Grammar for Everyone - Barbara Dykes 2007

Subordinating conjunctions
Introduction
Part II The parts of speech

As the name suggests these join a subordinate clause to a main or principal clause, so they should be taught in more detail later, along with the section on clauses (see page 167). However, it is wise for students to be able to classify them at this stage. Students can recognise them as joining two parts of a sentence.

For example:

Tom had stomach ache, because he ate too many plums.

Although he felt sick, he still played soccer.

8.1 Activities: conjunctions

For coordinating conjunctions little practice is needed, but students do need examples for reinforcing the functions and for reference.

1. Suggest a sentence that could end with a phrase such as those suggested above, and students add a given number of parts, for example:

a. Which do you prefer? (tea or coffee; jam or marmalade.)

b. What did you have for tea? (bread and jam; jelly and ice-cream.) c. What happened? (Tom went, but I stayed at home.)

2. Remind students of the function of subordinating conjunctions which link a subordinate adverbial clause to a principal clause. Suggest a principal clause to which students can add subordinating adverbial clauses of different kinds, for example:

Marion did not arrive -

because she missed the bus.

until half way through the show.

so Steve went on his own.

Checklist: conjunctions

Beginner level students should now be able to:

• name the three common coordinating conjunctions (and, or and but)

Advanced level students should now be able to:

• explain the use of subordinating conjunctions and give examples

• replace the word ’and’ in sentences that would be better expressed with the use of a subordinating conjunction linking adverbial clauses (see page 167)