Connecting Words

Grade 4 · English

Semester 1 | Period 1 | Week 4

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Subject: English

Semester: 1

Period: 1

Week: 4

School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 4
Date: Week 4
Lesson Duration: 45 minutes
Week & Period: Week 4, Period 1
Topic: Connecting Words
Sub-topic: Conjunctions – and, but, or

Learning Objectives
By the end of the lesson, students should be able to:

  1. Define conjunctions.
  2. Identify conjunctions in sentences.
  3. Use conjunctions correctly to join words and sentences.

Previous Knowledge
Students already know how to form simple sentences.

Instructional Materials
English Language textbook for Grade 4

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher writes: I like mango. I like orange. Learners suggest how to join them. Expected: I like mango and orange.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Learners’ Activities (Expanded)

This lesson stage focuses on helping learners understand and apply conjunctions to improve sentence structure and fluency. Activities are designed to be collaborative, interactive, and practical.

  1. Sentence Joining Practice (Group Work)
  • Learners are divided into small groups.
  • Each group receives two simple sentences on strips of paper (e.g., I like apples. / I like oranges.).
  • Their task: Join the sentences using the correct conjunction (e.g., I like apples and oranges.).
  • Groups present their new sentence to the class.
  1. Conjunction Card Game
  • Learners are given word cards: some cards have sentences, others have conjunctions (and, but, or).
  • In turns, learners match sentence cards with the correct conjunction card to form complete, meaningful sentences.
  • Example:
    • Sentence 1: I want tea.
    • Sentence 2: I want coffee.
    • Conjunction: or
    • Combined: I want tea or coffee.
  1. Sentence Sorting
  • Learners are given a mix of joined and unjoined sentences.
  • Task: Identify if the conjunction is used correctly. If not, rewrite it with the correct one.
  • Example:
    • Incorrect: She is tired or she will sleep.
    • Correct: She is tired, so she will sleep. (Optional extension for advanced learners)
  1. Create Your Own Sentences
  • Learners write three original sentences, each using one of the conjunctions: and, but, and or.
  • They underline the conjunction in each sentence and explain its function briefly (orally or in writing).

 

Concepts and Definitions (Expanded)

What is a Conjunction?

A conjunction is a word used to join other words, phrases, or sentences.
It helps to connect ideas and make writing more cohesive and smooth.

Without conjunctions, our sentences can sound choppy or disconnected.

 

Common Conjunctions and Their Uses

  1. and
  • Function: Joins similar or related ideas.
  • Example: I like apples and oranges.
  • More Examples:
    • Tom and Jerry are friends.
    • She sings and dances.
  1. but
  • Function: Shows contrast or opposite ideas.
  • Example: She is tall but gentle.
  • More Examples:
    • I want to play, but I am tired.
    • He is poor, but happy.
  1. or
  • Function: Shows a choice or option.
  • Example: Do you want rice or beans?
  • More Examples:
    • Would you like tea or coffee?
    • Sit here or over there.

✅ Tip for Learners:
Use and to add, but to contrast, and or to choose.

 

Assessment Checks (Expanded)

The teacher checks learners’ understanding in a quick and engaging way:

  1. Quick Oral Drills
  • Teacher says two short sentences aloud.
  • Learners join them using the correct conjunction.
    • E.g., I have a pen. I have a pencil. → I have a pen and a pencil.
  1. Thumbs Up / Thumbs Down
  • Teacher reads out joined sentences.
  • Learners show thumbs up if the conjunction fits, thumbs down if it doesn’t.
    • E.g., He is happy or he got a gift. → Thumbs down
      (Correct version: He is happy because he got a gift.)
  1. Sentence Completion
  • Teacher gives sentence starters, learners complete them using and, but, or or.
    • E.g., I like dogs ___ I don’t like cats. (Answer: but)
  1. Group Work Review
  • During group tasks, teacher circulates to:
    • Check if conjunctions are used properly.
    • Offer support to learners who need help choosing the right conjunction.

 

Assignments (Expanded)

Classwork (During Lesson)

  1. Sentence Joining Worksheet
    • Learners are given pairs of short sentences to join using the correct conjunction.
    • Example:
      • The sun is hot. We will go swimming.
        → The sun is hot, so we will go swimming. (Optional extension)
  1. Fill-in-the-Blank Exercise
    • Learners complete sentences using the correct conjunction:
      • I want bread ___ butter.
      • He tried hard ___ failed.
  1. Conjunction Sorting
    • Learners are given a list of sentences with conjunctions.
    • Task: Identify which conjunction is used and explain why.

Homework

  • Learners write five sentences:
    • 2 with and
    • 2 with but
    • 1 with or
  • They must underline the conjunction in each sentence.

Bonus Challenge (Optional):

  • Ask learners to read a page from a storybook at home and write down three sentences that use conjunctions.

 

Optional Enrichment / Extension Activities

  1. Sentence Relay Game (Group Activity)
  • One learner writes a sentence starter (e.g., I went to the shop), the next adds a conjunction (and), and the third completes the sentence (bought milk).
  • The team with the most correct, meaningful sentences wins.
  1. Conjunction Poster Creation
  • Learners create colorful posters showing each conjunction (and, but, or) with its meaning and 2–3 example sentences.
  • Posters are displayed in class as visual aids.

 

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
Teacher summarizes the meaning and uses of conjunctions.

Evaluation Method (Expanded):
Exit slip/quiz:
Join these pairs of sentences using and, but, or:

  1. The cat is small. The dog is big.
  2. Do you want fish? Do you want meat?

Assignment (Expanded):
Write five sentences using and, but, or correctly.

Follow-up Activity:
Learners find conjunctions from their English storybook.

Differentiation / Inclusive Strategies
Teacher supports struggling learners by modeling examples on the board.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low