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

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 on account of its highest effectiveness in communication. In effect, a prevalent phenomenon has been occurring in a great number of countries in the world where millions of people are attempting to use the language as their native speakers. Nevertheless, it is inadequate to take care of the choice of words (adjectives, nouns, verbs, and articles), grammar rules (voice, aspect, and tense) alone for fruitful communication; using conjunctions is highly appreciated. Without conjunctions, it is rather hard to understand the content of a meandering speech. In addition, the given ideas are completely by no means cohesive, logical and unified. It is undeniable that conjunction is so complex a category that students cannot help having trouble in use. For its complexity, we have 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 12th grade students at Tran An Chiem high school” to help my students especially the ones in the 12th grade have an overview of conjunctions in order that they can use them accurately and prepare well for the coming final exams. Using this theme effectively, students will be able to develop the ability to do conjunction exercises more easily and more confidently.	
1. 2. Aims and objectives
	The research firstly aims to introduce students some general knowledge about conjunctions in English and then suggest exercises that’s they can deal with in tests and exams. At the end of the experience initiative, some implications 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 an experience initiative, I would like to deal with written exercises only. The exercises 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 initiative uses the methods of observation, interview, questionnaire and summation of teaching experience. The data can be recorded formally and informally. The interview is used to record teachers’ information. The survey by written tests with 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 in terms of science and practice as follows:
2. 1. 1. A brief explanation of conjunctions
Conjunctions are known as connective or linking words. They join thoughts, actions and ideas, as well as clauses and phrases. The main job of a conjunction is to link together different parts of a sentence to help you connect or emphasize ideas or actions. Conjunctions help you form more complex and interesting 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 join similar 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.
F
A
N
B
O
Y
S
For
And
Nor
but
Or
yet
so
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, it needs to have a comma with it. 
Coordinating conjunctions are the simplest of all the conjunctions to recognize and master. Knowing how they work will improve the quality and complexity of your writing.
2. 1. 2. 2. Correlative conjunctions
Correlative conjunctions are sort of like tag-team conjunctions. They come in pairs, and you have to use both of them in different places in a sentence to make them work. They get their name from the fact that they work together (co-) and relate one sentence element to another.
There are some correlative conjunctions: 
both...and
not only...but also
either...or
neither...nor
whether...or
When we use these correlative conjunctions, it’s important to use parallel structure, especially in formal writing. Parallel structure requires both elements that 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. When joining singular and plural subjects, the subject closest to the verb determines whether the verb is singular or plural.
CONJUNCTIONS
WHAT IS LINKED
SAMPLE SENTENCES
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 options)
noun + noun
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 the terrible 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.
whether  or
(to express doubt between two possible options)
noun + noun
“I don’t know whether the white paint or the green paint is better.”
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 conjunctions than to subordinating conjunctions because the sentence fragments they connect are usually equal. Subordinating conjunctions connect independent clauses and dependent clauses, which have very different functions.
Coordinating conjunctions and correlative conjunctions, on the other hand, 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 independent clause to a dependent clause. Subordinating conjunctions, (subordinators) are most important in creating subordinating clauses. These adverbs that act like conjunctions are placed at the front of the clause. The adverbial clause can come either 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 a single 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 of conjunctions. 
- 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.
Ex:
 "Eliza wrote the Higgins report, even though it was assigned to Colonel Pickering." 
+ Comparison conjunctions include just as, though, whereas, in contrast to, and while. 
Ex:
"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 and separate the clauses. There are three main methods of separating and defining the role of the clauses, based on the number of words and their position in the sentences.
- 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.
Ex:
 "I am always doing that which I can not do, in order that I may learn how to do it."
- Correlative subordinators consist of pairs of words that relate two parts of the sentence: as and so, scarcely and when, if and then. These types of subordinators 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 to separate 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 too often becomes repetitive and boring. Of course, certain types of writing require a bare-bones style without much flavor. Still, subordinating conjunctions should only be used sparingly. Constantly using the same device not only sounds rote, but also sounds like the work of an inexperienced writer. Experienced writers know that subordinating conjunctions, and other tools, should only be used when warranted.
2. 2. Practice
2. 2. 1. Coordinating conjunctions
Exercise 1: Choose the best answer to complete each sentence.
Would you rather have cheese _____ bologna on your sandwich?
A. For	B. Nor	C. Or	D. So
His two favorite sports are football ______ tennis.
A. Or	B. And	C. Nor	D. For
I wanted to go to the beach, _______ Mary refused.
A. But	B. Or	C. So	D. For
I am allergic to cats, ______ I have three of them.
A. Or	B. For	C. Yet	D. So
I am a vegetarian, _______ I don’t eat any meat.
A. So	B. Yet	C. Nor	D. But
Thomas will be late to work, _____ he has a dental appointment.
A. but	B. or	C. for	D. nor
Jennifer does not like to swim, ____ does she enjoy cycling.
A. and	B. or	C. but	D. nor
Jackson wanted to eat another piece of cake, ____ he was on a diet.
A. for	B. but	C. yet	D. so
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 conjunction from the parenthesis. 
My car has a radio _________ a CD player. (but, or, and)
Sharon hates to listen to rap music, _________ will she tolerate heavy metal. (but, nor, or)
Carol wanted to drive to Colorado, _________ Bill insisted that they fly. (and, or, but)
I’m afraid of heights, _________ I appreciate the view from the top of this building. (and, yet, nor)
I have to be on time, _________ my boss will be annoyed if I’m late. (and, nor, for)
Do you like chocolate _________ vanilla ice cream better? (or, nor, and)
I have to go to work at six, _________ I’m waking up at four. (but, so, yet)
I was on time, _________ everyone else was late. (so, but, for)
Nadia doesn’t like to drive, _________ she takes the bus everywhere. (but, yet, so)
Our trip to the museum was interesting, _________ there were several new artifacts 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" 
He was very tired after a long working day, _____ he washed all the dishes in the kitchen. 
Miriam bought apples, oranges, carrots, lemons _____ potatoes from the market in the city center. 
Mr. Robertson should stop smoking cigarettes immediately _____ he will get seriously ill. 
I forgot to take my umbrella with me _____ I got soaked under the heavy rain yesterday morning. 
Benjamin could get the job easily _____ he was the only applicant for that position in the company. 
He got up very late. He could neither have something to eat _____ have something to drink. 
My mother vacuumed the floor _____ I dusted the furniture last weekend. 
Our maths teacher gave her a punishment ____ she was late for class for the third time this week.
I didn't have enough money to buy the laptop I liked _____ I borrowed some money from my friend. 
 Samuel really wanted to go to the pop concert _____ he had to study for the French exam. 
 Either you finish the English project on time _____ the teacher will give you a bad mark. 
 James neither knew her telephone number _____ her home adress. He couldn't reach her. 
 Mrs. Cunningham had enough money to buy a new car _____ she couldn't decide which one to choose. 
The students decided not to go out in the break _____ it was snowing heavily. 
The thief went into the house from the kitchen window _____ got the mobile phone on the table. 
 Most shampoos include chemicals in them _____ I prefer using natural olive oil soap for my hair. 
 Stop drinking too much coke and eating a lot of fast food _____ you gain too much weight soon. 
 There were some injured players in our football team _____ we could win the match easily. 
 Abigail neither took a shower _____ she brushed her teeth this morning since she was very tired. 
 Benjamin fell asleep in a few minutes _____ the book he started reading was quite boring. 
KEYS: 
1. but	2. and	3. or	4. so 	5. for	
6. nor	7. and	8. for	9. so	10. but	
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 conjunction from the parenthesis:
I visit the Grand Canyon _________ I go to Arizona. (once, whenever, wherever)
This is the place _________ we stayed last time we visited. (where, when, how)
_________ you win first place, you will receive a prize. (wherever, if, unless)
You won’t pass the test _________ you study. (when, if, unless)
I could not get a seat, _________ I came early. (as, though, when)
We are leaving Wednesday _________ or not it rains. (if, whether, though)
Pay attention to your work _________ you will not make mistakes. (so that, unless, or)
The musicians delivered a rousing performance _________ they had rehearsed often. (though, as, once)
She’s honest _________ everyone trusts her. (if, so, when)
Write this down _________ you forget. (or, when, lest)
KEYS: 	
1. whenever 	2. where	3. if 	4. unless	5. though 	
6. whether	7. so that	8. as	9. so	10. lest
Exercise 2: Choose the best answer to complete each sentence.
_________ the basement flo