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Grammar Lesson Plan Focus on Paired Conjunctions
Paired conjunctions are often used in both spoken and written English to make a point, give an explanation, or discuss alternatives. Unfortunately, not only are they difficult to use, but their structure is also rather strict! For this reason, this lesson is a straight forward, teacher centered, grammar lesson focusing on written and oral production of the target structure.
Aim: Grammar focus on the use of paired conjunctions
Activity: Teacher introduction followed by sentence completion, construction and, finally, oral drill work
Level: Upper-intermediate
Outline:
Introduce paired conjunctions by asking students to give reasons for some simple event. Take two of the suggestions and construct target structure sentences using paired conjunctions. For example: Either John has stayed at home or he has been held up in traffic.
Explain the structure of the paired conjunctions: both...and; not only...but also; either...or; neither...nor
Distribute worksheets and ask students to match the sentence parts to match both columns to make complete sentences.
Ask students to complete the second exercise by combining the ideas to make one complete sentence using one of the paired conjunctions.
Focus on oral production skills by asking paired conjunction questions on the separate teacher sheet.
Paired Conjunctions
Match the sentence halves to make a complete sentence.
Both Peter
Not only do we want to go
Either Jack will have to work more hours
That story was
Students who do well not only study hard
In the end he had to choose
Sometimes it is
I would love to take
but we have enough money.
neither true nor realistic.
not only wise to listen to your parents but also interesting.
and I are coming next week.
either his career or his hobby.
both my laptop and my cell phone on holiday.
but also use their instincts if they do not know the answer.
or we will have to hire somebody new.
Combine the following sentences into one sentence using paired conjunctions: both ... and; not only ... but also; either ... or; neither ... nor
We could fly. We could go by train.
She will have to study hard. She will have to concentrate to do well on the exam.
Jack is not here. Tom is in another city.
The speaker will not confirm the story. The speaker will not deny the story.
Pneumonia is a dangerous disease. Small pox is a dangerous illness.
Fred loves traveling. Jane wants to go around the world.
It might rain tomorrow. It might snow tomorrow.
Playing tennis is good for your heart. Jogging is good for your health.
To the teacher: Read the following aloud and have students use paired conjunctions to respond. Example: You know Peter. Do you know Bill? Student: I know both Peter and Jack.
You like tennis. Do you like golf?
You don't know Jane. Do you know Jack?
You are studying Math. Are you studying English?
You need to work on the weekend. Do you need to work in the evening?
You don't eat fish. Do you eat beef?
I know your country has good universities. Does England have good universities?
He collects money. Does he collect stamps?
They haven't visited Rome. Have they visited Paris?
COORDINATING CONJUNCTIONS
Coordinating conjunctions may join single words, or they may join groups of words, but they must always join similar elements: e.g. subject+subject, verb phrase+verb phrase, sentence+sentence. The seven coordinating conjunctions in English are:
FOR - is to introduce the reason for the preceding clause
AND - joins two similar ideas together
NOR - The conjunction nor is not extinct, but it is not used nearly as often as the other conjunctions. Its most common use is as the little brother in the correlative pair, neither-nor
BUT - joins two contrasting ideas together
OR - joins two alternative ideas
YET - is very similar to 'but' as it also joins two contrasting ideas together
SO - shows that the second idea is the result of the first
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.
Among the coordinating conjunctions, the most common, of course, are AND, BUT and OR.
SUBORDINATING CONJUNCTIONS
A subordinating conjunction is a word which joins together a dependent clause and an independent clause. There are numerous subordinating conjunctions. The more commonly used ones are listed below. For a more comprehensive list see http://webster.commnet.edu/grammar/conjunctions.htm#nor
BECAUSE, AS, SINCE - are used to introduce the cause in a cause effect relationship between two ideas
SO - introduces an effect in a cause effect relationship between two ideas
ALTHOUGH, (even) THOUGH, WHEREAS, WHILE - are used to express contrast between ideas
AFTER - is used to show time
COrrelative CONJUNCTIONS
Some conjunctions combine with other words to form what are called correlative conjunctions. They always travel in pairs, joining various sentence elements that should be treated as grammatically equal. Here is a brief list of common correlative conjunctions.
both . . . and
not only . . . but also
not . . . but
either . . . or
neither . . . nor
whether . . . or
as . . . as
Grammar Lesson Plan
Connecting Ideas Using Coordinating and Subordinating Conjunctions
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Teacher: Karen Bergendorf
Skill Level: Advanced Students/College aged students
Topic: Using coordinating and subordinating conjunctions to connect ideas
Time of Lesson: 60 minutes
Teaching Point/Objectives:
Students will able to recognize coordinating junctions (and + too, so, either, neither) and subordinating conjunctions (because and even though/although).
Students will able to use coordinating junctions (and + too, so, either, neither) and subordinating conjunctions (because and even though/although) by successfully choosing the correct conjunction in written exercises.
Students will able to use coordinating junctions (and + too, so, either, neither) and subordinating conjunctions (because and even though/although) by successfully writing the correct conjunction in answers to questions after listening to a simple story.
Materials Needed:
Book "The Lotus Seed"
Connecting Ideas worksheet
Scotch tape
Learning/Teaching Activities
WARM UP AND REVIEW:
1.<< ANYTIME WE CAN BEGIN TO LEARN HOW TO CONNECT MANY OF OUR SHORTER IDEAS AND PIECES OF SPEECH, WE MAKE THE PROGRESSION INTO MORE SOPHISTICATED, ADVANCED SPEECH AND WRITING.
There are many ways in English to express the connecting of ideas. In past lessons we talked about four words used as conjunctions that connect smaller ideas or sentences into larger more complicated ones. Those words JOIN ideas together.
Activity:
1. Write "and," "but," "or," "so" on the board. Ask the students to write a sentence using the following criteria.
a.Use "and" joining 2 complete sentences.
b.Use "and" joining 2 nouns in a single sentence.
c.Use "and" joining 2 verbs in a single sentence.
d.Use "but" joining 2 sentences.
e.Use "or" joining 2 sentences.
f. Use "so" joining 2 sentences.
CONNECTING IDEAS LESSON PLAN
Page Two
Before they begin writing, review the rules on page 222, 223, 224 about commas. Have a student read the rule and explain why the rule is used. << IF THERE ARE 2 INDEPENDENT CLAUSES [OR COMPLETE SENTENCES] WE MUST HAVE A COMMA! IF NO COMMA, IT WOULD BE A RUN-ON SENTENCE; VERY SERIOUS ERROR AND STUDENTS SHOULD KNOW THAT FOR THE TOEFL TEST. >>
(When and connects two independent clauses, a comma is usually used [p. 222]. Sometimes the comma is omitted when and connects two very short independent clauses. [p. 223]. Commas are usually used when but or or connects two complete sentences; sometimes with but a period is used instead of a comma.)
Let the students write the sentences they make up on the board themselves. Have them read the sentence and explain how it follows the directions I gave them (a-f above).
PRESENTATION:
1.<< LET'S GO ON NOW TO SOME OTHER WORDS THAT CONNECT IDEAS. ON PAGE 230 OF YOUR BOOK WE BEGIN WITH USING AND PLUS TO, SO, EITHER AND NEITHER. >>
Read first sentence in table, pointing out differences of position of the auxiliary very when using too and when using so. Read over rule with them.
Activity:
Exercise 11: Read example and write sentences on board and pointing out (and writing above auxiliary verb). Then have students read #3, #4, #5, #8, #10, and #12, to follow with the first rule.
2.<< EITHER/NEITHER: WHEN YOU HEAR THESE TWO WORDS YOU KNOW YOU WILL BE MAKING A CHOICE BETWEEN 2 THINGS. >>
Read sentence in the table, pointing out differences of po position of auxiliary verb when using either and neither.
Activity:
Exercise 11: Do #2 with class. Then have students complete #6, 7, #9, #11, #13.
3.Exercise 13: Practice the first three examples with a student. Then let give the students 2 minutes to fill in the rest of the blanks. Then chose pair of students to read the answers aloud.
CONNECTING IDEAS LESSON PLAN
Page Three
CONNECTING WITH "BECAUSE"
1.<< "Because" IS ANOTHER KIND OF CONJUNCTION. IT IS IMPORTANT TO REMEMBER THAT IT: 1) INTRODUCES WHAT WE CALL AN "adverb clause" THAT EXPLAINS THE REASON WHY SOMETHING IS THE WAY IT IS; 2) EXPRESSES A CAUSE AND REASON FOR SOMETHING; 3) EXPRESSES AN EXPECTED RESULT.
Use Exercise 15 Sample #1. Write on the board.
We didn't have class because the teacher was absent. Because the teacher was absent, we didn't have class.
<< WHAT PARTS OF SPEECH MAKE UP AN ADVERB CLAUSE?>>
Conjunction + subject + verb (have student mark on the sentences on the board those parts of speech).
<< YOU CAN SEE THE ADVERB CLAUSE CAN COME AT THE BEGINNING OR END OF THE SENTENCE. BUT THERE IS ONE DIFFERENCE IN THE WAY IT IS WRITTEN. WHAT IS THAT?>> (Let students find the comma.)
Exercise 15: Have students read the sentences silently together. Then call on students to answer for the class.
Exercise 16: Have students work in pairs and complete this exercise.
CONNECTING WITH "EVEN THOUGH AND ALTHOUGH"
1.<< SIMILAR CONJUNCTIONS ARE "even though" AND "although." THEY ALSO: 1) INTRODUCE AN ADVERB CLAUSE. 2) EXPRESS OPPOSITION; 3) EXPRESS AN UNEXPECTED RESULT. WHEN YOU HEAR EITHER WORD, IT IS A SIGNAL THAT SOMETHING HAPPENED JUST THE OPPOSITE OF WHAT YOU EXPECTED. >>
<> Write on the board and let students fill in the blank.
<< LET'S LOOK AT EXERCISE #18. (READ SAMPLE WITH STUDENTS) #3 AND #6 TOGETHER. >>
<< "Although" INTRODUCES A FACT THAT IS IN CONTRAST TO THE STATEMENT IN THE MAIN CLAUSE. "Because" INTRODUCES THE CAUSE OF THIS SAME FACT. >>
Activity
1.Have students list 2 things they enjoy doing.
After they have written their sentences, I will put up my sentence. "I like to play tennis because I feel healthy when I play."
CONNECTING IDEAS LESSON PLAN
Page Four
Now working with a partner, have each student tell WHY they like the first two things they listed. They need to use "because" in expressing the reason.
2.Have students list 2 things they wish they had done but never have tried. These need to be in complete sentences.
After they have written their sentences, I will put up my sentence. "I have never flown in a helicopter." "Even though I think it would be exciting, I have never flown in a helicopter!"
Activity
1.<< I HAVE BROUGHT A VERY SPECIAL BOOK TO SHARE WITH YOU TODAY. THE TITLE IS "The Lotus Seed." THIS STORY IS ABOUT A WOMAN IN VIET NAM NAMED BA. PLEASE LISTEN CAREFULLY AND LOOK AT THE PICTURES. AFTER THE STORY IS OVER I WILL ASK YOU SOME QUESTIONS. >>
(There is an explanation of the story in the back of the book; read that explanation first. This is a "big" book so it is easy for the students to see the pictures and words.)
2.Read the story showing the pictures. After the story is completed, ask the students if there is any question on vocabulary. Ask a student (or two) to summarize what happened in the story to ensure they understood the meaning.
3.Then give the students the "Connecting Ideas" handout. The bottom half contains the questions to the story. Read the instructions and questions through with the students. Do the first question with them.
4.Then read the story again page by page giving the students time to write their answers.
After the story is complete a second time, call on students to read the answers they have written. If the first student doesn't use "because" or "although/even though" in the answer, remind them of the assignment. (Give them time to adjust their answers if necessary).
 azurewealtheow · Sat Jan 20, 2007 @ 02:29pm · 0 Comments |
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