finding solutions to problems
7. Which of these is NOT a cohesive device used in the excerpt?
A. although C. whether
B. never D. yet

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For items 8-10
Indeed, there is also a challenge for us to improve our facilities and equipment. We at
DepEd are trying to distribute computers as fast as possible. In Taguig, which is my favorite
example, the local government helps DepEd ensure that each of their students has a computer.
Also, some of their classrooms are also already equipped with smart blackboards.
Beyond physical facilities, we must also ensure that our schools are safe spaces for
learning. We must be able to give our learners a learning environment where they are able to
share their thoughts, views and experiences without fear of judgment, and where we are able
to empower them to make informed and responsible decisions.
Thus, the second pillar of Sulong Edukalidad will be to sustain the improvements in
our learning environment, in terms of physical facilities, learning resources, and safe and
nurturing schools.
https://www.deped.gov.ph/2019/12/04/sulong-edukalidad/

8. What type of speech is the excerpt above?

A. Debate speech C. Entertaining speech
B. Informative speech D. Motivational speech
9. What cohesive devices were used?
A. Indeed, also, thus C. Example, second, without
B. Some, beyond, already D. As fast as, that, in terms of
10. Which cohesive device can be used to connect the following ideas:
Indeed, there is also a challenge for us to improve our facilities and equipment
we at DepEd are trying to distribute computers as fast as possible?
A. because C. so
B. for instance D. then

Additional Activities
Write an informative speech about how a student like you can fight corona virus in your
own simple ways. Use at least five cohesive devices in your paragraph. Accomplish the activity
on your answer sheet.

Criteria for Evaluating the Informative Speech

• Content- 3 points
• Correct usage of cohesive device: 4 points
• Spelling, Grammar, Punctuation marks- 3 points

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