An overview of English conjunctions with exercises for the 12th grade students at Tran An Chiem high school

Due to the above mentioned reasons, I have chosen the following topic: “An overview of English Conjunctions with exercises for the 12 th grade students at Tran An Chiem high school” to h

TABLE OF CONTENTS

PART 1: INTRODUCTION 1

1 1 Reasons for choosing topics 1

1 2 Aims and objectives 1

1 3 Scope and subject 1

1 4 Methodology of the experience initiative 1

PART 2: DEVELOPMENT 2

2 1 Theoretical basis of the experience initiative 2

2 1 1 A brief explanation of conjunctions 2

2 1 2 Classification of conjunctions 2

2 1 2 1 Coordinating conjunctions 2

2 1 2 2 Correlative conjunctions 3

2 1 2 3 Subordinating conjunctions 4

2 2 Practice 6

2 2 1 Coordinating conjunctions 6

Exercise 1 6

Exercise 2 7

Exercise 3 7

2 2 2 Subordinating conjunctions 8

Exercise 1 8

Exercise 2 9

Exercise 3 10

2 2 3 Correlative conjunctions 11

Exercise 1 11

Exercise 2 12

Exercise 3 12

2 2 4 Mix conjunctions 14

Exercise 1 14

Exercise 2 14

Exercise 3 15

2 2 5 Conjunction exercises in the national examinations for GCSE 18

2 3 The effectiveness of the experience initiative 18

PART 3: CONCLUSION 18

3 1 Conclusion 18

3 2 Recommendations 19

REFERENCES 20

PART 1: INTRODUCTION

1 1 Reasons for choosing topics

It is the fact that English has entirely become an international language onaccount of its highest effectiveness in communication In effect, a prevalentphenomenon has been occurring in a great number of countries in the worldwhere millions of people are attempting to use the language as their nativespeakers Nevertheless, it is inadequate to take care of the choice of words(adjectives, nouns, verbs, and articles…), grammar rules (voice, aspect, andtense…) alone for fruitful communication; using conjunctions is highlyappreciated Without conjunctions, it is rather hard to understand the content of

a meandering speech In addition, the given ideas are completely by no meanscohesive, logical and unified It is undeniable that conjunction is so complex acategory that students cannot help having trouble in use For its complexity, wehave an ambition to present all aspects of conjunctions Due to the above

mentioned reasons, I have chosen the following topic: “An overview of English Conjunctions with exercises for the 12 th grade students at Tran An Chiem high school” to help my students especially the ones in the 12th grade have anoverview of conjunctions in order that they can use them accurately and preparewell for the coming final exams Using this theme effectively, students will beable to develop the ability to do conjunction exercises more easily and moreconfidently

1 2 Aims and objectives

The research firstly aims to introduce students some general knowledgeabout conjunctions in English and then suggest exercises that’s they can dealwith in tests and exams At the end of the experience initiative, someimplications for teaching, learning will be covered as useful resources

1 3 Scope and subject

This experience initiative is focused only on:

 Conjunctions and exercises

 Tran An Chiem high school students

With the above mentioned aims and due to limited time and size for anexperience initiative, I would like to deal with written exercises only Theexercises for students are taken out from books, textbooks, internet in English

1 4 Methodology of the experience initiative

In order to achieve the aims mentioned above, the experience initiativeuses the methods of observation, interview, questionnaire and summation ofteaching experience The data can be recorded formally and informally Theinterview is used to record teachers’ information The survey by written testswith three classes of high school students will be conducted with questionnaire

to get information to support the experience initiative

PART 2: DEVELOPMENT

2 1 Theoretical basis of the experience initiative

The author chooses this topic to address a number of requirements interms of science and practice as follows:

2 1 1 A brief explanation of conjunctions

Conjunctions are known as connective or linking words They jointhoughts, actions and ideas, as well as clauses and phrases The main job of aconjunction is to link together different parts of a sentence to help you connect

or emphasize ideas or actions Conjunctions help you form more complex andinteresting sentences and make your writing flow more smoothly

Followings are three different types of conjunctions: Coordinating

Conjunctions, Subordinating Conjunctions, and Correlative Conjunctions

2 1 2 Classification of conjunctions

2 1 2 1 Coordinating conjunctions

Coordinating conjunctions like "and," "nor," or "so" link equal parts of a

sentence, be it words, phrases, or independent clauses, but they must always joinsimilar elements: e.g subject + subject, verb phrase + verb phrase, sentence +sentence

An easy way to remember these six conjunctions is to think of the word FANBOYS Each of the letters

in this somewhat unlikely word is the first letter of one of the coordinating conjunctions.

For - Explains reason or purpose (just like "because").

Ex: I go to the park every Sunday, for I long to see his face.

And - Adds one thing to another.

Ex: I like to read, and I write faithfully in my journal every night.

Nor - Used to present an alternative negative idea to an already stated negative

idea

Ex: I neither love nor hate to watch TV.

But - Shows contrast

Ex: Television is a wonderful escape, but it interferes with my writing.

Or - Presents an alternative or a choice

Ex: Would you rather read a book or watch a good TV show?

Yet - Introduces a contrasting idea that follows the preceding idea logically

(similar to "but")

Ex: I always take a book to the beach, yet I never seem to turn a single page.

So - Indicates effect, result or consequence

Ex: I like to read, so my grammar is always on-point.

If a coordinating conjunction is joining together two independent clauses, itneeds to have a comma with it

Coordinating conjunctions are the simplest of all the conjunctions to recognizeand master Knowing how they work will improve the quality and complexity ofyour writing.

There are some correlative conjunctions:

both and not only but also either or neither nor whether orWhen we use these correlative conjunctions, it’s important to use parallelstructure, especially in formal writing Parallel structure requires both elementsthat are joined by the correlative conjunction to be equal

Just as we have to take extra care with subject-verb agreement, we also have to

be careful with pronoun agreement when using correlative conjunctions Whenjoining singular and plural subjects, the subject closest to the verb determines whether the verb is singular or plural.

both and ( to put emphasis on

two elements that are true in a

sentence)

subject +subject

Both my sister and my brother

play the piano

either or(to present two

Tonight's program is either Mozart

or Beethoven.

neither nor (to negate two

options.)

subject +subject

Neither the orchestra nor the

chorus was able to overcome theterrible acoustics in the church

not only but also (to

emphasize an additional

element in the sentence)

sentence +sentence

Not only does Sue raise money for the symphony, but she also ushers

at all of their concerts

just as … so (to indicate that

the two elements being joined

are similar)

sentence +sentence

“Just as I love films, so does my

brother love sports”

Here are some more useful pairs of correlative conjunctions:

As/as - Bowling isn't as fun as skeet shooting.

Such/that - Such was the nature of their volatile relationship that they never

would have made it even if they'd wanted to

Scarcely/when - I had scarcely walked in the door when I got an urgent call and

had to run right back out again

As many/as - There are as many curtains as there are windows.

No sooner/than - I'd no sooner lie to you than strangle a puppy.

Rather/than - She'd rather play the drums than sing.

Correlative conjunctions are more similar to coordinating conjunctionsthan to subordinating conjunctions because the sentence fragments they connectare usually equal Subordinating conjunctions connect independentclauses and dependent clauses, which have very different functions

Coordinating conjunctions and correlative conjunctions, on the otherhand, connect words and phrases that carry equal weight in the sentence

2 1 2 3 Subordinating conjunctions

A subordinating conjunction is a word that connects an independentclause to a dependent clause Subordinating conjunctions, (subordinators) aremost important in creating subordinating clauses These adverbs that act likeconjunctions are placed at the front of the clause The adverbial clause can comeeither before or after the main clause Subordinators are usually a single word,but there are also a number of multi-word subordinators that function like asingle subordinating conjunction They can be classified according to their use

in regard to time, cause and effect, opposition, or condition

Based on the type of meaning they convey, there are five main classes ofconjunctions

- Time-related conjunctions establish a period when the main clause will be performed These include after, as soon as, as long as, before, once, still, until, when, whenever, and while

Ex:

"I will do the dishes after everyone has gone home" might be said by a hostess

who prefers to enjoy her guests while they are there

- Concession and comparison conjunctions redefine the main clause in the

context of the process being delivered

+ Concession conjunctions include although, as though, and even though.

"Ellen v-logged about the results of the political meeting, in contrast to her

arch-enemy who merely blogged."

- Cause conjunctions illuminate the reason that the main clause activities were performed and are commonly engineered by using as, because, in order that, since, and so that

Ex:

"Grant dreamed about cheese because he had eaten so much of it the night

before."

- Condition conjunctions set the rules under which the main clause will be performed and are indicated by even if, if, in case, provided that, and unless

Ex:

"Unless it rains on Saturday, we will have the picnic in the park."

- Place conjunctions determine where activities might occur and are primarily where, wherever, and whereas

Ex:

"I will place my conjunction in the sentence wherever I please."

Subordinating conjunctions can also be defined by the words used to create andseparate the clauses There are three main methods of separating and definingthe role of the clauses, based on the number of words and their position in thesentences

- Simple subordinators consist of one word: although, if, since, that, unless, until, whereas, while, etc Most of the time, single words are placed at the

beginning of the dependent clause

Ex:

"Mr Bennet was so odd a mixture of quick parts, sarcastic humor, reserve, and

caprice, that the experience of three-and-twenty years had been insufficient to

make his wife understand his character."

- Complex subordinators consist of more than one word: in order that, such that, granted that, assuming that, so that, as long as, insofar as, in case, etc.

Like single subordinators, complex subordinators are typically at the beginning

of the dependent clauses

connect two dependent clauses into one independent sentence

Ex: "If everyone demanded peace instead of another television set, then there

would be peace." The extra "then" in there intensifies the result

When a dependent clause precedes an independent clause, there's

a comma between the two, indicating the beginning of the independent clause.However, when the independent clause comes first, there's usually no need toseparate the two clauses with a comma

Ex:

After - "Your heart will break like mine, and you'll want only me after you've

gone" (Ella Fitzgerald)

Although - "Although I've been here before, he's just too hard to ignore" (Amy

Winehouse)

As - "As I walk through the valley of the shadow of death, I take a look at my

life and realize there's nothing left" (Coolio)

As long as - "I don't care who you are, where you're from or what you did as long as you love me" (Backstreet Boys)

Because - "I'm everything I am because you loved me" (Celine Dion)

Before - "Just call me angel of the morning, angel Just touch my cheek before you leave me, baby" (Juice Newton)

Even if - "Even if the sky is falling down, you'll be my only" (Jay Sean)

If - "If you leave me now, you'll take away the biggest part of me" (Chicago) Once - "Once in a blue moon, something good comes along." (Van Morrison) Now that - "Baby, now that I've found you, I won't let you go" (Tony

Macaulay/John MacLeod)

Since - "I guess I'll never be the same since I fell for you" (B.B King)

Though - "Walk on through the rain though your dreams be tossed and blown"

(Rodgers and Hammerstein)

Unless - "We're never going to survive unless we get a little crazy" (Seal)

Until - "I'll keep on dreaming until my dreams come true." (Charlie Louvin) When - "When I see you smile, I can face the world" (Bad English)

Where - "There's a light burning bright, showing me the way, but I know where I've been" (Scott Wittman)

While - "I look at the world, and I notice it's turning while my guitar gently

weeps" (The Beatles)

As with any grammatical device, using subordinating conjunctions toooften becomes repetitive and boring Of course, certain types of writing require abare-bones style without much flavor Still, subordinating conjunctions shouldonly be used sparingly Constantly using the same device not only sounds rote,but also sounds like the work of an inexperienced writer Experienced writersknow that subordinating conjunctions, and other tools, should only be usedwhen warranted

2 2 Practice

2 2 1 Coordinating conjunctions

Exercise 1: Choose the best answer to complete each sentence.

1 Would you rather have cheese _ bologna on your sandwich?

2 His two favorite sports are football tennis

3 I wanted to go to the beach, _ Mary refused

4 I am allergic to cats, I have three of them

5 I am a vegetarian, _ I don’t eat any meat

6 Thomas will be late to work, _ he has a dental appointment

A but B or C for D nor

7 Jennifer does not like to swim, does she enjoy cycling

8 Jackson wanted to eat another piece of cake, he was on a diet

KEYS: 1 C 2 B 3 A 4 C 5 A 6 C 7 D 8 B

Exercise 2: Complete each sentence using the correct coordinating

1 My car has a radio _ a CD player (but, or, and)

2 Sharon hates to listen to rap music, _ will she tolerate heavy metal.(but, nor, or)

3 Carol wanted to drive to Colorado, _ Bill insisted that they fly.(and, or, but)

4 I’m afraid of heights, _ I appreciate the view from the top of thisbuilding (and, yet, nor)

5 I have to be on time, _ my boss will be annoyed if I’m late (and,nor, for)

6 Do you like chocolate _ vanilla ice cream better? (or, nor, and)

7 I have to go to work at six, _ I’m waking up at four (but, so, yet)

8 I was on time, _ everyone else was late (so, but, for)

9 Nadia doesn’t like to drive, _ she takes the bus everywhere (but,yet, so)

10.Our trip to the museum was interesting, _ there were several newartifacts on display (but, for, yet)

KEYS:

1 and, 2 nor, 3 but, 4 yet, 5 for, 6 or, 7.so, 8 but, 9 so, 10 for

Exercise 3: Complete the sentences using the coordinating conjunctions

"and, but, or, for, nor, so"

1 He was very tired after a long working day, _ he washed all the dishes inthe kitchen

2 Miriam bought apples, oranges, carrots, lemons _ potatoes from themarket in the city center

3 Mr Robertson should stop smoking cigarettes immediately _ he will getseriously ill

4 I forgot to take my umbrella with me _ I got soaked under the heavyrain yesterday morning

5 Benjamin could get the job easily _ he was the only applicant for thatposition in the company

6 He got up very late He could neither have something to eat _ havesomething to drink

7 My mother vacuumed the floor _ I dusted the furniture last weekend

8 Our maths teacher gave her a punishment she was late for class for thethird time this week

9 I didn't have enough money to buy the laptop I liked _ I borrowed somemoney from my friend

10 Samuel really wanted to go to the pop concert _ he had to study for theFrench exam

11 Either you finish the English project on time _ the teacher will give you

11 or 12 nor 13 but 14 for 15 and

16 so 17 or 18 but 19 nor 20 for

2 2 2 Subordinating conjunctions

Exercise 1: Complete each sentence using the subordinating

1 I visit the Grand Canyon _ I go to Arizona (once, whenever,wherever)

2 This is the place _ we stayed last time we visited (where, when,how)

3 _ you win first place, you will receive a prize (wherever, if, unless)

4 You won’t pass the test _ you study (when, if, unless)

5 I could not get a seat, _ I came early (as, though, when)

6 We are leaving Wednesday _ or not it rains (if, whether, though)

7 Pay attention to your work _ you will not make mistakes (so that,unless, or)

8 The musicians delivered a rousing performance _ they hadrehearsed often (though, as, once)

9 She’s honest _ everyone trusts her (if, so, when)

10.Write this down _ you forget (or, when, lest)

KEYS:

1 whenever 2 where 3 if 4 unless 5 though

Exercise 2: Choose the best answer to complete each sentence.

1 _ the basement flooded, we spent all day cleaning up

2 I don’t want to go to the movies _ I hate the smell of popcorn

A Although B Because C Whenever D So that

3 I paid Larry, _ garden design work is top-notch

4 _ spring arrives, we have to be prepared for more snow

5 _ the alarm goes off, I hit the snooze button

A As soon as B Because C Before D Now that

6 _ he worked hard all year long, he wasn’t able to buy his father anexpensive gift

7 _ he didn’t have much money, he wasn’t able to buy his father anexpensive gift

A Even though B Because C Although D Since

8 _ he didn’t have much money, he was still able to buy an expensive gift forhis father

A As long as B Unless C Although D After

9 _ he works hard all year long, he won’t be able to buy his father anexpensive gift

10. _ he worked hard all year long and was able to earn a lot of money, hebought his father a very expensive gift

11. _ spend a lot of money on a gift, he made a present for his father

A Before B Rather than C If only D As long as

12. _ he buys his father an expensive gift, he won’t buy anything for himself

13. _ he was shopping for an expensive gift for his father, he realized he didn’thave any money

14. _ he bought an expensive gift for his father, he felt tremendous joy