Conjunctions

and
Prepositions
Introduction:
Trainer: Good Morning, teachers! Greetings and welcome to all of you. Today, our English
training session is titled ‘Conjunctions and Prepositions’. We shall learn how we can
help our learners understand the correct use of these important Parts of Speech.

Rationale:
Many times we have seen that our students lack basic concept of joining ideas and thoughts
together which shows in their writing. The use of correct Conjunctions and Prepositions will
help them bring coherence and flow to their expression.

Part 1: Concept Clarity – Trainer’s Input – (60 mins)

Learning Outcomes:
By the end of the training session, trainees will be able to:
1. Understand the function of Conjunctions
2. Understand the function Prepositions

Objective 1: Conjunctions Picture 1

Trainer Input:
 Conjunctions are words that link other words, phrases, or clauses together.
 Conjunctions allow you to make well-structured sentences and avoid the choppiness of
multiple short sentences. 
 Without Conjunctions, we would express every complex idea in a series of short, simplistic
sentences:
Example: I like cooking. I like eating. I don’t like washing dishes afterward.

 With Conjunctions, we would express complex ideas together in one sentence:

Example: I like cooking and eating, but I don’t like washing dishes afterward.
- The words ‘but’ and ‘and’ are Conjunctions.

 There are three types of Conjunctions:

1. Coordinating Conjunctions:
Allow you to join words, phrases, and clauses of equal grammatical rank in a sentence.
The most common examples are for, and, nor, but, or, yet and so; (these can
remembered by using the mnemonic device FANBOYS.)
 Examples:
- I’d like pizza or a salad for lunch.
- We needed to rest, so we packed up our things and went home.

2. Correlative Conjunctions:
Are pairs of conjunctions that work together. Some examples are either/or, neither/nor,
and not only/but also.
Examples:
- Not only have I finished studying English, but I’ve also finished reading History.

3. Subordinating Conjunctions:
Can signal a cause-and-effect relationship, a contrast, or some other kind of relationship
between the clauses. Common examples
are because, since, as, although, though, while, although, until, unless, since, whether
and whereas.
Examples:
- I drank a glass of water because I was thirsty.
- Because I was thirsty, I drank a glass of water.

Objective 2: Prepositions Picture 2A:

Trainer Input:
 Preposition is a word that shows the relationship between two words, or, a Preposition
links two words to tell us how they are related to each other.
 Prepositions often tell us where one noun is in relation to another.
Examples:
- The coffee is on the table beside you.
- He climbed up the ladder to get onto the roof.
- Go down the stairs and through the door.
- Take your brother with you.
 Prepositions are usually short words, and they are normally placed in front of nouns.
 Most frequently used Prepositions are of, to, for, with, on and at.
 Prepositions act to connect people, objects, time and locations in a sentence. They glue
a sentence together by expressing direction, time, place and location.
 Because of these functions, they are divided into three common types:
1. Prepositions of Time Picture 2B:
 To show one point in time, use the prepositions "in," "at," and "on."
- Use "in" with parts of the day (not specific times), months, years, and seasons.
 He reads in the evening.
 The weather is cold in December.
  She was born in 1996.

- Use "at" with the time of day. Also use "at" with noon, night, and midnight.
 I go to work at 8:00.
 He eats lunch at noon.
 She often goes for a walk at night.

- Use "on" with days.

 I work on Saturdays.
 He does laundry on Wednesdays.

 To refer to extended time, use the prepositions "since," "for," "by," "during,"
"from…to," "from…until," "with," and "within."
 I have lived in Murree since 2005.
(I moved there in 2005 and still live there.)
 He will be in Thatta for 3 weeks.
(He will spend 3 weeks in Thatta.)
 She will finish her homework by 6:00.
(She will finish her homework sometime between now and 6:00.)
 He works part time during the summer.
(For the period of time throughout the summer.)
 I will collect data from January to June.
(Starting in January and ending in June.)
 They are in school from August until May.
(Starting in August and ending in May.)
 She will graduate within 2 years.
(Not longer than 2 years.)

2. Prepositions of Place:
 To refer to a place, use the prepositions "in" (the point itself), "at" (the general
surrounding area), "on" (the surface), and "inside" (something contained).

 They will meet in the lunchroom.

 She was waiting at the corner.
 He left his phone on the bed.
 Place the pen inside the drawer.

 To refer to an object higher than a point, use the prepositions "over" and "above." To
refer to an object lower than a point, use the prepositions "below," "beneath,"
"under," and "underneath."

 The bird flew over the house.

  The plates were on the shelf above the cups.
 Basements are dug below ground.
 There is hard wood beneath the carpet.
 The squirrel hid the nuts under a pile of leaves.
 The cat is hiding underneath the box.

 To refer to an object close to a point, use the prepositions "by," "near," "next to,"
"between," "among," and "opposite."

 The gas station is by the grocery store.

 The park is near her house.
 Park your bike next to the garage.
 There is a deer between the two trees.
 There is a purple flower among the weeds.
 The garage is opposite the house.

3. Prepositions of Location:
 To refer to a location, use the prepositions "in" (an area or volume), "at" (a point),
and "on" (a surface).

 They live in the country. (an area)

 She will find him at the library. (a point)
 There is a lot of dirt on the window. (a surface)

4. Prepositions of Space:
 To refer to a spatial relationship, use the prepositions "above," "across," "against,"
"ahead of," "along," "among," "around," "behind," "below," "beneath," "beside,"
"between," "from," "in front of," "inside," "near," "off," "out of," "through,"
"toward," "under," and "within."

 The post office is across the street from the grocery store.

 We will stop at many attractions along the way.
 The kids are hiding behind the tree.
 His shirt is off.
 Walk toward the garage and then turn left.
 Place a check mark within the box.
Handout to check clarity of all Learning Outcomes:

                                                                            
Handout 

Conjunctions and Prepositions

  

Conjunctions

Q1. Choose the correct Conjunction to complete the sentences:

Though, neither, nor, either, or, if,

unless, before, while, not only,
but also, when, because

1. ________ he is a busy, he spends time with his family.

2. She is ________ intelligent _______ hard working.

3. Raza will play today _______ he gets a chance.

4. You can't succeed _______ you work hard.

5. We must reach there ________ anyone else.

6. Sam is ________ a fool ________ a stupid.

7. I fell asleep ________ I was watching TV.

8. He is _______ intelligent ________ hard working.

9. Sana was eating food ________ the postman arrived.

10. I can't attend the meeting _________ I am suffering from fever .

 Prepositions

Q2. Choose the correct Preposition to complete each sentence.

1. The bone was _______ the dog.

a. About
b. For
c. After
d. Considering

2. We are going on vacation _______ August.

a. On
b. At
c. In
d. Since

3. Please put the vase ________ the table.

a. In
b. On
c. For
d. Over

4. I received a present ________ Janet.

a. From
b. Of
c. By
d. About

5. School begins ________ Monday.

a. In
b. On
c. From
d. Since

Note: Use Scaffolding technique to thoroughly explain Conjunctions.

(Example of Scaffolding method with Resources 1, 2, 3 and 4 – attached at the end.)

Part 2: Lesson Plan Implementation – (NOT INCLUDED)

Part 3: COF Indicators - (60 min)

Trainer will break down the lesson plan for teachers in the following manner:
Trainer Input:

Lesson Planning
1. Well-structured unit and lesson: Think of your lesson as a story with a clear beginning,
middle, and end – Introduction to Conjunctions and use of these Conjunctions and then
consolidation of these concepts through questioning and formative assessment. You can break
down the content into easy-to-follow sections.
Ask teachers their response, Share some ideas and explain using the above-mentioned points.

2. Clearly defined learning objectives: Imagine you're a student. What should you be able to
achieve or understand by the end of the lesson? These objectives can be phrased like this:
- By the end of the lesson, students should be able to:
 Interpret what Conjunctions are.
 Use Conjunctions correctly.

3. Accuracy of content: As a teacher, how do you ensure that the information you're teaching is
accurate?
Share some examples of Conjunction and content from the lesson plan.

Lesson Delivery
Meets learning targets: How do you ensure that your lesson delivery aligns with the intended
learning targets?
Wait for their response and discuss using the following pointers:
 Regularly refer back to the learning targets throughout the lesson.
 Use instructional strategies and activities that directly address the targets.
  Provide clear explanations and examples that reinforce the targeted concepts or skills.
 Use formative assessment strategies designed to check understanding of Conjunctions
and correct usage in sentences to monitor student progress and adjust instruction.

Delivers error-free content: Always check and use from authentic sources.
What steps do you take to ensure that the content you deliver to your students is free from
errors? Reflect and discuss.

Uses accurate Sign Language: Are you using the correct sign when teaching. Teachers can
always go to their PSL monitors for aid and support.

Time Management
Ask the Teachers: Imagine you are teaching a lesson and realize you're running out of time.
How would you adjust your delivery to ensure you still meet the learning targets? Share some
creative ideas or experiences!
Instructions: Divide the trainees into groups (based on the strength of your class) and ask them
to think of some time management strategies. Ask them to share their best practices to manage
time in the classroom.  

Content Knowledge
Content Knowledge: Teachers should have a deep understanding of the content they teach.
This includes key concepts, principles, theories, and relevant information. In this example, how
and when to use Conjunctions, rules to follow, etc., are important so cascade it to the students
with confidence.
Subject Matter Expertise: Possessing subject matter of Conjunctions goes involves
comprehensive knowledge of complex sentences, allowing teachers to provide accurate
grammatical explanations, answer questions confidently and correct students’ work
proficiently.

Questioning
CCQs help check students' understanding of key concepts.
ICQs verify comprehension of instructions.
Trainer asks teachers to share some CCQs and ICQs.
Expected Responses:
CCQs and ICQs:
1. Look at the picture. What do we call the words that join two words or two sentences?
2. Read the handout. Underline the Conjunctions.
3. Conjunctions join two ideas together like a puzzle. Do you agree?
4. Can you give examples of few common Conjunctions?
 5. Let’s use the Conjunctions ‘and’ and ‘but’ in sentences…

Teacher Aids/ Resources

Provide appropriate learning tools to ensure learning outcomes are achieved: Teachers should
integrate a variety of learning resources with specific classroom instructions to increase
learning process. She should use pictures, videos, LED screens, graphic organizers, flowcharts,
tables and grids, handouts, whiteboard, samples or exemplars, checklists and rubrics etc.

Trainer asks teachers to identify which teaching aids were used in today’s session.

Ask: What will happen if the handouts and pictures shown to you were too difficult to
understand? Or they were not related to the topic?

Learner-Centered Classroom

Promote Learner autonomy: Teachers should ensure that students are in charge of their own
learning through self and peer assessment opportunities, reading/writing samples and grammar
checklists, and communicate knowledge and understanding for a variety of purposes. Students
should work collaboratively and use Conjunctions correctly in their writing tasks.

Teacher's demeanor

Maintain positive gestures: Teachers should appreciate all students by stimulating their
potential and have them motivated to work. She should give timely and constructive feedback.

Supervision

Possess class-control: Teachers should establish classroom rules with students and implement
them. She must maintain a healthy rapport with students, based on respect and dignity.
Part 4: Microteaching - (30 mins)

Trainer Input:
Micro-teaching will be an effective way to practise and apply the knowledge and skills you have
learned today, regarding some common Parts of Speech. It will allow teachers/trainees to
display their understanding of concepts and apply them in a focused and controlled
environment, which is available to them here in the Training hall.
To ensure that each teacher incorporates all the indicators and key-points into their lesson
plans, here's a step-by-step guide to be followed: (Teachers Guide/ Demo Lessons - attached)

Step 1:

Assign topics: Assign each teacher a specific topic to create a small lesson plan. Ensure that the
topic is simple but completely covers one important concept.

Teacher 1 Teacher 2
Conjunctions Prepositions

Step 2:

Review indicators: Remind the teachers of the indicators or teaching standards that they need
to incorporate into their lesson plans. These may include learning objectives, assessment
strategies, instructional methods, differentiation, and classroom management techniques,
among others.

Step 3:

Brainstorm ideas: Encourage teachers to brainstorm ideas and gather resources related to their
assigned topic. They can use clubbed guide provided to them related to their topics.
Part 5: Feedback and Reflection - (60 mins)

Trainer: Dear participants! We have now reached the final part of our training session. This is a
crucial part because it gives us opportunities to think back, ponder and evaluate our teaching
skills.

Step 1:
Trainer: Each of you will receive feedback upon the presented demo lesson. The purpose for
this is to incorporate healthy peer-assessment and peer-evaluation. Remember to keep the
feedback critical yet constructive, productive and realistic.

Step 2:
Trainer: Next, each trainee will self-reflect on their own micro-teaching. Self-Reflection is an
excellent approach to self-assess and evaluate the impact your teaching has on your students. It
is a powerful tool to help you identify what works well in your classroom and what needs more
development. For this purpose, each of you will receive a Self-Reflection form to fill in.

Trainer: (Distribute Self-Reflection sheets to all participants and guide them about how to fill
the form.)
Trainer: Go through the sheet.

Trainer: Pen down the goals you have achieved today, or things which made you proud of your
learning and participation in this training program. Then, note down the feedback you received
earlier from your fellow participants focusing on the identified areas of improvement, and
lastly, jot down a few steps that you wish to take to further develop your teaching practice.

Step 3:
Trainer: Dear teachers! If you feel comfortable sharing your responses on your Self-Reflection
sheet, you may do so now.
Picture 1:
Picture 2A:
Picture 2B:
 Teachers Guide
Demo Lessons
TEACHER 1:
Conjunctions:
Conjunctions are an important Part of Speech. Conjunctions are words or few words that join words to
words, phrases to phrases, clauses to clauses, etc. Conjunctions are often used to join sentences
together as well. The most common conjunctions include; and, or, but.
Examples:
 He plays football and is the Captain of his team.
 The man is fast, but the woman is faster.
 Would you rest now or go for swimming?
There are three types of Conjunctions:
1. Coordinating Conjunctions: for, and, nor, but, or, yet, and so.
- Correlative Conjunctions: either . . . or, not only . . . but also, not . . . but, as . . . as, scarcely . . .
when, no sooner . . than
2. Subordinating Conjunctions: because, since, after, although, or, if, whether, when, as long as,
unless, until, despite, even if, even though, if, in order that, rather than, since, etc.

TEACHER 2:
Prepositions:
A Preposition is a word that tells you where or when something is in relation to something else. For
example, before, after, under, toward etc. Prepositions are typically followed by an object, which can
be a noun (noon), a noun phrase (the door), or a pronoun (you). Prepositions show relationships
between other words in a sentence. Many prepositions tell where something is or when something
happened. Prepositions are used when proposing something such as a time, place or direction.
Examples:
- Look to the left, and you’ll see our home.
- When playing hide-and-seek, I hid behind the curtains.
There are four types:
1. Prepositions of Time: show one point in time, eg. "in," "at," and "on."
2. Prepositions of Place: refer to a place, eg. "in", "at", "on”, and "inside".
3. Prepositions of Location: refer to a location, "in", "at" and "on"
4. Preposition of Space: refer to a spatial relationship, "above," "across," "against," "ahead of,"
"along," "among," "around," "behind," "below," "beneath," "beside," "between," "from,"
"in front of," "inside," "near," "off," "out of," "through," "toward," "under," and "within."
 Scaffolding Method
Topic: Conjunctions
Note:
1. Trainer will use this Scaffolding method during Part 1: Concept Clarity
2. Trainer will ask questions and take responses from few teachers.
3. If teachers are irresponsive, trainer will give them hints using the expected response.

Trainer: Welcome, dear participants! Today, we will embark on a yet another exciting journey
into the world of English Grammar. We shall pay a visit to Conjunctions to find out who they are
and what do they do. Let's begin!
Expected Response: Sure!
Trainer: Great! Before we begin to investigate today’s topic, let's light up our existing
knowledge.
Trainer:

Trainer: Remember, teaching Conjunctions will help students make simple and complex
sentences and give them practice of using correct sentence structure.
Expected Response: Yes, after studying Prepositions today, we are now at a better position to
convey this concept in our classrooms.
Trainer: Thank you, participants! It was a very gratifying session. I wish we journey together on
more trips into the land of English Grammar!
Good day and Allah Hafiz.

Resource 1: Scaffolding Method

Resource 2: Scaffolding Method

 Resource 3: Scaffolding Method

Resource 4: Scaffolding Method:

Resource 5: Scaffolding Method: