TABLE OF CONTENTS PART 1: INTRODUCTION 1 Reasons for choosing topics 1 Aims and objectives 1 Scope and subject 1 Methodology of the experience initiative PART 2: DEVELOPMENT 2 Theoretical basis of the experience initiative 2 1 A brief explanation of conjunctions 2 Classification of conjunctions .2 2 Coordinating conjunctions 2 2 Correlative conjunctions .3 2 Subordinating conjunctions 2 Practice 2 Coordinating conjunctions Exercise Exercise Exercise .7 2 Subordinating conjunctions Exercise Exercise Exercise 10 2 Correlative conjunctions 11 Exercise 11 Exercise 12 Exercise 12 2 Mix conjunctions .14 Exercise 14 Exercise 14 Exercise 15 2 Conjunction exercises in the national examinations for GCSE 18 The effectiveness of the experience initiative 18 PART 3: CONCLUSION 18 Conclusion 18 Recommendations .19 REFERENCES 20 I PART 1: INTRODUCTION 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 conjunction exercises more easily and more confidently 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 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 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 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: 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 Classification of conjunctions 2 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 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 WHAT IS CONJUNCTIONS SAMPLE SENTENCES LINKED both and ( to put emphasis on subject + Both my sister and my brother two elements that are true in a subject play the piano sentence) either or(to present two Tonight's program is either Mozart noun + noun options) or Beethoven Neither the orchestra nor the neither nor (to negate two subject + chorus was able to overcome the options.) subject terrible acoustics in the church not only but also (to Not only does Sue raise money for sentence + emphasize an additional the symphony, but she also ushers sentence element in the sentence) at all of their concerts whether … or “I don’t know whether the white (to express doubt between two noun + noun paint or the green paint is better.” possible options) just as … so (to indicate that “Just as I love films, so does my the two elements being joined sentence + brother love sports” are similar) sentence 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 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 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 archenemy 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 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 Practice 2 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: C B A C A C D 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) 10.Our trip to the museum was interesting, _ there were several new artifacts on display (but, for, yet) KEYS: and, nor, but, yet, for, or, 7.so, but, 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 10 Samuel really wanted to go to the pop concert _ he had to study for the French exam 11 Either you finish the English project on time _ the teacher will give you a bad mark 12 James neither knew her telephone number _ her home adress He couldn't reach her 13 Mrs Cunningham had enough money to buy a new car _ she couldn't decide which one to choose 14.The students decided not to go out in the break _ it was snowing heavily 15.The thief went into the house from the kitchen window _ got the mobile phone on the table 16 Most shampoos include chemicals in them _ I prefer using natural olive oil soap for my hair 17 Stop drinking too much coke and eating a lot of fast food _ you gain too much weight soon 18 There were some injured players in our football team _ we could win the match easily 19 Abigail neither took a shower _ she brushed her teeth this morning since she was very tired 20 Benjamin fell asleep in a few minutes _ the book he started reading was quite boring KEYS: but and or so for nor and for so 10 but 11 or12 nor 13 but 14 for 15 and 16 so 17 or 18 but 19 nor 20 for 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) 8 The musicians delivered a rousing performance _ they had rehearsed often (though, as, once) She’s honest _ everyone trusts her (if, so, when) 10.Write this down _ you forget (or, when, lest) KEYS: whenever where if unless though whether so that as so 10 lest Exercise 2: Choose the best answer to complete each sentence _ the basement flooded, we spent all day cleaning up A After B Although C Before D Even if I don’t want to go to the movies _ I hate the smell of popcorn A Although B Because C Whenever D So that I paid Larry, _ garden design work is top-notch A Whenever B Whose C After D If _ spring arrives, we have to be prepared for more snow A Because B Until C Although D Now that _ the alarm goes off, I hit the snooze button A As soon as B Because C Before D Now that _ he worked hard all year long, he wasn’t able to buy his father an expensive gift A Even though B Since C Because D If _ he didn’t have much money, he wasn’t able to buy his father an expensive gift A Even though B Because C Although D Since _ he didn’t have much money, he was still able to buy an expensive gift for his father A As long as B Unless C Although D After _ he works hard all year long, he won’t be able to buy his father an expensive gift A Once B Since C Unless D Before 10. _ he worked hard all year long and was able to earn a lot of money, he bought his father a very expensive gift A Although B Since C Though D While 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 A While B When C Until D By the time 13. _ he was shopping for an expensive gift for his father, he realized he didn’t have any money A Unless B Even if C While D Although 14. _ he bought an expensive gift for his father, he felt tremendous joy A Till B When C Unless D Because 15. _ he buys his father an expensive gift, he needs to make sure he has enough money A After B Before C Unless D If only 16 The sky was gray and cloudy , we went to the beach A Consequently B Nevertheless C Even though D In spite of 17 I turned on the fan the room was hot A due to B despite C even though D because 18 Sam and I will meet you at the restaurant tonight we can find a baby-sitter A although B unless C otherwise D only if 19 Carol showed up for the meeting I asked her not to be there A even though B despite C provided that D because 20 You must lend me the money for the trip , I won’t be able to go A Consequently B Nevertheless C Otherwise D Although KEYS: A, B, A, B, A, A, D, C, A, 10 B, 11 A 12.D, 13.C, 14 B, 15 B 16 B , 17 D, 18 D, 19 A , 20 C Exercise 3: Complete the following sentences using appropriate subordinating conjunctions I make it a point to visit the Taj Mahal _ I go to Agra This is the place _ I used to stay when I was studying at college _you get the first rank, I will buy you a car _ you work hard, you can’t pass the entrance test I am leaving tomorrow _ or not you give me the permission He could not get a seat, _ he came early The players delivered a splendid performance _they had rehearsed well Parents should give enough attention to children _ they will not feel neglected He is _dishonest _ no one trusts him 10 I will note it down _I should forget 11 The police can't arrest the suspect in the crime _they have more evidence against him 12 Tim's parents will let him have his own car _he pays for his own insurance and doesn't get into any trouble with it 13 _Terry was talking on the phone and not paying attention, her kids were making a big mess in the kitchen 14 _the police caught him driving while drunk, he lost his license 15 Hubert's wife will have to get a job _they can afford to pay their mortgage and other expenses 16 You shouldn't accept a ride in a car from someone _ you know the person really well 10 17 Rogelio needs to see a doctor _his back is really bothering him a lot 18 Jorge Shrubino was not a popular leader in his country _he had support from the business community 19 Tanya and Uri have agreed not to move in together _they get married 20 The teacher got angry because the students were talking _he was trying to teach the class KEYS: whenever where if Unless whether though as so that so …that 10 lest 11 until 12 as long as 13 while 14 because 15 so that 16 unless 17 because 18 although 19 until 20 while 2 Correlative conjunctions Exercise 1: Identify the correlative conjunctions you find in the following sentences Neither Simon nor this large crowd truly understands the nature of power At the antique store I found not only George Washington’s first sword, but also the uniform he wore while in the Virginia militia Reading either Melville or Orwell would be better than reading that pulp fiction you have been buying Both The Lord of the Rings and The Chronicles of Narnia were written decades ago Not only did your cousin burn down the barn, but he also wrecked the car Those representatives attended both Grinnell College and Yale Law School I can see neither the mountains nor the foothills from my vantage point If you must go, either ride the bus or take the taxi to reach your destination Both softball and fishing are popular summer activities in this area 10.If you buy now, you get not only the Juice Master 9000 but also a set of six juice glasses KEYS: neither/ nor not only/ but also either/ or both/ and not only/ but also both/ and neither/ nor either/ or both/ and 10 not only/ but also Exercise 2: Complete each sentence using the correct correlative conjunction pair from the parenthesis I plan to take my vacation _ in June _ in July (whether / or, either / or, as / if) _ I’m feeling happy _ sad, I try to keep a positive attitude (either / or, whether / or, when / I’m) 11 _ had I taken my shoes off _ I found out we had to leave again (no sooner / than, rather / than, whether / or) _ only is dark chocolate delicious, _ it can be healthy (whether / or, not / but, just as / so) _ I have salad for dinner, _I can have ice cream for dessert (if /then, when / than, whether / or) _ flowers _ trees grow _ during warm weather (not only / or, both / and, not / but) _ we enjoy summer vacation, _ we _ enjoy winter break (whether / or, not only / but also, either / or) Calculus is _ easy _ difficult _ (not / but, both / and, either / or) It’s _ going to rain _ snow tonight (as / if, either / or, as / as) 10.Savory flavors are _ sweet _ sour (often / and, neither / nor, both / and) KEYS: either / or whether / or no sooner / than not / but if /then both / and not only / but also not / but either / or 10 neither / nor Exercise 3: Choose the best answer to complete each sentence I don’t like this book It is interesting cheap A both – and B either – or C neither – nor D not only – but also Neither Linda nor I _ classical music A liking B liked C like D likes The baby is only two months old He can speak walk A neither / nor B either / or C both / and D not / nor He a teacher or a doctor A is neither B neither is C is either D either is She is friendly _intelligent so I can’t help admiring her A not only / but also B either / or C both / and D A&C are correct John is very poor He has house money A both – and B either – or C neither – nor D not only – but also Linh her sister like listening to pop music A Both – and B Either – or C Neither – nor D Not only – but also Neither my friend nor I _ that movie A don’t like B likes C doesn’t like D like 12 Who wrote you this love letter? - I'm not sure I think it was Michael Paul A both – and B either – or C neither – nor D not only – but also 10 Linda Helen called to say sorry I'm very sad and frustrated A Both – and B Either – or C Neither – nor D Not only – but also 11 Ryan Susie have disappointed me They didn't come to my birthday party A Both – and B Either – or C Neither – nor D Not only – but also 12 He hurt her feelings her dignity This is unforgivable A both – and B either – or C neither – nor D not only – but also 13 loyalty honesty are essential in a friendship A Both – and B Either – or C Neither – nor D Not only – but also 14 You should disrespect deceive your friends A both – and B either – or C neither – nor D not only – but also 15 I will take you to the cinema to the theatre That's a promise A both – and B either – or C neither – nor D not only – but also 16 Neither my brother my mother knows about this A both B either C and D nor 17 I felt happy and sad at the same time A both B neither C either D not only 18 of the girls know how to dance ( = Both girls are bad dancers) A too B either C neither D nor 19 He has a cat or a dog I can't remember A too B either C neither D nor 20 Not only Lee but also his sons chess very well A plays B has played C is playing D play KEYS C, C, A, C, D, C, A, D, B, 10 A, 11 A, 12 D, 13 A, 14 C, 15 A, 16 D, 17 A , 18 C, 19 B, 20 D 2 Mix conjunctions Exercise 1: For each of the following sentences, paying attention to the structure of the sentence, fill in the blank with either the conjunction or the preposition given in brackets We stayed up late, we were tired (although, despite) They went swimming, the coldness of the water (although, despite) 13 I enjoy the course, the professor is a good teacher (because, because of) She looks _ your sister (as if, like) Please wait _ I make a phone call (during, while) Did you hear any noises the night? (during, while) It looked we would not be able to leave until the next day (as if, like) We all felt tired the hot weather (because, because of) I read a book _ I was waiting (during, while) 10 Her eyes shone _ stars (as if, like) KEYS: Although, Despite, Because, Like, While, during, as if because of while 10 like Exercise 2: Paying attention to the meanings of the sentences, fill in the blanks with the correct connecting adverbs chosen from the pairs given in brackets The work was new to me , it did not seem difficult (Consequently, Nevertheless) Continue along Queen Street turn left (Then, Therefore) It was very misty , we could not get a clear view of the mountain (Hence, However) We had walked several miles , we did not feel tired (Accordingly, Still) She is a talented actress , she is very beautiful (Moreover, Thus) We take the bus every day , we are familiar with the bus route (Nevertheless, Thus) The child was sleepy , we went home early (Otherwise, Therefore) The food was delicious _, the service was excellent (Likewise, Nevertheless) We looked everywhere _, we could not find the keys (However, Thus) 10 The book is long _, the vocabulary is difficult (Consequently, Furthermore) KEYS Nevertheless, Then, Hence, Still, Moreover, Thus , Therefore, Likewise, However, 10 Furthermore Exercise 3: Choose the best answer to complete each sentence I want to work as an interpreter in the future, , I am studying Russian at university A but B so C however D therefore 14 I am going shopping for food this evening I not have to go at the weekend A so B but C however D moreover When she got the news from her family, she could not anything, cry A but B and C so D however We live in the same building we have hardly seen each other A and B therefore C but D so I went to buy a Rolling Stones CD the shop didn't have it A and B but C therefore D so Anna needed some money, , she took a part-time job A furthermore B moreover C however D therefore Julie has a guitar she plays it really well A and B so C but D therefore My fingers were injured my sister had to write the note for me A and B however C so D but The concert was cancelled we went to a nightclub instead A so B however C so on D but 10.This is an expensive very useful book A but B so C therefore D however 11. long it takes, I will wait for you A However B But C So D Therefore 12 I must say that you have done very well , you should be aware that you still have a lot of thing to learn A Therefore B So C But D However 13.He is only sixteen, and , he is not eligible to drive a car A nevertheless B but C therefore D however 14.Maria tried to read a novel in French the book was too difficult for her to understand A so that B therefore C but D and 15.To get from Vancouver to Victoria, you can fly, you can ride the ferry A or B but C so D however 16.I bought a bottle of wine we drank it together A therefore B so C and D but 17.The waiter was not very nice, , the food was delicious A however B but C so D and so 18. hard he worked, he could earn enough money to support the family A But B However C Therefore D Whatever 19.I wanted to give him some money after he helped me with the car he absolutely refused to accept it A so B but C therefore D and so 15 20.Everyone is ready for the discussion, him A however B but C so D therefore 21.The first part of the test was easy; the second, , took hours A therefore B but C so D however 22.He has done nothing to prepare for the final examination, played A but B so C therefore D and 23.He told me not to it; , I did it A Therefore B So C But D However 24.We have not yet won; , we will keep trying A moreover B however C therefore D so as 25.I am afraid that the company is in deep trouble , we are going to make some people redundant A Therefore B However C But D And 26.I’m going to bed early tonight I’m too tired; I can’t watch movie on TV can I A Either B Not C So D Neither 27.I left it on the table in the drawer A either/ nor B neither/ or C either/ or D either/ either 28. the radio the television works properly A Neither/ nor B Neither/ or C Either/ nor D Not/ nor 29.He could not come did not want to A either/ or B neither/ or C either/ nor D nor/ nor 30.The hotel is neither spacious A or comfortable B nor comfortable C or comfort D nor comfort 31.Not did she refuse to speak to him, but she also vowed never to see him again A even B only C at all D always He neither drank smoked so he had good health A nor B or C but D also 32.Neither the TV nor the video sets properly A works B work C has worked D is working 33.Now women work both before after having their children A or B also C nor D and 34.It is the event a lot A has been talked about B that has been talked about C Has talked about D that has talked about 35.She hard but also gets on well with her classmates A doesn’t only study B studies not only C not only studies D not studies only 36.Either you leave now ! A I will also call the police B but I will call the police C or will I call the police D or I will call the police 16 37.Not only John but also his two brothers football as their recreation every weekend A play B plays C were playing D has played 38.I left it on the table in the drawer A either/ nor B neither/ or C either/ or D either/ either 39.Not only John but also his two brothers football as their recreation every weekend A play B plays C were playing D has played 40.It is the library A that often I borrow books from B which I often borrow books from C where I often borrow books from D from that I often borrow books 41. Julia her sister are going to the party A Both/ and B Neither/ nor C Either/ or D Not only/ but also 42.It was the electric guitar was bought by my uncle A that B whom C it D who 43.Mai worked hard, she passed her exam A so B although C because D though 44. _ she was very tired, she helped her brother with his homework A Because B whether C Although D so 45.It’s raining hard, _ we can’t go to the beach A or B but C so D though 46.I want to work as an interpreter in the future, I am studying Russian at university A but B so C however D therefore 47.I am going shopping for food this evening, I not have to go at the weekend A so B but C however D moreover 48.We live in the same building, we have hardly seen each other A and B therefore C but D so 49.I went to buy a Rolling Stones CD, the shop didn't have it A and B but C therefore D so 50.Anna needed some money, , she took a part-time job A furthermore B moreover C however D therefore KEYS: D A A C B D A C A 10 A 11 A 12 D 13 C 14 C 15 A 16 C 17 A 18 B 19 B 20 B 21 D 22 A 23 D 24 B 25 A 26 D 27 C 28 A 29 A 30 B B 31 A 32 B 33 D34 B 35 C 36 D 37 A 38.C 39 A 40 B 41 A 42 A 43 A 44 C 45 C 46 D 47 A 48 C 49 B, 50 D 2 Conjunction exercises in the national examinations for GCSE (see Appendix) The effectiveness of the experience initiative 17 After a long time teaching as mentioned in the experience initiative the author has gained very positive results such as, students are interested in learning, absorb the lessons fast and deeply; they no longer feel afraid or scared, of course, when learning English The number of pretty good students increased remarkably, in contrast, the number of poor students declined sharply as shown in the following tables: Before application (table 1) Learning capacity Proficient Average Weak No % No % No % 5 13.15 14.71 17.14 18 19 22 47.36 55.88 62.86 15 10 39.47 29.41 20 Class, No 12A1 (38) 12A5 (34) 12A7 (35) After application (table 2) Learning capacity Class, No 12A1 (38) 12A5 (34) 12A7 (35) Proficient Average Weak No % No % No % 16 16 17 42.11 47.06 48.57 20 16 16 52.63 47.06 45.71 2 5.26 5.88 5.71 With all my effort of searching to cultivate knowledge, I myself have provided students with profound knowledge of conjunctions PART 3: CONCLUSION Conclusion In conclusion, different teachers may well find different pedagogies to teach their students how to these kinds of exercises well These are only some techniques that the researchers of this work have been doing to improve the use of conjunctions It is hoped that this information also benefits anyone who shares the enthusiasm in coaching students to conjunction exercises Because of limited sources of reference books and materials, there are many parts of this type of issue has not been covered such as how to classify conjunctions into meaning, how to use them in other skills such as reading, speaking, writing or listening so on Therefore, it is highly appreciated that more comments and suggestions should be put forward so that this work will be more perfective Finally, in the references are some sources that have been used in this research as well as the useful links to find materials for conjunctions 18 Recommendations For students: Pay much attention to conjunctions and how to use them in order that they can exercises effectively For students’ parents: Need to facilitate time and other good conditions for students to study at school as well as at home For teachers: Should: - master professional qualifications and have knowledge and skills about conjunctions - be energetic, enthusiastic, and eager to help students - Share knowledge, materials, skills, and experience with colleagues in teaching this grammar point For schools: Organize meetings, conferences, and activities for teachers to exchange and learn from each other's experiences The above are practical experiences that I myself have made for years My experience initiative may inevitably have some imperfections due to the subjective thoughts of myself I hope colleagues will make suggestions and supplements to make the experience initiative more complete Sincerely, XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Yên Định, ngày 10 tháng năm 2019 Tơi xin cam đoan SKKN viết, khơng chép nội dung người khác Trịnh Đình Lan REFERENCES: • Methodology (Curriculum Teaching Methodology - Qui Nhon University) • Methods of teaching English at high schools (Nguyen Manh Dung Education Publisher - 2001) • Afar, B S.(1993) Understanding and Using English Grammar Englewood Hills, NJ: Prentice Hall Regents • Byrd, P and Benson, B (1992) Applied English Grammar Boston: Heinlein & Heinlein 19 Green Baum, S and Quirk, R (1990) A Student's Grammar of the English Language Essex, England: Longman • Hodges, J and Whitten, M (1984) Harborage College Handbook Atlanta: Harcourt Brace Jovanovich Publisher • Arthur, M (1992), The Oxford Companion to English Language, OUP • Ashley, A (2003), A Handbook of Commercial Correspondence, OUP • Bergman, C A (1989), Health grammar and Composition, Houghton Mufflin English • Berk, M (1999), English Syntax: From word to discourse, OUP • Brown, A C (1987), Grammar and Composition, Houghton Mufflin English • Chalker, S (1967), Current English Grammar, Macmillan Publisher Ltd • Close, R A (1975), A Reference English grammar, Longman Group UK Limited • Cobuild, C (1990), English Grammar, Collins Publisher, London • Swan, M (1995), Basic English Usage, Oxford University Press • 20 ... 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... as the useful links to find materials for conjunctions 18 Recommendations For students: Pay much attention to conjunctions and how to use them in order that they can exercises effectively For students ... 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