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ENGLISH
Quarter 4 – Module 2:
Composing Sentences Using
Appropriate Conjunctions

Department of Education - MIMAROPA Region

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English – Grade 6
Quarter 4 – Module 2: Composing Sentences Using Appropriate Conjunctions
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
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copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education

Regional Director: BENJAMIN PARAGAS, CESO V
Assistant Regional Director: ATTY. SUZETTE G. MEDINA
Chief, CLMD: MARIFLOR B. MUSA

Development Team of the Module

Author: MICHAEL S. SERDENA
Editors: GINA M. MAPACPAC, Ed. D. and NORMAN P. ROMASANTA
Reviewers: SDO MARINDUQUE LR TEAM
Illustrators: MARY GRACE R. PALMERO and ELSA T. NAGUTOM
Layout Artist: RUNDELLE D. PEŇAREDONDA
Management Team: EDNA C. OABEL, LANY M. SEMILLA, JELLY L. SORE,
MARIAM B. RIVAMONTE, MEDELINE MONDOŇEDO

Printed in the Philippines by ________________________

Department of Education – MIMAROPA Region

Office Address: Meralco Ave. corner St. Paul Road Pasig City
Telefax: (02) 631-4070; 637-3093, 637-3139; 637-2897*; 637-3446
E-mail Address: mimaropa.region@deped.gov.ph

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Introductory Message
For the facilitator
This module is prepared to facilitate the teaching and assess learning
of the competency – Compose clear and coherent sentences using
appropriate grammatical structures focusing on conjunctions
(coordinate, subordinate and correlative). This learning package consists
of a series of activity sheets to be done by the learner. You are requested to
provide assistance as the learner goes through the activities by clarifying
directions and discussing important concepts to be learned.
This module makes use of a story which serve as springboard for skill
development. A number of exercises are provided before the learner is asked
to compose clear and coherent sentences using appropriate grammatical
structures focusing on conjunctions (coordinate, subordinate and correlative).
Please remind the learner to use separate sheets in answering the
pretest, self-check exercises and posttest.

For the learner:

This module is a learning material carefully prepared for you. It
contains a number of exercises to help you compose clear and coherent
sentences using appropriate grammatical structures focusing on
conjunctions (coordinate, subordinate and correlative).
As you go about this module, there are reminders for you to follow to
ensure that learning is successful:

• Find time to answer the activities in this module.

• Create a happy, caring and encouraging mood.
• Work in a quiet place.
• Read the instructions/ directions carefully. Clarify and discuss the key
concepts to be learned with your teacher or Learning Buddy.
− Finish this module in the allotted time and follow what this module tells
you.

This learning module package consists of a series of activities. It features

the following important parts:

• What I Need To Know. This part tells what are expected of the learner
and clearly explains what competencies, knowledge, skills and attitude
he/she must have learned at the end of the learning sessions.

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 • What I Know. This part assesses the learner’s understanding of the
past lesson.

• What’s In. This part introduces the new lesson, serves as the
springboard or opener for discussion and series of activities which
engages the learner’s interest and leads the learners towards the
performance of the tasks.

• What’s New. This part discusses the key concepts of the lesson at
hand.

• What Is It. This part presents an initial activity about the new skill.

• What’s More. This contains series of activities – drills, experiences and

activities which provide enough practice for the learners so that they
can perform the skills automatically.

• What I Have Learned. This states the important concept learned from
the series of activities.

• What I Can Do. This part encourages the learner to work independently
for further application of knowledge and skills.

• What I Can Do on My Own. This serves as the highlight of the series

of activities where the learners measure his level of mastery of the skill
upon completion of the tasks.

• What I Can Do More. This provides additional exercise for the mastery
of the competency.

• Answer Key. This section provides answer keys for the series of
activities.

• References. These include list of resources used in the making of this

module and that the learners may refer to for further reading.
Please do not write anything on this module as this will be used by other
learners like you. Use either your paper or test notebook to answer the
different activities.

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 What I Need to Know

This module was designed and written based on your level of

understanding. It is here to help you compose clear and coherent sentences

using appropriate grammatical structures focusing on conjunctions

(coordinate, subordinate and correlative). The language and vocabulary used

is intended for him/her as intermediate pupil.

This module focuses on this learning competency:

Compose clear and coherent sentences using appropriate grammatical

structures focusing on conjunctions (coordinate, subordinate and

correlative).

After going through this module, the learner is expected to:

− Compose clear and coherent sentences using appropriate grammatical

structures focusing on conjunctions (coordinate, subordinate and

correlative).

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 What I Know

This part checks your understanding of the previous lesson. Thus,

this part comes in the form of a review. For this lesson, the review focuses
on composing clear and coherent sentences using the different tenses of the
verbs.

Directions: Tell the learner to compose clear and coherent sentences

using the given phrases with the tense of the verbs asked.

1. bring the modules to school

(past) ___________________________________________________________
(present) ________________________________________________________
(future) __________________________________________________________
2. check the pupils’ output
(past) ___________________________________________________________
(present) ________________________________________________________
(future) __________________________________________________________
3. cook rice
(past) ___________________________________________________________
(present) ________________________________________________________
(future) _________________________________________________________

Lesson Composing Sentences Using Appropriate Conjunctions

As a grade 6 pupil, you must learn how to compose clear and coherent
sentences using appropriate grammatical structures focusing on
conjunctions (coordinate, subordinate and correlative).
It is important for you to know more about conjunctions-coordinate,
subordinate and correlative.

Through this module, it is hoped that you can compose clear and
coherent sentences using coordinate, subordinate and correlative
conjunctions.

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 What’s In

Read the story below. Then, answer the questions that follow.
My First Train Ride

Just as I woke up on a Saturday morning, my dad told me he has a

surprise! Though it wouldn’t be revealed until 1 p.m. Dad told me that his
surprise is something that I was definitely going to enjoy! As soon as I heard
about the surprise, I jumped out of the bed and got ready for the day.
Although I was busy getting ready, I tried to keep guessing what the surprise
could be! Once it was 12:30 p.m., Dad said that we needed to go to the car so
we could arrive at the surprise on time.

Once we were all packed in the car, we left to drive the surprise. Until
we arrived, I kept thinking what the surprised could be. Just as we pulled
into a parking lot, I saw a train. I asked dad if we are going on a train ride. As
soon as I asked him, he smiled. Before he could say anything else, I knew
that’s the surprise. Just as we got out of the car, we heard the buzzing from
the train that its closing and its ready to go.

Even though we don’t have running shoes, we ran to make sure we

hopped onto the train before it leaves. While on the train, we had a wonderful
time and met many people.

Whenever I see the train now, I think of this fond memory. It was my
very first train ride.

− What did the speaker’s dad say to her?

− What time will the surprise happen?
− What did the speaker see as they pulled into a parking lot?
− What is the surprise?
− How did the speaker feel about her very first train ride?

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___

What’s New

Read the different chopped sentences form from the story “My
First Train Ride”.
1. Just as I woke up on Saturday morning, my dad told me he has a
surprise!
2. Though it wouldn’t be revealed until 1 p.m., Dad told me that his
surprise is something that I was definitely going to enjoy.
3. As soon as I heard about the surprise, I got out of the bed.
4. Once we were all packed in the car, we left to drive to the surprise.
5. While on the train, we had a wonderful time.
− Just as, though, as soon as, once and while are called conjunctions.

A conjunction is a word that connects or joins together words,

phrases and clauses or sentences together.

There are three different kinds of conjunctions – coordinating, subordinating

and correlative conjunctions.

• Coordinating Conjunctions
• Subordinating Conjunctions
• Correlative Conjunctions

1. Coordinating conjunctions join elements of a sentence that are similar.

They connect words, phrases, and clauses.

There are seven coordinating conjunctions. They give equal importance to

the words or sentences they connect.
They are known as “FANBOYS” mnemonic to easily memorize
o F = for
o A = and
o N = nor
o B = but
o O = or
o Y = yet
o S = so

Sample Sentences

1. You can eat your cake with a spoon or fork.

2. My dog enjoys being bathed but hates getting his nails trimmed.
3. Bill refuses to eat peas, nor will he touch carrots.
4. I hate to waste a drop of gas, for it is very expensive these days.

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2. Subordinating or subordinate conjunctions

A subordinating conjunction is a word that connects an

independent clause to a dependent clause. An independent clause can stand
alone as a sentence. In other words, it does not need any additional
information to operate as a sentence.

Some examples of such subordinating conjunctions are once, while, when,

whenever, where, wherever, before, and after.

Sample Sentences

1. Fang is locked outside because he is naughty.

2. Willy never finished the project because he is naughty.
3. I’ll wait until my dad arrives.
4. The doorbell rang after dinner was served.
5. Unless we play our hardest, we’ll never make to the finals.

3. Correlative conjunctions

A correlative conjunction is a pair of joining words that connects two words,

phrases, or clauses that are balanced together.

The most commonly used correlative conjunction pairs are: both, and,
either-or, neither-nor, whether-or.

Sample Sentences

1. I want either the cheesecake or the chocolate cake.

2. We'll have both the cheesecake and the chocolate cake.
3. I didn't know whether you'd want the cheesecake or the chocolate
cake, so I got both.
4. Oh, you want neither the cheesecake nor the chocolate cake?

The following are the complete lists of conjunctions:

CONJUNCTIONS
Coordinating Subordinating Conjunctions Correlative Conjunctions
Conjunctions
For, and, nor, After, even though Either …or
but, or, yet, so Although, every time Not only…but also
As, if Neither…nor
As far as, in order that Both…and
As if, since Whether…or
As long as, so Just as…so
As soon as , so that The…the
As though, than As…as

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 Because, though As much….as
Before, unless No sooner…than
Even if, until Rather….than
When, whenever
Where, where as
Wherever, while

What Is It

A. Directions: Complete the sentence with the correct coordinating

conjunctions.
1. I know the answer, _________ I can’t tell you.
2. Should we go by train, ______ take the bus?
3. I am allergic to cats, ________ I have two of them.
4. She did not study, __________ she failed the test.
5. I will be late for the party _____ I will be having dinner with my
parents first.

B. Directions: Combine each pair of sentences using a conjunction from

the word bank.
although because whenever while

where when

1. The teacher let us listen to music. We worked on our papers.

________________________________________________________________
2. I cannot find a good restaurant. I can eat for a good price.
________________________________________________________________
3. She can visit her grandma. Her family travels to Palawan this
summer.
________________________________________________________________
4. Michael wants to go to school. He can find a good job.
________________________________________________________________
5. It is crazy. We have three tests on Friday.
________________________________________________________________

C. Directions: Fill in the blanks using correlative conjunctions. Use each

pair only once.

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 Neither-nor either-or as-as not only-but
whether-or both-and not-but

1. The teacher ________left the classroom, _________ slammed the door.

2. __________ my mom _____________my dad graduated from college.
3. You have to keep the car _______ close to the curb ________ possible.
4. We cannot decide __________we should go to France _______ to Italy.
5. It’s ____ about how much money you have _______ how you spend it.

What’s More
Go to the different stations. Then, do the activity in each station.
Station 1
Complete each sentence with an appropriate correlative
conjunctions in the parentheses.
1. The cookies are _____________ homemade ________
yummy.
(not only……but also/ such..that)
2. Charlotte plans to visit Calapan ___________in March
________ in April.
(no sooner…. than/either..or)
3. Do you know ___________ Jess ________ Nat is coming
for swimming practice?
(whether…or/scarcely…when)
4. ____________ Rachel _______ her sister could speak
English fluently.
(Hardly…when/ Neither…nor)
5. My sister likes to play _________ piano _________
guitar.
(both…and/as..so)

Station 2
Directions: Using the lists of subordinating conjunctions, combine the
independent clauses to create complex sentences.

although if as long as
because since so
so that though unless

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1. Penny walked along the hill cautiously. She was afraid she may lose
her footing. She feared she would tumble downward.
_____________________________________________________________________
_____________________________________________________________________

2. Kyle placed all the watercolors back into the paint box. He’d be able
to locate them quickly the next time he wanted to paint. He’d be
able to start right away.
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________

3. Sue’s softball team, the Dragons, forfeited Saturdays game. Two of

their players were sick. They couldn’t make it.
__________________________________________________________________
__________________________________________________________________

4. The bake sale will not have enough baked goods to sell. We all need
to contribute to make it a success. We will make enough money.
_____________________________________________________________________
_____________________________________________________________________
5. I haven’t had any pizza for a while. Last time was in Maine. I really
don’t miss it.
_____________________________________________________________________
________________________________________________________________

Station 3
Combine the sentences using a comma and a coordinating
conjunction.

1. I don’t want to argue with you. I don’t want to give in.

_________________________________________________________________
2. She had a lot of friends. She was a friendly girl.
_________________________________________________________________
3. I had a cute puppy. I lost him.
__________________________________________________________________
4. He studied for the test. He got a good grade.
__________________________________________________________________
5. Jim can boil eggs. Sally can make a toast.
___________________________________________________________________

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 What I Have Learned

A conjunction is a word that connects or joins together words,

phrases and clauses or sentences together.

There are three different kinds of conjunctions coordinating,

subordinating and correlative conjunctions.

What I Can Do

A. Directions: Compose clear and coherent sentences with appropriate

conjunctions using the given words and phrases.

1. happy, championship
________________________________________________________________
________________________________________________________________.
2. cleaned, table, dishes
________________________________________________________________
________________________________________________________________.
3. sick, went to work
________________________________________________________________
________________________________________________________________.
4. can’t relax, exams are over
________________________________________________________________
________________________________________________________________.

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5. hasn’t seen her aunt, teenager
________________________________________________________________
______________________________________________________________.
6. playing outdoors, watching TV
______________________________________________________________
______________________________________________________________.
7. neither exercises, eats
______________________________________________________________
______________________________________________________________.
8. I called, didn’t answer
______________________________________________________________
______________________________________________________________.
9. stuck in a traffic, late for my appointment
______________________________________________________________
______________________________________________________________.
10. came home early, not feeling well
______________________________________________________________
______________________________________________________________.

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 What I Can Do On My Own

Directions: Compose clear and coherent sentences with conjunctions

by completing the phrases below.
1. He doesn’t want to wait
__________________________________________________________.
2. Do you like to draw
__________________________________________________________.
3. Eagles fly alone
__________________________________________________________.
4. I have
__________________________________________________________.
5. This is the zoo
__________________________________________________________.
6. We put away
__________________________________________________________.
7. Liza hasn’t seen her
__________________________________________________________.
8. When they found
__________________________________________________________.
9. In the movie
__________________________________________________________.
10. The story is
__________________________________________________________.

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 What I Can Do More

Directions. Use the given conjunctions in your own sentences

Though 1. _____________________________________________________

But 2. _____________________________________________________

For 3. _____________________________________________________

Since 4. _____________________________________________________

Into 5. _____________________________________________________

Both 6. _____________________________________________________

Either/or 7. _____________________________________________________

Neither/nor 8. _____________________________________________________

Rather/than 9. _____________________________________________________

Whether/or 10. ____________________________________________________

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 Answer Key

What I Know
Answers may vary.
(Pupils’ responses will be given one (1) point each provided the verb
was used correctly.)

What’s In
1. He has a surprise.
2. The surprise will happen until 1 pm.
3. A train
4. A train ride
5. The speaker felt wonderful.

What Is It
A.
1. but
2. or
3. but
4. so
5. so

B.
1. The teacher let us listen to music while we worked on our papers.
2. I cannot find a good restaurant where I can eat for a good price.
3. She can visit her grandma when her family travels to Palawan this
summer.
4. Michael wants to go to school where he can find a good job.
5. It is crazy because we have three tests on Friday.

C.
1. not only, but also
2. Neither, nor
3. as, as
4. neither, nor
5. not, but

What’s More
Station 1
1. not only, but also
2. either, or
3. whether, or
4. Neither, nor
5. both, and

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Station 2.
1. Penny walked along the hill cautiously because she was afraid she
may lose her footing although she feared she would tumble
downward.
2. Kyle placed all the watercolors back into the paint box so he’d be
able to locate them quickly the next time he wanted to paint so
that he’d be able to start right away.
3. Sue’s softball team, the Dragons, forfeited Saturdays game since
two of their players were sick because they couldn’t make it.
4. The bake sale will not have enough baked goods to sell unless we
all need to contribute to make it a success as long as we will make
enough money.
5. 5.I haven’t had any pizza for a while since last time was in Maine
though I really don’t miss it.

Station 3
1. I don’t want to argue with you but I don’t want to give in.
2. She had a lot of friends because she was a friendly girl.
3. I had a cute puppy but I lost him.
4. He studied for the test so he got a good grade.
5. Jim can boil eggs and Sally can make a toast.

What I Can Do
Possible answers
1. Samantha is happy because she won the championship.
2. Jean cleaned the table and her mom did the dishes.
3. Although Dan was sick; he went to work.
4. Samantha can’t relax until her exams are over.
5. Liza hasn’t seen her aunt since she was a teenager.
6. Do you like playing outdoors or prefer watching TV inside.
7. Jim neither exercises nor does he care about what he eats.
8. I called Vivian many times but she didn’t answer.
9. I was stuck in a traffic jam so I was late for my appointment.
10. Ruth came back home early because she wasn’t feeling very well.

What I Can Do On My Own

Possible answers
1. He doesn’t want to wait for anyone.
2. Do you like to draw animals or human?
3. Eagles fly alone, but sheep flock together.
4. I have a dog and a cat.
5. This is the zoo we went to since we were in Manila Zoo last year.
6. We put away our toys before Mum returns from work.
7. Liza hasn’t seen her aunt since she was a teenager.
8. When they found the lost child, he was not only tired.
9. Either in the movie or in the book, the plot was outstanding.
10. The story is not only educational but also funny.

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 What I Can Do More
1 – 10 Answers may vary.

References

Books

Alganes Matthew Joseph P. JO-ES Publishing House. Journeys An Integrated

Approach To Englsh 6 .pp 271-273

Eusebio, Maria Fe Garcia et al. Rex Publishing. C 2015. Essential English 6 Worktext
in Language and Reading pp.167-169, 175-176, 183-184

Gonong, Gina O et al Rex Publishing. RBS English Series. C 2012 Essential English
Worktext in English for Grade Six .pp. 243-245, 250-251

Navea, Leonila S. Phoenix Publishing house. Copyright 2009 , English This Way 5.
pp. 221-226

Websites

Ginger Grammar Rule. Conjunctions Exercises . Copyright 2020

https://www.gingersoftware.com/content/grammar-
rules/conjunctions/conjunction-exercises/

Help Teaching. Correlative Conjunctions.2020

https://www.helpteaching.com/tests/708711/correlative-conjunctions

Tesol M.A.Your Dictionary.Corrrelative Conjunctions 2014

https://grammar.yourdictionary.com/parts-of-speech/conjunctions/correlative-
conjunctions.html

Tricky IELTS. What are conjunctions. 14 August 2019

https://www.facebook.com/2018816215082124/posts/what-are-
conjunctionsconjunctions-are-words-that-link-other-words-phrases-or-
cla/2131152610515150/

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For inquiries or feedback, please write or call:

Department of Education, MIMAROPA Region – (CLMD)

Meralco Avenue, corner St. Paul Road, Pasig City

Telephone Nos.: (02) 631-40-70; (02) 637-3093

Email Address: mimaropa.region@deped.gov.ph

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