Workshop
Survival
Grammar
Students will be able to focus on writing complete sentences in English and avoiding common problems that occur with interference in writing structures from Portuguese (Brazilian)
TEACHER
Warm-up
In this workshop,
students will focus on fragments. Since sentences consist of clauses, make sure
students understand what a clause is.
Present the following example
using PPT or write it on the board:
Many students attended a grammar
workshop.
Ask students if the sentence
is a clause. Ask them to find a subject and a verb. (this sentence is a clause:
it consists of a subject students and
a verb attended).
Explain that all clauses contain a subject and a verb;
however, there are two kinds of clauses: independent and dependent.
o
An independent
clause has a subject and a verb and can stand alone as a sentence.
o
A dependent
clause has a subject and a verb but can’t stand alone because it begins with a
dependent word.
Have the following two
sentences recorded on the board or PPT. Ask students to determine which
sentence is an independent clause and which one is dependent.
Many students attended a grammar
workshop. ( independent)
After they attended a grammar workshop.
(dependent)
Ask students which of the
given two sentences is a fragment?
Ask students to give more
examples of dependent and independent clauses; record them on the board.
Tell students that now that
they understand all components of a correct sentence, they will focus on
fragments.
Have them look at all the
sentences recorded on the board and ask them which sentences are fragments.
“After they attended a
grammar workshop” is an example of a fragment because the sentence is
incomplete.
STUDENT ACTIVITIES
Activity
1
Have students access the
following website:
Ask them to click on power
point presentation on how to avoid fragments.
Ask students to answer the
following questions while watching a presentation:
1) What is a sentence fragment?
Answer: It is a sentence that
is missing a verb, or it only consists of a dependent clause – there is no
independent clause. It can also miss a noun. (this is not in the presentation,
but you can ask students what other parts of a sentence may be missing in a
fragment)
2) How can you avoid fragments?
Answer: Make sure each
sentence contains a subject and a verb.
Write the following examples
on the board; ask students what’s missing in those sentences. Provide
explanations.
Just ran around hugging everyone in
sight. (no subject)
Paul and his sister with twins. (no
verb)
Although I was sick. (independent
clause)
Ask students to summarize
what they have learned about fragments.
Summary:
1. A fragment is an incomplete sentence. It lacks a
subject or a verb, or it fails to express a compete thought.
2. How to avoid fragments:
Make
sure a sentence contains a subject and a verb, and there’s an independent
clause in a sentence.
Activity
2
Have students proofread the
paragraph. (Handout is attached)
TEACHER
Warm-up
Ask students what the
opposite of fragments is. The opposite of fragments are run-on sentences that
occur when two or more complete sentences are incorrectly joined.
Ask students to give an
example of a run-on sentence. Write it on the board.
Answers will vary. Analyze
the sentences suggested by students.
Activity
1-A
Have students access the
following website: http://grammar.ccc.commnet.edu/grammar/powerpoint.htm
Ask them to click on power
point presentation on run-on sentences.
Ask them to answer the following
questions:
1) What is a run-on sentence?
Answer: A run-on sentence is
one in which two clauses have been connected incorrectly.
2) What is a comma splice?
Answer: A comma splice
connects two independent clauses with only a comma.
3) How can you fix a comma splice mistake?
Answer: You can fix a comma
splice by a) inserting a period and starting a new sentence, b) inserting a
comma plus a coordinating conjunction, c) using a semicolon.
Activity
1-B
Then have students access the
following website:
Ask them to answer the
following question:
How can you avoid run-on
sentences?
Answer:
1) Join the two independent clauses with one of the
coordinating conjunctions (and, but, for, or, nor, so, yet), and use a comma
before the connecting word.
2) When you do not have a connecting word (or when you
use a connecting word other than and, but, for, or, nor, so, or yet between the
two independent clauses) use a semicolon (;),
or with the help of a transition word, for example, however).
Activity
2
Present four ways of
correcting run-on sentences illustrated on the given example:
This is a run-on sentence:
1. Classical music is soothing I
listen to it in the evenings.
2. First elicit responses from
students.
Then illustrate four types of
correction using the given run-on sentence.
1) Make the two independent clauses into two sentences:
Classical
music is soothing. I listen to it in the evenings.
2) Connect the two independent clauses with a semicolon
or with the help of a transition word.
|
Addition
|
Alternative
|
Contrast
|
Time
|
Examples or Emphasis
|
Result or Consequence
|
|
additionally
|
in fact
|
however
|
eventually
|
for example
|
consequently
|
|
also
|
instead
|
nevertheless
|
finally
|
for instance
|
hence
|
|
besides
|
on the contrary
|
nonetheless
|
later
|
namely
|
therefore
|
|
furthermore
|
on the other hand
|
still
|
meanwhile
|
of course
|
thus
|
|
in addition
|
otherwise
|
|
subsequently
|
undoubtedly
|
|
|
moreover
|
|
|
|
|
|
Draw students’ attention to
the fact that all transition words require a semi-colon before the word and a
comma after.
Classical
music is soothing; I listen to it in the evenings.
Classical
music is soothing; therefore, I listen to it in the evenings.
3) Connect the two independent clauses with a comma and
one of the following seven words: for, and, nor, but, or, yet, so – FANBOYS)
Classical
music is soothing, so I listen to it in the evenings.
4) Make one of the clauses dependent by adding one of the
following dependent words.
|
after
|
since
|
where
|
|
although
|
so that
|
whereas
|
|
as
|
than
|
wherever
|
|
as if
|
that
|
whether
|
|
because
|
though
|
which
|
|
before
|
unless
|
whichever
|
|
even if
|
until
|
while
|
|
even though
|
what
|
who
|
|
ever since
|
whatever
|
whom
|
|
how
|
when
|
whose
|
|
if
|
whenever
|
why
|
Since classical music is
soothing, I listen to it in the evenings.
Draw students’ attention to
the fact that if a dependent word is used at the beginning of the sentence, a
comma is required after the clause; however, if a dependent word is used in the
middle of the sentence, comma is not required.
Have students correct the following sentence
individually using four ways of fixing run-on sentences.
I planned a birthday party for my friend it was a
disaster.
1) I planned a birthday party for my friend. It was a
disaster.
2) I planned a birthday party for my friend; it was a
disaster.
3) I
planned a birthday party for my friend; however, it was a disaster.
4) I planned a birthday party for my friend, yet it was a
disaster.
5) Even though I planned the birthday party for my
friend, it was a disaster.
The sentences suggested by the students earlier could
be used for this exercise as well.
Activity
3
Give students the handout
with run-on sentences and ask them to correct them using four ways of
correcting run-on sentences. (Handout is
attached)
Activity
4
Give students the paragraph with fragments and run-on
sentences and ask them to correct them.
Wrap-up
Ask students what they have
learned today.
Guided Writing
Options:
Fragments:
Ask students to write five fragments and exchange papers with another student,
and turn their classmate’s fragments into sentences. This activity can be done
in pairs where each pair will have to write a fragment on the board and other
pairs will have to turn their fragments into sentences.
Fragments and Run-On Sentences:
Write a paragraph using
different types of sentences and connectors.
Suggested Topics:
Discuss the importance of
time management
Describe your favourite
holiday
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