Subordinating conjunctions examples for kids: Subordinating Conjunctions | K5 Learning

Posted on 12 января, 2023 by alexxlab

Conjunctions – definition, types, examples and worksheets

Conjunctions — Worksheet-1

A conjunction is a word which joins together sentences, and sometimes words.

Examples:
Barry and Sate are good bowlers.
Two and two make four.
The man is poor, but honest.

Conjunctions are of two classes: Coordinating conjunctions, and subordinating conjunctions.

Coordinating conjunctions

A coordinating conjunction joins together two statements of equal importance or rank.

The chief coordinating conjunctions are:
and, but, for, or, nor, also, either…or, neither…nor

Examples:
John is good at singing and his sister is good at dancing.
He is slow, but sure.
She must weep, or she will die.
Neither a borrower, nor a lender be.
All precautions must have been neglected, for the plague spread rapidly.
Either he is mad, or he feigns madness.

Subordinating conjunctions

A subordinating conjunction joins a clause to another on which it depends for its full meaning.

The chief subordinating conjunctions are:
after, because, if, that, though, although, till, before, unless, as, when, where, while, lest.

Subordinating conjunctions may be classified according to their meaning, as follows:

1. Time
Many things have happened since I saw you.
I returned home after he had gone.

2. Cause or reason
As he was not there, I spoke to his brother.
He may enter, as he is a friend.

3. Purpose
We eat so that we may live.
He held my hand lest I should fall.

4. Result or consequence
He was so tired that he could scarcely stand.

5. Condition
Bernie will go if Jane goes.
Grievances cannot be redressed unless they are known.

6. Concession
Though he hurt me, I will still love him.
A book is a book, although there is nothing in it.

7. Comparison
He is stronger than Ricardo.

Worksheet

Fill in the blanks with appropriate conjunctions.

I have not seen him ………….. that unfortunate event happened.
You may take this book ………. that one.
He was annoyed …………… he was contradicted.
He was ……..tired ………….. he could scarcely stand.
I am ………. tired ………….. I cannot go on.
I am better acquainted with the country …………… you are.
…………… there is life there is hope.
The girls sang ……………. the boys played.
…………. he is there, I shall see him.
I asked him …………… he would help me.

Answers

I have not seen him since that unfortunate event happened.
You may take this book or that one.
He was annoyed that he was contradicted.
He was so tired that he could scarcely stand.
I am so tired that I cannot go on.
I am better acquainted with the country than you are.
While there is life there is hope.
The girls sang while the boys played.
If he is there, I shall see him.
I asked him if he would help me.

Conjunctions — Worksheet-2

Conjunctions for Kids

by Craig Shrives

This Page Includes.

Video

Printable & Sendable Test

What Are Conjunctions? (for Kids)

Conjunctions are joiners. The most common conjunction is the word «and.» For example:

The King and the Queen visited the village.

(In this example, the conjunction «and» joins «The King» and «the Queen.»)

Here are the first three conjunctions we will cover in this lesson:

Examples with «And»

I like fish and chips.

(The conjunction «and» joins «fish» and «chips.»)

Jack likes to draw and paint.

(The conjunction «and» joins «draw» and «paint.»)

Examples with «Or»

You can have lemon or orange.

(The conjunction «or» joins «lemon» and «orange.»)

A pheasant will run away or fly away if you approach it.

(The conjunction «or» joins «run away» and «fly away.»)

Examples with «But»

Alan is a clever but clumsy boy.

(The conjunction «but» joins «clever» and «clumsy.»)

I will pay today, but you must pay tomorrow.

(The conjunction «but» joins «I will pay today» and «you must pay tomorrow.» Notice that conjunctions do not always join single words. They join phrases and clauses too.)

A Quick Test

Select the best conjunction to fill the gap.

More about «And,» «Or,» and «But»

The conjunctions «and,» «or,» and «but» belong to a group of conjunctions called «co-ordinating conjunctions.»

«And,» «or,» and «but» are by far the most common co-ordinating conjunctions, but there are seven co-ordinating conjunctions in total:

for, and, nor, but, or, yet, so

(You can remember these with the mnemonic F. A.N.B.O.Y.S.)

Read more about co-ordinating conjunctions.

More about Conjunctions

The word «co-ordinating» means equal. If you look closely at the examples we’ve seen so far with co-ordinating conjunctions, you will notice that they join two «equals» together. For example:

I like fish and chips.

(In this example, the co-ordinating conjunction «and» joins two nouns: «fish» and «chips.» The words «fish» and «chips» are equals because they are both nouns.)

We say that co-ordinating conjunctions join «like with like.»

A Different Type of Conjunction

Not all conjunctions are co-ordinating conjunctions. Here are three different, but also common, conjunctions:

because

when

These conjunctions are still joiners, but they do not join equals. They join a subordinate clause to a main clause. Let’s look at some examples. (In all of these examples, the main clause is in bold.)

Examples with «Because»

I left the party early because I was tired.

(The conjunction «because» joins the subordinate clause («because I was tired») to the main clause.)

The concert is cancelled because Kylie has a sore throat.

(The conjunction «because» joins the subordinate clause («because Kylie has a sore throat») to the main clause.)

Examples with «If»

Anna said she will paint the fence if you buy her a pony.

(The conjunction «if» joins the subordinate clause («if you buy her a pony») to the main clause.)

If the rain stops, the game will start at 5 o’clock.

(The conjunction «if» joins the subordinate clause («if the rain stops») to the main clause. Notice that a conjunction can start the sentence. Also, notice that there is a comma after the subordinate clause. )

Examples with «When»

Take the cake out of the oven when you hear the buzzer.

(The conjunction «when» joins the subordinate clause («when you hear the buzzer») to the main clause.)

When you hear the buzzer, take the cake out of the oven.

(Notice that the conjunction «when» starts the sentence, and notice that this example has a comma to show where the main clause starts.)

More about «Because,» «If,» and «When»

The conjunctions «because,» «if,» and «when» belong to a group of conjunctions called «subordinating conjunctions.» There are lots of other subordinating conjunctions. Here are 10 more:

although, before, even if, only if, in the event that, since, until, where, while, why

(Notice that subordinating conjunctions can be more than one word.)

In each example above, the bold text shows the main clause of the sentence. (This is also called an independent clause because it could be a sentence by itself.)

The non-bold text in each example shows a subordinate clause. (This is also called an dependent clause because it could not be a sentence by itself.)

Remember that a subordinating conjunction joins a subordinating clause (or dependent clause) to a main clause (or independent clause).

Read more about subordinating conjunctions.

A Quick Test

Select the best conjunction to fill the gap.

Click on the Two Conjunctions

(Interactive Game)

Printable Test

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Lesson of the Russian language in the 7th grade on the topic «Subordinating conjunctions» | Educational and methodological material on the Russian language (grade 7) on the topic:

Technological map of the Russian language lesson in grade 7 on the topic “Subordinate unions. Types of subordinating conjunctions»

Lesson author – Kalinkina Irina Mikhailovna, teacher of Russian language and literature, MOU Talitskaya secondary school

Buysky municipal district of the Kostroma region

Subject: Russian language

Class: 7

Educational and methodological complex used. Grade 7: textbook for general education. Organizations/ [M.T. Baranov, T.A. Ladyzhenskaya, L.A. Trostentsova et al.]. — 4th ed. — M .: Education, 2017. -223 p., [4] p. ill. : ill. – ISBN 978-5-09-046553-3.

Date: April 17, 2018

Lesson topic: Subordinating conjunctions. Types of subordinating unions.

Lesson type: learning new material

Lesson objectives:

1. Give the concept of subordinating conjunctions and their types.

2. To form the ability to distinguish between coordinating and subordinating conjunctions.

3. To develop the ability to determine the types of coordinating unions.

4. Repeat punctuation marks in various types of complex sentences.

Planned results:

subject: know the types of coordinating and subordinating unions; be able to distinguish between types of complex sentences.
meta-subject: application of acquired knowledge, skills and abilities in everyday life; the ability to use the native language as a means of acquiring knowledge in other academic subjects.
personal: the desire to master new activities, to participate in the creative creative process; awareness of oneself as an individual and at the same time as a member of society.

Methods and forms of education: creation of problem situations; game reception «Yes-no», individual, group, frontal, independent work.

Basic concepts: coordinating and subordinating unions, types of unions.

Applied technology: technology of the activity method of teaching.

Didactic support for the lesson: a table for mastering new material, cards for independent work, signal cards.

Necessary equipment and materials: netbooks.

Stage

Teacher Activities

Activities

UUD

Moment

Purpose: inclusion in activities, motivate students to study the topic.

Greeting, checking the readiness for the lesson, organizing the attention of children. Creating a positive mood of students for the lesson

The long-awaited bell is given,

Let’s start our lesson…

Good afternoon, guys! Before starting our lesson, I will ask you to look at each other and give each other smiles. Smile to each other, give me your smiles! Thank you! A smile is always conducive to good communication.

They check the readiness for the lesson, positively tune in to the lesson.

Regulatory:

mobilization of forces and energy.

Personal:

formation of positive moral self-assessment.

Communication:

planning of educational cooperation with the teacher and peers.

Actualization of students’ knowledge

Purpose: repetition of the studied material.

Now we will play the Yes-No game.

If the statement I am reading is correct, then raise the green card, and if you do not agree, the red one.

1. Union serves to connect words in a sentence.
2. The union is not a member of the proposal.
3. Union is an independent part of speech.
4. Unions connect homogeneous members of a sentence and simple sentences as part of a complex one.
5. Before the union and always put a comma.
6. A comma is always placed before the unions a, and, but.

Asks yes/no questions.

And now let’s check how you know groups of coordinating conjunctions. You have open interactive tests, I suggest you take them.

Opens an electronic test, prompts students to take it.

Discuss the results of the test.

Raise the cards according to the answer.

Pass a test and fill in knowledge gaps.

Cognitive:

systematization of knowledge.

Regulatory:

control of educational activities, correction of mistakes.

Personal:

understanding the meaning of the topic.

Communicative:

formulating one’s own thoughts, expressing and substantiating one’s point of view.

Setting goals and objectives for the lesson. Motivation of educational activity.

Purpose: formation of cognitive motives of educational activity: the desire to discover knowledge, acquire skills.

Each lesson is a lesson in obtaining the knowledge necessary in life. Today we will learn something else, we will learn something. But what are we going to do today? To understand this, let’s do a little task:

Each student receives a task on a card.

Task: Find the grammatical basis in these sentences, underline it, put punctuation marks. If you come across complex sentences, then establish the relationship between the parts of these sentences. Describe this relationship.

The sky darkened and it began to snow. SSP
The sky darkened because it started to snow. SPP
Evening dawn begins when the sun is already setting over the edge of the earth. SPP
The guys were very tired, but the work was not finished yet. SSP

Checks the completed task, evaluates the children

Guys, try now to determine the topic of our lesson and what we will learn in the lesson, using your knowledge and the work done on the cards.

That’s right, guys, we will get acquainted with another group of unions — subordinating and their categories.

Write in your notebooks the number…, class work and the topic of the lesson.

What do we already know about them by analyzing the sentences in the cards?

Where can we get more information?

Do the task on the card number 1.

Check.

We know one group of unions, and some unions were incomprehensible to us.

Write down the number, the topic of the lesson in notebooks.

They connect 2 simple sentences in NGN.

In the textbook.

Personal:

desire to acquire new knowledge, improve existing ones.

Communicative:

answers to questions,

formulating one’s own thoughts, expressing and substantiating one’s point of view.

Regulatory:

accepting and maintaining the learning task.

Learning new Acquaintance with theoretical material

Purpose: active acquisition of information, correlation of the new with the already known, systematization.

Correct. Open the textbooks on p.155. Study the material in paragraph 63 and complete the table.

What types of subordinating conjunctions did you recognize?

Study the textbook material. Make up a table.

Cross checking.

Answer the question.

Regulatory:

goal-setting as setting a learning task based on the correlation of what is already known and learned by the students, and what is still unknown.

Cognitive:

structuring knowledge.

Communicative:

the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication.

Primary assimilation of new knowledge

Purpose: tracking one’s own understanding.

Write the sentences using the missing punctuation marks. Name the unions and note whether they are coordinating or subordinating.

1. If you want to know a lot, you need to sleep little.

2. Either eat the fish or run aground.

3. Business is time, and fun is an hour.

4. It is foolish to teach that water is to be poured into a bottomless barrel.

5. It is not good for a book to read, since one inch to swallow.

6. The root of the teaching is bitter, but its fruit is sweet.

Checks the execution of the job.

Work with card No. 2.

Checking the job.

Personal:

formation of motives for achieving goals, formation of the boundaries of «knowledge» and «ignorance».

Cognitive:

analysis of objects in order to highlight features

Communicative:

control of the partner’s actions,

adequately interact in pairs when performing a learning task.

participation in a group discussion.

Regulatory:
planning and execution of the task in accordance with the goal.

adequate assessment of the result of the implementation of
educational tasks.

Physical education minute

Further work on consolidating and generalizing the acquired knowledge and skills

Purpose: to provide an increase in understanding of the material.

And now let’s consolidate our knowledge on groups of subordinating conjunctions. We perform exercise 379. Let’s read the task.

Divides children into groups.

Group 1 writes out sentences with conditional conjunctions, group 2 — with comparative, group 3 — with explanatory.

Check the completed task with the standard and evaluate yourself.

Perform the proposed exercise in groups.

Check against the standard and evaluate themselves.

Personal:
development of self-esteem of the individual;
formation of an adequate positive self-assessment;
formation of the boundaries of one’s own «knowledge» and «ignorance».

Regulatory:

control of educational activities.

Cognitive:

performance of educational and cognitive tasks,

implementation of operations of analysis, synthesis, classification, generalization, conclusions.

Activity reflection

Purpose: students’ awareness of their learning activities, self-assessment of the results of their activities.

Guys, what did we learn at the lesson today?

What groups of meanings are subordinating conjunctions divided into?

Guys, continue the statements from the lesson, but using subordinating conjunctions:

Today I felt….

I succeeded…

I realized that now I can…

surprised me…

I wanted to….

gave me a lesson for life.

Meanings of subordinating conjunctions.

Causal, target, temporal, comparative, conditional, explanatory

Continue the statement.

Personal:
formation of adequate self-esteem

Regulatory:
perception of the teacher’s assessment,
ratio of the set goal and the result of the activity

Communicative:

statement and justification of one’s point of view.

Homework information, homework instructions

Write down your homework: ex. 381 pp. 157

Lesson over. Thanks to all.

Write homework in diaries.

Personal:

positive attitude to learning and cognitive activities, the desire to acquire new knowledge, skills, improve existing ones.

Applications

Card No. 1

Task: Find the grammatical basis in these sentences, underline it, put punctuation marks.

The sky darkened and it began to snow.
The sky darkened because it started to snow.
Evening dawn begins when the sun is already setting over the edge of the earth.
The guys were very tired, but the work was not finished yet.

Card No. 2

Task: Write down the sentences using the missing punctuation marks. Name the unions and note whether they are coordinating or subordinating.

1. If you want to know a lot, you need to sleep little.

2. Either eat a fish or run aground.

3. Business is time and fun is an hour.

4. It is foolish to teach that water is to be poured into a bottomless barrel.
5. It is not for the benefit of a book to read if one vershoks swallow.
6. The root of the doctrine is bitter, but its fruit is sweet.

Table

Suborders0325

When, only only, only, so far, etc.

Target

, as if, as if, as if

Explanatory

If, if, once, whether, how soon0001

Russian language lesson in the 7th grade

Prepared by a Russian language and literature teacher

Stepanova Marina Yuryevna

Date 14. 03.17

complex sentence

Goals:

Educational :
— the formation of the ability to distinguish
coordinating and subordinating conjunctions, compound and compound
suggestions;
— developing the skill of setting a comma in the allied
complex sentence;

Educational :
— development of attention, spelling and
punctuation skills of students.

Educational :
— education of love and respect for the native language;

Tasks:
— teaching: student perception and primary
familiarization with new educational material; clarification of the term subordinating conjunctions;

— developing: the ability to implement basic
mental operations, the development of systematic thinking, the development of oral and
writing, the development of punctuation vigilance, the ability to analyze and
draw conclusions;

— educational: increasing interest in learning
process, the formation of active participation in the learning process, the ability to give
self-esteem, to cultivate a sense of respect for the native language.

Lesson type: explanation of new material.

Molds
student work: group, individual.

Required
technical equipment: presentation, projector, screen,
test.

Course of the lesson 122

1 Organizational moment.

Hello guys!
Smile to each other and in a good mood
let’s start the lesson! Today in our class there are
guests. Greet them. I think you will enjoy today’s lesson.
the knowledge gained on it will help you in high school when studying
complex sentences in the 9th grade when passing the OGE and the USE

2. Checking homework

Therefore
we will check the homework in the form of a mini-exam

(On
there are tickets on the table, each ticket contains one question on the topic «Union»

Questions
tickets

1. What
is a union?

2.What
unions are called simple, and which ones are compound? Give examples

3. Than
What is the difference between coordinating and subordinating conjunctions? Give examples

4. Tell me
What do you know about coordinating conjunctions? Give examples

5. What
a means of artistic expression was used by A. S. Pushkin in the poem “Copper
rider»

Peter is feasting. Proud and clear.
And his eyes are full of glory.
And his royal feast is beautiful.

( Na
the use of conjunctions is based on a stylistic means of artistic
imagery, which is called polyunion, which slows down the phrase,
gives the sentence fluency, enhances the expressiveness of speech, and also
a means of connecting individual sentences in the text.,)

The topic of the lesson is indicated and I would like you to
formulated the purpose of our lesson.

-what
unites a group of subordinating conjunctions? (combine 2 simple sentences into
complex, with one sentence dependent on the other).

-We know
Are we a group of subordinating conjunctions? No.

— Identify
the purpose of our lesson (to determine the groups into which subordinating conjunctions are divided;
create a way to define the subordinating conjunction group).

Know
groups of subordinating conjunctions is very important, since in high school we will
study the types of subordinating sentences. And how it will be understood
today the topic depends on the understanding of the topic «NGN with different types of clauses.»

Write
lesson topics. «The use of subordinating conjunctions in complex sentences.»

1.
Assimilation
new ( work
in groups).

1
observation. 59 (Art. 158)

Task:

1
the group forms a cluster on the topic “Subordinating conjunctions”

2
the group performs exercise 337, dictate sentences in a chain, perform the exercise
on assignment.

Performance
1 group with cluster

2.
Working with dictionaries.

Guys, we got acquainted with the meaning of subordinate
unions, of course, not all unions are listed here: some unions left
everyday use. We will meet one of these unions today at
lesson, but first let’s find it in the sentence: Kaby
I knew everything, so I would not have studied.

True
this is a union if only … on the tables you have Dahl’s dictionary and Ozhegov’s dictionary, find
the meaning of this union (1 grappa works with the Dahl dictionary, 2 group with the dictionary
Ozhegova) What is the synonymous union for the union if we use with you today?)

Slide
1

Write out
the proverb you like, explain its meaning

Proverbs and sayings with the union kaby

If not if only, it would be the sea, not ponds.

If only I had that mind in advance that comes after.

If the dead man had lived, he would not have died.

If only he knew, he would not have dined with a stranger.

If it were not for laziness, we would all walk in velvet.

If there was no stumble on the horse, then there would be no price for him.

If not if not, but not but, I would have been a general for a long time.

If the bush were not nice, the nightingale would not nest on it.

If it didn’t hurt, it wouldn’t hurt.

If he knew that the godfather had a drink, he would have brought the children.

If not for a wedge, but not for moss, the carpenter would have died a long time ago.

If a gray horse had a black mane, it would be buckskin.

If I were to be born again, I would know how to grow old.

If I knew and knew, I would have tasted everything.

If only the pig’s horns would have killed everyone from the world.

If the lady hadn’t snarled, the master wouldn’t have barked either.

If it were all the same, there would be no mountains.

If I knew and knew, I would have tasted everything.

If I knew where to fall, I would spread straws.

If only I knew and knew where to dine now.

If only I knew what to feast at the godfather, I would bring the kids.

If the bush were not nice, the nightingale of the nest would not have pitchfork.

If the fox had not arrived, the sheep would have eaten the wolf.

If only I had that mind in advance that comes after.

If a man were lying on the stove, the ships would not sail across the sea.

If the peasant did not lie on the stove, he would equip ships overseas.

If the woodpecker didn’t have his own sock, no one would have found him.

If there was no stumbling on the horse, then he would have no price.

If it wasn’t frost on nettles, it would burn in winter.

If only the jay had not its own tongue, it would not have died.

If only there were no frosts on the flowers, in winter the flowers would bloom.

If it wasn’t frost for hops, it would have outgrown the tyn.

If our falcon had not been seduced by the lure, he would have sat in place for a hundred years.

If it weren’t for money, it would be all at noon.

If it were not for the teeth, so would the soul be out.

If not, if not, yes, but we would have been rich for a long time.

If not if only, it would be the sea, not ponds.

If not for a wedge and not for moss, who would help the carpenter?

If you don’t bald, it wouldn’t be naked.

If only a warehouse and a voice would have smashed the whole volost.

If only this laughter would be for everyone.

2.Working with
table

1. Compile
table. Write sentences by inserting missing letters and punctuation marks

2. Underline
grammatical basis, write out the union, draw up a diagram, determine the meaning
union.

(
1 option 1-3, 2 option 4-5 ex.)

No.	Offer	union	scheme	meaning
1.	In the morning I suddenly woke up because a thunderstorm had begun.	Because what, because		reason
2.	I I climbed onto a bench and opened the window so that coolness would rush into my face.	To For to		Target
3.	When the roar abruptly stopped, I froze.	When Bye		time
4.	B At that moment, it seemed to me that the earth and sky were alive.	What to		explanatory
5.	Everywhere the trees are agitated, as if the rumble of voices rumbles.	Like like		Comparison
6.	If if I had slept, no one would have seen the magical awakening of the earth.	If times		condition

B) Conclusions.

—
What is the purpose of this work? (determined the meaning of unions)

—
What did you notice in common? (all NGN offers)

—
What is the difference? (value)

—
What groups are subordinating conjunctions divided into?

(
causal, target, temporal, comparative, conditional, explanatory)

—
What are the meanings of the unions recorded at the beginning of the lesson?

2.
Conversation on questions

–
What is the difference between coordinating conjunctions and subordinating conjunctions?

—
What groups are subordinating conjunctions divided into?

Slide
3

3. Fixing material .

Write out the sentences in
notebook in 2 columns coordinating and subordinating conjunctions. Unions
define a subcategory.

The fastest couple
raises his hand and answers.

1) The fire in the lamp has dimmed, but
fired up again a second later. (M. Gorky)

wind, then lay down vertically in the damp grass.

(K. Paustovsky)

3) Kasyan did not move until
I did not raise the corncrake. (I. Turgenev)

4) You read the book, I also
I will read it.

5) The stranger was short
tall, but broad-shouldered. (A. Musatov)

learn, then the whole day went back. (Proverb)

7) Or howling storms you, my
friend, are you tired, or are you dozing under the murmur of your spindle? (A. Pushkin)

8) We must all love our own
fatherland, because here we received life, we first saw the light. (A.
Tolstoy)

9) I know what you want
talk to me. (A. Chekhov)

Answer:

Composing	Subordinate
But- adversative	Bye-time
But- adversative	If condition
Either or — separator	Because- reason
Also- connecting	What- explanatory

Teacher

— Please tell me which
function in a sentence is performed by coordinating conjunctions? (connection function)

— What about subordinating conjunctions?
(subordination function)

4. Vocabulary work (Slide 4)

—
Write down the words in the dictionary:

as if to [pcs].

–
Make complex sentences with them.

5 . Working on quotes

Slide 5

1)
You can’t agree to crawl when you feel like soaring (Helen Keller).

2)
Act while you have the means and strength (Simeon Ben Elizar)

3)
Find yourself a goal so great that it takes you
use all your strength (David O. McNay).

4)
It is necessary to have long-term goals in order not to get discouraged by short-term ones.
failures (George G. Bender ).

5)
No habit clings to you unless you cling to it (Garder
Hunting).

6)
Heads are wiser when they are cold, but hearts are stronger when they beat in time.
noble ideas (R. Bunch).

7)
You are drawn to if you reflect love, joy, patience, peacefulness, kindness,
fidelity, gentleness and self-control (D.

Miscellaneous

Subordinating conjunctions examples for kids: Subordinating Conjunctions | K5 Learning

Conjunctions – definition, types, examples and worksheets

Conjunctions — Worksheet-1

Coordinating conjunctions

Subordinating conjunctions

Worksheet

Answers

Conjunctions for Kids

This Page Includes.

What Are Conjunctions? (for Kids)

Examples with «And»

Examples with «Or»

Examples with «But»

A Quick Test

More about «And,» «Or,» and «But»

More about Conjunctions

A Different Type of Conjunction

Examples with «Because»

Examples with «If»

Examples with «When»

More about «Because,» «If,» and «When»

A Quick Test

Click on the Two Conjunctions

Printable Test

Help Us Improve Grammar Monster

Find Us Quicker!

See Also

Technical Help

Games for Learning Conjunctions

Lesson of the Russian language in the 7th grade on the topic «Subordinating conjunctions» | Educational and methodological material on the Russian language (grade 7) on the topic:

By alexxlab