RESMA, NIŇA RHEA A.

ConJuctions module

What I Need to Know

In this module, you will learn about conjunctions or words that serve as connectors of ideas.
Ideas which are connected properly sound pleasant and clear. So, if you want to know how to do
this, pay special attention to the lesson in this module.

With the help of this module, you will learn to:

• identify conjunctions used in sentences;

• join clauses using correct conjunctions; and
• compose clear and coherent sentences using correct conjunctions.

What I Know

Activity 1
Directions: Fill in the blanks by picking the appropriate conjunction from the box.
For example: Andrew needs to be quarantined within 14 days because he got
exposed to a person infected with COVID-19.
Start now and write your answers in your notebook.

for that when and or

1. The OFWs are still in Manila __________ they are not allowed to leave.
2. To ensure our safety, stay home ________ wash hands frequently.
3. Doctors say _______ COVID 19 will last for a few years.
4. Airports, terminals, and malls were temporarily closed __________ the president declared the
ECQ.
5. Which do you like better, chicken adobo ______ pork sisig?

Activity 2

Directions: Combine the sentences into one by using a correct coordinating or subordinating
conjunction.

For example: a. Virus cannot be seen by our naked eyes.

b. We need to observe health protocols at all times.

Answer: Virus cannot be seen by our naked eyes, so we need to observe health protocols at all times.
1. _____________________________________________.
a. The Philippines declared an Enhanced Community Quarantine (ECQ) to fight the
coronavirus.
b. COVID-19 cases are still rising each day.
 2. _____________________________________________.
a. Many people infected with the coronavirus don’t have symptoms.
b. COVID 19 is difficult to track and stop.

3. _____________________________________________.
a. Let’s support our health workers.
b. They will be able to fight the disease better.

Lesson 3 Composing Clear and Coherent

Sentences Using Conjunctions
What’s In

You have learned in the past that you can make sentences longer by adding words or writing
sentences that have many ideas.

In this module, you will learn to add two separate sentences or clauses with the help of special
connectors, so that you can say or write more and make your ideas clearer.

Let’s observe how the first sentence becomes longer as we add more words.

A spider bit a boy.

A spider bit a teenage boy.

A mysterious spider bit a teenage boy named Peter Parker.

Now let’s check the next one.

Dwayne Johnson is a former heavyweight wrestler.

John Cena is also a former heavyweight wrestler.

Dwayne Johnson and John Cena are former heavyweight wrestlers.

You have seen that in the first example, we made the sentence longer by adding new ideas.
In the second example, we did not add new ideas, but we combined existing ideas
into one using a connector.

What’s New

Let’s read the two paragraphs below and study their differences.

Paragraph 1

A fable is a story. It is a story that teaches a moral lesson. The characters may be animals.
The characters may also be inanimate objects. Examples of inanimate objects are spoon, sky, book,
wind, tree, and many others.

Paragraph 2

A fable is a story that teaches a moral lesson. Its characters may be animals or in animate
objects like spoon, sky, book, wind, and many others.
 Did you notice that the two paragraphs talk about the same thing? However, what
differences have you observed? Which sound simpler and easier to read?

You’re right! The second paragraph is easier to read because it is shorter. The sentences in
the first paragraph have been combined by using some words like that and or. These words are
connectors that link related ideas together.

What Is It

Do the words for, and, nor, but, or, so, that, and when which you came across in
Activity 1 look familiar? Do you remember these words in previous lessons? What is their
function in the sentences based on the activities that you have just answered?

In case you have forgotten or have not heard about the words yet, do not worry, for you will
know more about them in this lesson.

What are Conjunctions?

There is one class of words in the English language that acts like a bridge. This is called
conjunction. It is basically a word connector that enables you to connect two or more words,
phrases, and clauses together. Conjunctions do their job by connecting separate words or word
groups into something longer. Observe the examples below.

Conjunctions can join:

1. Words
- Manny Pacquiao Manny Pacquaio or Coco Martin
- Coco Martin

2. Phrases
- Contact tracing of suspected Contact tracing of suspected patients patients and rapid
testing of
- Rapid testing of frontline workers frontline workers

3. Clauses
People are afraid to go out. People are afraid to go out because The coronavirus is
spreading. the corona virus is spreading.

In each of the examples, you will see that a conjunction has been used to connect or link the
two separate items into one expression. Without conjunctions, you will speak with a lot of pauses.
You will be forced to stop every time you begin with a new, separate idea. Having the knowledge
about conjunctions helps you express your thoughts better.

Now that you have seen the basic process in which conjunctions combine words, you are ready
to study their different types.

Types of Conjunction

There are mainly two types of conjunction: coordinating conjunction and subordinating
conjunction.

Coordinating Conjunction

This type of conjunction connects words, phrases, and clauses of equal rank or
importance. For example, when you say “We need water and food to survive,” you see the
conjunction “and” that connects water and food. The use of “and” indicates that both ideas are
important. Likewise, in “I listened to the news, and I followed your advice,” both actions are equally
important to the speaker.
Basically, there are seven coordinating conjunctions. To remember all these, you might want
to learn one of these acronyms: FANBOYS, YAFNOBS, or FONYBAS.

F = for

A = and

N = nor

B = but

O = or

Y = yet

S = so

Here are more examples of coordinating conjunctions. Read them aloud and try to get familiar
with the structure of the sentences.

1. A bowl of ‘ginataan’ is sweet and delicious.

2. A hot ‘lomi’ can be eaten using a fork or spoon.
3. Mona went to school, but no one was there.
4. I don’t waste a single drop of my vitamins, for it is expensive.
5. Lily ignored her ice cream, so I ate it myself.
6. My grandma doesn’t love yellow, yet she always waters her sunflowers in the garden.
7. Tonny doesn’t like to eat seashells, nor does he touch it on the table.

Notice that commas are added in Items 3-7. Commas must be added when the coordinating
conjunctions join clauses. The comma is inserted at the end of the first clause and right before the
coordinating conjunction that begins the second clause.

Coordinating conjunctions will not be difficult to understand if you keep in mind the
“FANBOYS.”

Subordinating Conjunction

This conjunction joins groups of words that are NOT equal in rank or importance.
They use other conjunctions which are not part of “FANBOYS.”

For example:
I will buy a new smart phone when I save enough money.

(MORE IMPORTANT IDEA) (LESS IMPORTANT IDEA)

If you don’t study your lesson well, you will have a failing grade.

(LESS IMPORTANT IDEA) (MORE IMPORTANT IDEA)

In the first sentence above, the most important thing that the person is thinking about is
his plan of buying a new smart phone, not saving money. Saving money is just the next important
thing.
In the second sentence, “you will have a failing grade,” is more important, while “If you don’t
study your lesson well,” is just the second important idea.
How did you know these? What is your clue? Simple. Just look at the words “when” and “if.”
They are subordinating conjunctions and these conjunctions are always written at the beginning
of the less important idea. When you see them, you can tell that, that part of the sentence is the
less important idea.
In order to make it easier to use them, you need to memorize these common subordinating
conjunctions:

after than although though

as till

because unless
before until if whenever only where since
wherever

that while

What’s More

Activity 1

Directions: Match the main clause in Column A with the subordinate clause in Column B.

Column A Column B

1. Don Pepe is super rich, a. and it started to rain.

2. Nicole feels excited, b. yet he is not happy.
c. or you will be arrested.
3. The sky turned dark, d. for she will finally visit Disneyland.
4. Many knights tried to pull e. but it did not budge.
the sword out of the rock, f. so he became sad.
5. Obey the law,

Activity 2

Directions: Match the main clause in Column A with the correct subordinating conjunction
and subordinate clause in Column B.

Column A Column B
 a. although he worked hard
1. The people were listening
eagerly _______________.
b. because she had lost her golden
chain

2. This is the place

c. while the leader was speaking
____________.

d. when she learned that I lied

3. _________________, he
remained poor.
e. where I left my bike

She began to cry ____________.

4.

5. ______________, she became

angry.

What I Have Learned

Always remember that conjunctions play an important role in the communication process.
Without them, we cannot compose ideas into sentences coherently and clearly. They serve as a
bridge between clauses and phrases to essentially make the sentences meaningful and logical. Do
not be confused with the two. A coordinating conjunction is used when you want to give emphasis
to two main clauses, while a subordinating conjunction emphasizes the idea in the main clause
more than the one in the subordinate clause.

One good technique to remember coordinating conjunctions is by means of a familiar acronym

such as “FANBOYS.” An acronym is composed of letters that represents a word.
For subordinating conjunctions, however, the only way is to memorize them. Do not worry since
you only need to memorize the most common subordinating conjunctions for now.

What I Can Do

Activity 1 Directions: Look at the acronym. Use these coordinating conjunctions

to write a paragraph about your life before the COVID-19 pandemic in a separate sheet of paper.
F - for
A - and
N - nor
B - but
O - or
Y – yet
S – so

“Life before the Pandemic”

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________________________________ .
Activity 2.
Directions: From the given scenario, compose a coherent paragraph using the subordinating
conjunctions in the table below.
Scenario:
Linda is a little girl who loves to help her parents in the household chores. However, she is born deaf.
Though she is not asked by her parents to help, she would continue to work on tasks like washing
the dishes, flowering the plants, etc., as her daily routine. How would you describe Linda? Use the
subordinating conjunctions below when you write the paragraph in your notebook.

because unless while

whenever as much as before
as if since as long as

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________.

Assessment

Activity 1

Directions: Composing Activity. Write a short but beautiful story about your favorite pet. In the
story, use five coordinating conjunctions of your choice. Begin with a catchy title. Write your
answer in your notebook.

_________________________
Title

_________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________________.

Activity 2

Directions: Composing Activity. In your notebook, make a short narration of a favorite hobby. For
example, if your hobby is planting, you can tell about the plants in your garden. How did you
reproduce them? Did these plants make you happy while seeing them grow every day? This time,
use subordinating conjunctions in writing the paragraph.
 Additional Activities

Directions: Read the statements carefully and supply the correct conjunction that
best suits each sentence. Do this on your notebook.

1. I cooked fast ________ you can eat right away.

2. I will buy a mansion ________ I get rich.
3. The landowner divided his land among the people ________ they had been disrespectful.
4. He got the grand prize ______he is not happy.
5. He did a philanthropic act ________ he has a big heart.
 Answer Key

References

“Coordinating Conjunctions,” Accessed May 29, 2020, https://www.k5learning.

com/worksheets/grammar/grade-5-coordinating-conjunctions-a.pdf
Traffis, Catherine. “What Is a Subordinating Conjunction?” Grammarly Blog. Accessed June 3,
2020, https://www.grammarly.com/blog/subordinatingconjunctions/
“Types of Conjunctions,” Accessed June 12, 2020, https://www.studyandexam.
com/conjunction2.html