coordinating conjunctions

OUTLINE OF LESSONGOAL OF LESSON: Writing a simple paragraph using coordinating conjunctions.

VOCABULARY/GRAMMAR: Coordinating Conjunctions – For, And, Nor, But, Or, Yet, So (F.A.N.B.O.Y.S.)

INTRODUCTION: This lesson is based on a writing activity in which the students are asked to complete a paragraph using the target language (coordinating conjunctions). Since this is an intermediate class, the target language should be a review for most students, but the lesson will give an explanation of what coordinating conjunctions are so that students will understand how to use them correctly.

Class Level – Intermediate Duration – 2 hours

INSTRUCTIONS:

1. Play game – Complete the Sentence. Toss ball of yarn around room – when student catches ball, they must complete sentence with correct conjunction. Then, they toss the ball of yarn to the next student – teacher calls out the next sentence. (Ball of yarn links everyone together, just like conjunctions do!)

2. Explain common conjunctions as simple joiner words, and list the most common examples: "for," "and," "nor," "but," "or," "yet" and "so." (FANBOYS)

3. Give an example of a sentence containing a common conjunction. (Example: "He seemed perfect for the job, but proved to be a disappointment.")

4. Present a worksheet with multiple cloze sentences containing blanks where the coordinating conjunctions are supposed to be. Have students fill in these blanks, and then have the group discuss the answers. (See “Controlled Practice Cloze Exercises”)

5. In small groups, play Jigsaw Puzzle Game – group with most correct sentences wins.6. Explain coordinating conjunctions in context – see attached “Using Authentic Text to

Teach Coordinating Conjunctions” for more information.7. Watch video and have students listen to how actors misuse/use conjunctions:

http://youtu.be/JWgbvr8T61o . Discuss as a group afterwards, and answer any questions.

8. Give students a passage of writing, and ask them to complete the story using sentences with the conjunctions that they have just learned. (See “Readings for Poster Presentation”).

9. After the activity, discuss with group what language worked best, and if there are any questions about lesson.

http://youtu.be/JWgbvr8T61o

Group:Intermediate

Date:Nov 29/2012

Time:2 hours

No. of Students:20

Recent topic work: Students have learned coordinated conjunctions – this is a review of target language

Recent language work:n/a

Aims:Functional: Learning to express ideas with joining wordsGrammatical: Coordinating ConjunctionsObjectives:Students should be able to write a simple paragraph using coordinated conjunctions, and to understand how to use coordinated conjunctions correctly. To engage and motivate students to for further language learning experiences. To offer students as many examples of authentic language and STT.Assessment: Completion of tasks, understanding of new language, accurate use of coordinating conjunctions, feedback and discussion at end of class.Materials: ball of yarn, Jigsaw Puzzle Game, Youtube video clip, cloze worksheets (Black Azar 228-229 ex. 5 and pg. 230 ex. 7, “Readings for Poster Presentation” handout, “Butterflies” paragraph (Blue Azar pg. 462).Anticipated Problems: Video may not work in classroom environment. If this happens, send link and cloze exercise home with students so they can complete as homework. This may not be a review for some students – if so, allow some time for extra study.Timing Teacher Activity Student Activity Success Indicators Aims of the stage15 min. T explains the

objectives of the game “Complete the Sentence”. T calls outs sentences and says ‘blank’ where conjunctions should be, then tosses ball of yarn to S. – When S catches ball, they must complete sentence with correct conjunction. Then, they toss the ball of yarn to the next S (keeping hold of end of yarn) – T calls out the next sentence.

T introduces

Ss listen to T’s instructions and play out game.

Ss are able to converse and review target language – (indicator of how much review is required)

ENGAGE - Introduce task with realistic motivators

10 min.

5 min.

15 min.

15 min.

structure by explaining common conjunctions as simple joiner words, giving FANBOY list

T gives an example of a sentence using coordinating conjunction.“Butterflies are beautiful and fragile.”

T answers Ss questions.

T gives Ss a controlled practice cloze exercise. (See “Controlled Practice Cloze Exercises” )


T explains Jigsaw Puzzle Game – Ss put sentences together using strips of paper (words, clauses, phrases, and coordinating conjunctions)

T asks Ss to read a

Ss listen and ask questions.


Ss complete a cloze controlled practice.

As a group, Ss discuss answers.

Ss listen to instructions – in small groups, Ss put together as many correct sentences using target language. Group that gets most sentences correct wins.

Ss answer concept checking questions



Ss are able to complete the exercise accurately.



STUDY - Fluency, focus on form. Motivation, authentic use. Clarification.

STUDY - Focus on fluency and accuracy. Authentic use.Exposure.Motivation.

ACTIVATE - Acquisition. Authentic use. Motivation.

15 min.

5 min.

5 min.

10 min.

paragraph called “Butterflies” (see Blue Azar pg. 462) and to find the coordinating conjunctions. (see attached “Using Authentic Text to Teach Coordinating Conjunctions” for more information)


T plays a Youtube video (see link in References below) on target language (coordinating conjunctions) and asks students to watch how actors misuse/use coordinating conjunctions.

T asks Ss to discuss the correct use of conjunctions in the video (T answers questions and acts as monitor).


Ss listen to instructions – in pairs, Ss read paragraph and find coordinating conjunctions in paragraph.

As a group, Ss discuss answers.


In small groups, Ss discuss and come up with list of correct use of conjunctions from video. Ss report to class what they have found.





Ss are able to report on what they have learned in Study.


PRESENTATION – GRAMMAR IN CONTEXT - Focus on accuracy in context.Authentic use.Exposure.Motivation.

ENGAGE – Re-engage Ss. Acquisition. Focus on fluency and accuracy. Motivation. Clarification. Exposure to authentic use. Listening for specific information.

15 min.

5 min.

5 min.

T gives Ss a passage of writing (Free Willy Debate – Before 2003), and asks them to complete the story using sentences with the target language that they have just learned. (See “Readings for Poster Presentation”).



T gives Ss the update to the Free Willy Debate so that Ss can compare their paragraphs to the report.

T discusses with Ss what they have learned in lesson.


Ss listen to instructions and complete the paragraph using the target language.

Ss ask T questions.

Ss read their paragraphs for the group.

Ss compare their paragraphs to the authentic report for any similarities and differences.

Ss discuss as a group what they have learned in lesson.

Ss ask T questions.



New sentences are elicited from Ss.


Ss are able to report on what they have learned in the course of the lesson.

ACTIVATE - Acquisition. Authentic use. Motivation.

Additional possibilities: n/aHomework/Further work:Can sentences start with a conjunction? Have students research on corpus if sentences can start with a conjunction and have them bring their findings to the next class (we will incorporate findings into a

corpus activity to formulate a rule).Taken from: Harmer, J. (2007). How to teach English. Essex, England: Pearson Longman.

ENGAGE - Complete the Sentence Game

Students and teacher sit in a circle.

Teacher tosses ball of yarn to first student, calls out a sentence and says “BLANK” where the coordinating conjunction should be. The student who has caught the ball must complete the sentence with the correct coordinating conjunction.

Keeping hold of the end of the yarn, the student tosses the ball to another student. The teacher calls out another sentence and says “BLANK” where the coordinating conjunction should be. This continues until everyone gets a turn.

Once everyone has had a turn, all students will be “joined” by the yarn. The yarn joins everyone, just like conjunctions!!

STUDY - Introducing Coordinating Conjunctions

A conjunction is a word that links words, phrases, or clauses. 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.

F A N B O Y Sfor and nor but or yet so

An easy way to remember these six conjunctions is to think of the word FANBOYS. Each of the letters in this word is the first letter of one of the coordinating conjunctions. You use a coordinating conjunction ("and," "but," "or," "nor," "for," "so," or "yet") to join individual words, phrases, and independent clauses.

Examples and Sentences

CONJUNCTION WHAT IS LINKED SAMPLE SENTENCESand noun phrase+noun phrase We have tickets for the symphony and the

opera.but sentence+sentence The orchestra rehearses on Tuesday, but the

chorus rehearses on Wednesday.or verb+verb Have you seen or heard the opera by Scott

Joplin?so sentence+sentence I wanted to sit in the front of the balcony, so I

ordered my tickets early.

STUDY - Controlled Practice Cloze ExercisesExercise 5. Connecting Ideas with And, But, and Or – Directions: Add and, but or or. Add commas when necessary.

1. I washed my shirt ___________________ it didn’t get clean.

2. Would you like some water _________________ some fruit juice?

3. I bought some paper, a greeting card _________________ some envelopes.

4. The flight attendants served dinner _______________ I didn’t eat.

5. I was hungry ________________ didn’t eat on the plane. The food didn’t look appetizing.

6. I washed my face, brushed my teeth _________________ combed my hair.

7. Golf _______________ tennis are popular sports.

8. Sara is a good tennis player ________________ she’s never played golf.

9. Which would you prefer? Would you like to play tennis ___________________ golf Saturday

morning?

10. Who called whom? Did Bob call you ________________ did you call Bob?

Exercise 7. So vs. But – Directions: Add so or but.

1. It began to rain, __________________ I opened my umbrella.

2. It began to rain, ___________________ but I didn’t open my umbrella.

3. I didn’t have an umbrella, ___________________ so I got wet.

4. I didn’t have an umbrella, ___________________ I didn’t get wet because I was wearing my

raincoat.

5. The water was cold, ________________ I didn’t go swimming.

6. The water was cold, ___________________ I went swimming anyway.

7. Scott’s directions to his apartment were not clear, _______________ George got lost.

8. The directions weren’t clear, __________________ I found Scott’s apartment anyway.

9. My friend lied to me, __________________ I still like and trust her.

10. My friend lied to me, ___________________ I don’t trust her anymore.

Azar, B. Fundamentals of English Grammar 3rd Ed. (2002). ‘Connecting Ideas with And, But and Or’ p.228-229 & ‘So vs But’ p.230. White Plains, NY: Pearson Longman.

ACTIVATE - Coordinating Conjunctions Jigsaw

Before class, teacher makes up sentences on strips of paper and cuts the sentences up into three pieces so that coordinating conjunction is separated from rest of sentence.

Example – I took a taxi / and / she drove home.

In small groups, students put together as many correct sentences using the target language.

Group that gets most sentences correct wins.

PRESENTATION - Using Authentic Text to Teach Coordinating Conjunctions (Intermediate)

Butterflies

A butterfly is a marvel. It begins as an ugly caterpillar and turns into a work of art. The sight of a butterfly floating from flower to flower on a warm, sunny day brightens anyone’s heart. A butterfly is a charming and gentle creature. Caterpillars eat plants and cause damage to some crops, but adult butterflies feed principally on nectar from flowers and do not cause any harm. When cold weather comes, butterflies travel great distances to reach tropical climates. They can be found on every continent except Antarctica. Because they are so colorful and beautiful, butterflies are admired throughout the world. (from Azar, B. Understanding and Using English Grammar, 4th Edition. 2009. p. 462).

Step 1: Before handing out the text, the teacher tells the class the title of the paragraph and asks them to think and list some vocabulary that they might expect to find in the text. The students take turns writing these on the board.

Step 2: The teacher asks students to read the paragraph individually. In pairs, students are asked to be aware of “joining words”, or the FANBOYS. She also asks students to be aware of what the FANBOYS are joining, as per previous Study section.

Step 3: The teacher writes three lines on the board:

1. charming and gentle2. eat plants and cause damage3. Caterpillars eat plants and cause damage to some crops, but adult butterflies feed principally on

nectar from flowers and do not cause any harm.

The teacher asks the students what the difference between the three lines is. She allows them time to check the text if necessary for reference. She then elicits from the students a description of the difference in form between the three lines, identifying (1) as a conjunction connecting individual words, (2) connecting phrases, and (3) connecting clauses.

Step 4: The teacher asks students to find other coordinating conjunctions, and to find what each of them connects (words phrases or clauses). Students are asked to write examples on the board.

Step 5: Working in pairs, students are asked to reconstruct the paragraph from memory. They then compare their version with the original.

Step 6: The teacher shows the students a picture of a child at a butterfly conservatory. Students are asked to write a short paragraph describing the picture and this is checked for appropriate use of coordinating conjunctions. http://www.grouptravelplanner.net/suppliers/supplier-1455-magic-wings-butterfly-conservatory-gardens/category-12-attractions/region-162-new-england/sub-140-massachusetts/trail-139-western-massachusetts/

Free Willy Debate (before 2003)

Keiko the whale is in an aquarium. He was in the movie "Free Willy." He has been in the aquarium almost two years, but people do not know if he is healthy or not.

People at the aquarium think Keiko might be sick. He had an infection and he also had worms inside him.

The people who own Keiko say he is healthy and they say he has been checked. They say he has no infections, but the government wants Keiko to have another medical checkup.

Keiko's owners would like to set him free, but they are not sure if he is ready. Can he see well? Can he talk with other whales? Will he be able to hunt?

Right now Keiko does not seem ready. He cannot hunt, so he eats frozen fish. He spends 15 hours a day with humans.

Some people think that Keiko cannot be set free. He has not been in the ocean by himself. He needs humans too much. Gangs of young whales might attack him. Keiko's owners say they will not force him to be free if he is not ready.

http://www.cdlponline.org/index.cfm?fuseaction=activity1&topicID=11&storyID=46


http://www.grouptravelplanner.net/suppliers/supplier-1455-magic-wings-butterfly-conservatory-gardens/category-12-attractions/region-162-new-england/sub-140-massachusetts/trail-139-western-massachusetts/





Free Willy Update (after 2003)

The whale that starred in the movie Free Willy is not free. Keiko still lives in a large fish tank, but he is healthier than when he was found in a Mexico City park.

When he was found, Keiko was out of shape and sick. Many people wanted to help save him. He now lives in Oregon.

The keepers of the whale want him to be healthy and happy. Keiko eats up to 200 pounds of fish a day. He also does a lot of activities. They want him to start thinking for himself.

Keiko can do a lot of tricks, but they do not want people to watch him. The whale is trying to be stronger so he can one day live in the ocean. No one is sure if he could survive living in the sea.



References

Azar, B. Fundamentals of English Grammar 3rd Ed. (2002). ‘Connecting Ideas with And, But and Or’ p.228-229 & ‘So vs But’ p.230. White Plains, NY: Pearson Longman.

Azar B. Understanding and Using English Grammar 4th Ed. (2009). ‘Butterflies’. p.462. White Plains, NY: Pearson Longman.

Coordinating Conjunctions (2012). Conjunctions. Retrieved from http://grammar.ccc.commnet.edu/grammar/conjunctions.htm

Free Willy Debate - After 2003 (2011). Adult Learning Activities – California Distance Learning Project. Retrieved from http://www.cdlponline.org/index.cfm?fuseaction=activity1&topicID=11&storyID=47

Free Willy Debate - Before 2003 (2011). Adult Learning Activities – California Distance Learning Project. Retrieved from http://www.cdlponline.org/index.cfm?fuseaction=activity1&topicID=11&storyID=46

[Photo of Girl at Magic Wings Butterfly Conservatory and Gardens] (2012). Magic Wings Butterfly Conservatory and Gardens. Retrieved from http://www.grouptravelplanner.net/suppliers/supplier-1455-magic-wings-butterfly-conservatory-gardens/category-12-attractions/region-162-new-england/sub-140-massachusetts/trail-139-western-massachusetts/ .

Starting a Sentence with a Conjunction (2012). What are Conjunctions? Retrieved from http://www.grammar-monster.com/lessons/conjunctions.htm

Teaching the proper way to put commas in between coordinating conjunctions in a sentence. (2011). Commas with Coordinating Conjunctions – Misused. Retrieved from http://youtu.be/JWgbvr8T61o.

Thornbury, S. (1999). How to Teach Grammar Through Texts (p. 77-78). How to Teach Grammar. Harlow, England: Pearson Education Ltd.

http://youtu.be/JWgbvr8T61o

http://www.grammar-monster.com/lessons/conjunctions.htm








http://grammar.ccc.commnet.edu/grammar/conjunctions.htm

coordinating conjunctions

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