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ENGLISH
Fourth Quarter – Module 1
Week 1

SDO TAGUIG CITY AND PATEROS

Introductory Message
For the facilitator:

This module was collaboratively designed, developed and evaluated by the

Development and Quality Assurance Teams of SDO TAPAT to assist you in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

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:

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.

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 Let’s Try 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 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!

Let’s Learn

This module focuses to help you use appropriate grammatical signals or

expressions suitable to each pattern of idea development.
After going through this module, you are expected to:
1. define each pattern of idea development: general to particular, claim and
counterclaim, problem-solution, cause and effect, and others;
2. identify grammatical signals or expressions in idea development;

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 3. analyze pattern of ideas development in texts; and
4. use appropriate grammatical signals or expressions in making an essay.

Let’s Try

Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. __________ show the connection between ideas.
a. solutions c. patterns
b. grammatical signals d. causes
2. A claim is the main argument. A _________ is the opposite of the argument.
a. problem c. debate
b. counterclaim d. anti-claim
3. __________ is the answer to a problem.
a. issue c. solution
b. result d. situation
4. _________ usually express the main point or main idea.
a. general ideas c. additional ideas
b. specific ideas d. supporting ideas
5. _________ is what results from an event or condition.
a. claim c. cause
b. counterclaim d. effect

Using Grammatical Signals or

Lesson Expressions for Idea Development

Reading and writing is fundamental in life. As a reader, it is important for

you to comprehend what you are reading through generating ideas and their
relationships. And as a writer you should know which method and words to use for
the organization of your ideas.

In this lesson, you will discover the different grammatical signals or

expressions and the way they are used to make patterns in idea development.

Let’s Recall
Directions: Complete the sentences below by providing the correct words.
1. I will not allow you to go_________ you promise me something.
a. if c. unless
b. when d. although
2. I will tell you ________ the time is right.

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 a. if c. when
b. although d. since
3. I hope you will always be safe ______you go.
a. when c. although
b. because d. wherever
4. Complete the statement with an appropriate conjunction. “My goal is to
become a doctor, _______, I work especially hard in my science classes”
a. but c. however
b. nevertheless d. therefore
5. Peter slept early_______ he was not feeling well.
a. or c. and
b. both d. since

Directions: Answer the following questions.

1. What type of speech are your answers?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. What function do such words perform in sentences?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. What other words under the same part of speech do you know? Give at least
five.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Let’s Explore

Directions: Finish the sentences about you. Use the simple present tense.

1. I usually study hard for the test. As a result …

_____________________________________________________________________

2. They say that dogs are man’s best pet. But for me …
_____________________________________________________________________

3. I have a friend who finds it hard to sleep early at night. He should …

_____________________________________________________________________

4. Just like other new normal, I have fears. Specifically, …

_____________________________________________________________________

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 5. I want to be safe. That’s why …
_____________________________________________________________________

Let’s Elaborate

Grammatical Signals or Expressions are words and phrases that show the
connection between ideas. The patterns of ideas are developed through:
 General to particular- is a method of developing an idea by moving from a
broad observation about a topic to specific details in support of that topic.
General ideas usually express the main point or main idea of a piece of
writing. Specific ideas provide evidence to further define the general or main
idea and prove that it is valid.
Grammatical Signals or Expressions:

o specifically o to enumerate
o especially o in detail
o in particular o namely
o to explain o including
o to list
 Claim and counterclaim- refers to the structure of an argument where
there is more than one side to a debate. A claim is the main argument. A
counterclaim is the opposite of the argument.
Grammatical Signals or Expressions:
o but o in spite of
o however o in contrast
o while o claim that
o although o show that
o argue that

Sample Sentence:
Others argue breeding standards should not change because a
bulldog will no longer look like a bulldog and will no longer be as “cute”.
However, the cuteness of bulldogs should not come before their health.
 Problem- solution- is a method for analyzing and writing about a topic by
identifying a problem and proposing one or more solutions. The problem is
the issue. The solution is the answer to the problem.
Grammatical Signals or Expressions:
o problem o solved
o answer o led to
o so that o in order to
o solution o plan
Sample Sentence:

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 Since pollution has a detrimental impact on modern living standards,
a key solution is increased recycling of waste products.
 Cause and effect- is a method of idea development in which a writer
analyzes the reasons for—and/or the consequences of—an action, event, or
decision. The cause is simply why something happens while the effect
describes what happens.
Grammatical Signals or Expressions:
o because o effect
o therefore o thus
o so that o since
o cause o as a result
o reason o if . . . th
Sample Sentence:
The fabrics of France hold the first place, particularly the silk which is more
expensive kind.

Let’s Dig In
Directions: Read the text below and answer the diagram that follows.

One of the greatest environmental problems in our

time we are facing is global warming. Many researchers
believe that excessive emissions of carbon dioxide, as well
as other greenhouse gases have a heating impact on the
environment and that is very harmful to human existence.
Another cause of global warming is deforestation. We
GLOBAL WARMING
don’t have enough trees to absorb toxic gases. Many
problems might result from global warming and one of the
utmost problems is increasing sea level. This could lead to
the flooding of lower lying coastal areas and also cities.
Some countries might even vanish completely in near
future. Global warming also changes the weather
patterns. Many areas of the earth are experiencing severe
weather conditions, drought, floods, and other uncommon
Let’s Remember
weather conditions. People are also at risk of health–
related problems such as skin diseases and respiratory
illnesses.

Directions: Express what you have learned in this lesson by completing the
sentences below.

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1. General to particular is
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Claim and counterclaim refers
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Problem-solution is
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Cause and effect is
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Let’s Apply

Directions: Cyber bullying is common nowadays. Make a three-paragraph

about it. Use the general to specific pattern of development in the first
paragraph; claim and counterclaim in the second paragraph; and problem-
solution for the last paragraph.

Criteria:
Content_________50%

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Organization____30%
Coherence_______20%
100%

Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. __________ is a method for analyzing and writing about a topic by identifying
a problem and proposing one or more solutions.
a. general to particular c. problem-solution
b. claim and counterclaim d. cause and effect
2. __________ is a method of idea development in which a writer analyzes the
reasons for—and/or the consequences of—an action, event, or decision.
a. general to particular c. problem-solution
b. claim and counterclaim d. cause and effect
3. __________ is a method of developing an idea by moving from a broad
observation about a topic to specific details in support of that topic.
a. general to particular c. problem-solution
b. claim and counterclaim d. cause and effect
4. __________ refers to the structure of an argument where there is more than
one side to a debate.
a. general to particular c. problem-solution
b. claim and counterclaim d. cause and effect
5. __________ can be used in claim and counterclaim pattern of idea
development.
a. argue that c. specifically
b. as a result d. similarly

Directions: Draw a 😊 if the statement is true and ☹ if it is false.

_________6. Effect is the answer to the problem.
_________7. Specific ideas provide evidence to further define the general or main
idea and prove that it is valid.
_________8. The cause is simply why something happens.
_________9. A counterclaim is same as the claim/argument.
_________10. Conjunctions can be used as grammatical signals.

Let’s Extend
Directions: Use the following grammatical signals or expressions appropriately.
1. in particular
______________________________________________________________________________
______________________________________________________________________________
2. although
______________________________________________________________________________
______________________________________________________________________________
3. in contrast
______________________________________________________________________________
______________________________________________________________________________
4. so that
______________________________________________________________________________
______________________________________________________________________________

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5. because
______________________________________________________________________________
______________________________________________________________________________

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References

Hill, S. (2012). Developing early literacy: Assessment and teaching (2nd ed.). South
Yarra, Vic: Eleanor Curtain.
Mackenzie, N. (2011). From drawing to writing: What happens when you shift
teaching priorities in the first months of school? Australian Journal of
Language and literacy, 34 (3), 322-340. 
Bahl, Vik. Paragraph Development. English 127 Research Writing syllabus. Green
River Community College.
Electronic sources:
https://cairn.edu/documents/2016/10/writing-lab-signal-words.pdf/
https://www.slideshare.net/aliciamargaretjavelosa/patterns-of-development-
reading-and-writing

Development Team of the Module

Writer: SUSAN B. DAYOC

Editors:
Content Evaluator: Jovito Panaga and Alma Almerol
Language Evaluator: Lorna R. Artuz and Sheila C. Cruz
Reviewers: Jovito Panaga, Alma Almerol, Lorna R. Artuz, Sheila C. Cruz
Illustrator: Abigail R. Sadang
Layout Artist: Abigail R. Sadang
Management Team: Dr. Margarito B. Materum, SDS
Dr. George P. Tizon, SGOD – Chief
Dr. Ellery G. Quintia, CID Chief
Mr. Noel T. Balubal, EPS- English
Dr. Daisy L. Mataac, EPS- LRMS/ALS