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Lesson 3

This module focuses on understanding the properties of language in written texts, emphasizing the evaluation of research through various signal devices such as transitions, repetitions, synonyms, and pronouns. It includes instructions for effective learning, activities for practice, and assessments like pre-tests and post-tests to gauge understanding. The goal is to enhance reading and writing skills by applying these concepts in structured exercises.

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13 views

Lesson 3

This module focuses on understanding the properties of language in written texts, emphasizing the evaluation of research through various signal devices such as transitions, repetitions, synonyms, and pronouns. It includes instructions for effective learning, activities for practice, and assessments like pre-tests and post-tests to gauge understanding. The goal is to enhance reading and writing skills by applying these concepts in structured exercises.

Uploaded by

licaucoyuhan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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READING AND

WRITING SKILLS

Understanding Properties of
Language in a Written Text
Quarter 1- Week 3 Module 3

Most Essential Learning Competency:


Evaluate research based on its properties
3. signal devices
3.1 transitions
3.2 repetitions
3.3 synonyms
3.4 pronouns
3.5 language use
3.6 mechanics
HOW TO 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 the concepts about the lessons in your notebook. 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
key card.
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.
• Discussion - This section provides a short discussion of the lesson.
This
aims to help you discover and understand new concepts and skills.
• 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.

PRE-TEST
A. Encircle the correct word or phrase in each sentence.
1. Many students cannot get a place on a regular degree course.
Because of /Despite this, home-based study and distance learning are
more popular than ever.
2. Most courses offer some form of certificate at the end and / but that
does not mean that the qualifications will be useful.
3. At the end of your course, you will want to have useful qualifications.
Every/No student wants to believe that his/her studies were a waste of
time.
4. The expense prevents some adults from returning to education.
Another / This reason is family commitments.
5. Learning a trade when you’re older can improve job prospects. In
addition, /general, it gives people a sense of achievement.

ACTIVATE YOUR SCHEMA!


Fill in the blanks with appropriate answer. on the top next through
there to the right on the shelf The inside of Bill's refrigerator was
horrible.
on the top next through there to the right on the shelf

1. ___________ shelf was a three-week-old carton of milk.


2. _____________to it sat a slice of melon that had started to get
moldy.
3. _____________ of the melon sat the remains of a macaroni and
cheese dinner that had been served a week earlier.
4. _____________ below was a slice of cake from his sister's birthday
party
5. ___________ was food, none of it was edible.
DISCUSSION
Signal Devices words that give readers an idea of how the points in your
paragraph are progressing
• Transition signals are linking words or phrases that connect your
ideas and add cohesion to your writing. They signpost or indicate
to the reader the relationships between sentences and between
paragraphs, making it easier for the reader to understand your
ideas.

• Transitions (words that connect one idea to another, in order for


our Ideas to flow smoothly)
a. Time (first, immediately, afterward, before, at the same time, after,
earlier, simultaneously, finally, next, in the meantime, later, eventually,
then, meanwhile, now, subsequent, etc.)
b. Sequence (moreover, furthermore, next, also, finally, last, another,
first, second, third, besides, additionally, etc.)
c. Space (above, next to, below, behind, beside, etc.)
d. Illustration (for instance, specifically, for example, namely, in this
case, to illustrate, etc
e. Comparison (similarly, also, in the same way, still, likewise, in
comparison, too, etc.)
f. Contrast (but, despite, however, even though, yet, on the other hand,
although, on the contrary, otherwise, conversely, etc.)
g. Cause and Effect (because, as a result, consequently, then, so, since,
etc.) h. Conclusion (thus, therefore, in conclusion, in short, etc.)
• Repetitions (repetitions of main ideas keep continuity and
highlight important ideas) -it could be a word, a phrase, or a full
sentence, or a poetical line repeated to emphasize its significance
in the entire text.
Example:
1. If you think you can do it, you can do it.
2. The boy was a good footballer, because his father was a footballer,
and his grandfather was a footballer.
3. The judge commanded, stamping his mallet on the table, “Order in
Signal Devices words that give readers an idea of how the points in your
paragraph are progressing BRIEF INTRODUCTION DISCUSSIONS 3 the
court, order in the court.”
4. The president said, “Work, work, and work,” are the keys to success
• Synonyms (these are words similar in meaning to important words
or phrases that prevent tedious repetitions)
• Pronouns (words that connect readers to the original word that
the pronouns replace)

ACTIVITIES
A. Reconstruct the given paragraph below by using appropriate
pronoun to avoid repetition.
Rodrigo Duterte is the 16th President of the Republic of the Philippines.
Aside from that, Rodrigo Duterte also served as Davao City’s Mayor for
a long period of time. Rodrigo Duterte is also known by the populace as
an adamant leader (Landich, 2018)
__________________________________________________________
________________________
__________________________________________________________
________________________
__________________________________________________________
________________________
__________________________________________________________

B. Let’s Try this! Identifying Pronoun and its Antecedent. In each


sentence, underline once the personal pronoun and underline twice its
antecedent.
1. As a child, Aunt Livia often played with her dollhouse.
2. In the 1500s, dollhouse owners used the dollhouses to show off their
wealth.
3. The dollhouses were made to imitate their owners’ homes.
4. In one place, a rich woman could show visitors how beautifully her
whole house was decorated.
5. The man of the house could give guests an idea of treasures he kept
in storage.

CHECK YOUR UNDERSTANDING


Compose at least 3 paragraphs that accurately use/follow the rules in
using transitions and pronouns. Make sure to underline the correct
usage of transitions and pronouns in your composition.

POST-TEST
Choose the appropriate word or phrase in the parenthesis to complete
the given statement by writing the answer on your worksheet.
1. We stayed up late, ____________ we were tired. (although, despite)
2. They went swimming, ____________ the coldness of the water.
(although, despite)
3. I enjoy the course, ____________ the professor is a good teacher.
(because, because of)
4. She looks ___________ your sister. (as if, like)
5. Please wait ___________ I make a phone call. (during, while)
6. Did you hear any noises ____________ the night? (during, while)
7. It looked ____________ we would not be able to leave until the next
day. (as if, like)
8. We all felt tired ____________ the hot weather. (because, because
of)
9. I read a book ___________ I was waiting. (during, while)
10. Her eyes shone _____________ stars. (as if, like)
11. They managed to work together, ___________ their differences of
opinion. (although, despite)
12. I left home early, ____________ I had to do several errands.
(because, because of)
13. He speaks about the subject ____________ he was an expert. (as if,
like)
14. We rested ____________ the hottest part of the day. (during, while)
15. ____________ she lost her way twice, she arrived safely. (Although,
Despite)

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