A sentence can be started by a number of ways. A good writer or speaker uses correct and appropriate sentence openers in order to deliver the message to the reader or listener effectively and professionally.
The following is one of the ways you can start a sentence as you write or speak.
POSITIVE CONDITION TRANSITIONS
Positive transitions are the transitions that start or connect sentences without implying any kind of negativity. Sentences can be positively started by using the following transitions:
In that case,
If so: it is a sentence connector/starter that is used to introduce another alternative positively.
- You are not feeling well. If so, you should go and see a doctor.
- If so, we can go together if you wish so.
- Individual works are difficult. If so, you can work in groups.
- We have no time. If so, we should walk on foot.
In that case: it is also a sentence connector/starter that is used to introduce another alternative positively.
- You are not feeling well. In that case, you should go and see a doctor.
- In that case, we can go together if you wish so.
- Individual works are difficult. In that case, you can work in groups.
- We have no time. In that case, we should walk on foot.
Then: it is a sentence connector/starter that means 'in that case’, as a consequence, subsequently, soon afterward, that time or that moment'.
- Then, you should go and see a doctor.
- Then, we can go together if you wish so.
- Then, you can work in groups.
For More Practices Use Out-Come Oriented Teaching Resources
Why we should use the following resources? It's because they are found in our students' life and when they are used, they produce tremendous learning outcomes to them. These resources are:
- Radio broadcasts
- TV broadcasts
- Audio or visual music
- Audio or visual speeches
- Audio or visual movies
By using one, or some of the above teaching resources, give the students the following tasks:
Task 1: Listening
Play an audio and let students identify what they have learnt.
Task 2: Speaking
Put students in pairs and guide them to practice orally what they have learnt. Make sure you give them clear instructions before they take over.
Task 3: Reading
Give students the text to read and ask them to identify sentences with the sentence patterns learnt.
Task 4: Writing
Give students writing task. Give them clear instructions on what to write about while making sure they write properly what you have taught them.
Note: To understand well if the selected materials contains the required information and target skills and whether they relevant culturally and contextually, the teacher have to go through the materials by checking them. For example, if it is a part of the speech, the teacher has to listen to it until he/she is satisfied that the content is relevant and appropriate to the students.
Coordinators are necessary in connecting the ideas, statements, and actions of the same status, that is, the sentences in which the parts involved have equal regards. Thus, in the matters of such quality, students have to understand how to express themselves.
In order to help students become masters of these Secrets of Better Academic Writing, they should be more engaged by giving them more speaking and writing tasks or activities in which they will use these addition transitions to construct various sentences, paragraphs, and the whole composition.
Also check out how to study and teach:
For more on how to study & teach English Language topics, visit the following class links:
For more on Literature Topics, check out Literature in English Blog
For how to be professional keeper of your Diary in both Kiswahili and English, check out Shajara Yangu Blog
For Form IV NECTA Examination Sections, check out Elaborated CSEE NECTA Examination Sections