The document provides guidance on teaching sentence synthesis and combining techniques to improve students' writing. It discusses the definition, benefits, and strategies for sentence combining, including differentiated instruction methods for diverse learners. Additionally, it covers the concept of conditional sentences and transformation of sentences, emphasizing practical examples and classroom activities.

1.  Follow these instructions:
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2. ORIENTATION
TSMS AND TREI
DAY-4
KALYANI REDDY NANDYALA
PGT-ENGLISH
TSMS-CHEGUNTA

3. MEANING
What does
synthesis mean?
PURPOSE
What are the benefits
of teaching?
1. 2.
SYNTHESIS OF SENTENCES
PROCESS
How to make it easy
for the students?
FEW EXAMPLES
Discussion on some
of the challenges.
3. 4.

4.  Synthesis of sentences
Synthesis means the combination of a number of
simple sentences into one new sentence.
Simple, compound or complex

5. Why teach sentence combining?
 It helps students make their writing more readable
and engaging.
 It creates opportunities to teach grammar and
punctuation in a meaningful context.
 It shows students how and why to revise their
writing.
 The process encourages interesting word choices

6.  It helps students make their writing more readable and engaging.
I was born into a farmer's family in a small village called Plum Paradise. My parents were blessed with
two daughters. I am the older one. As a child, I was very active, hardworking, and helpful to my parents.
My sister and I used to enjoy our holidays playing in the fields. My mother was very happy with us
because we enjoyed our work, stayed together and behaved well. we love to go to school every day. Our
school was a small pucca building with a beautiful garden. My uncles and aunts stay near my house. My
cousins and I play in front of our house. we enjoy running, jumping, hopping. It was a holiday so, we
decided to help our mother in the fields. we were working, and suddenly we saw a snake in our field and
we started shouting and screaming. My sister started crying. My uncle who was working in the nearby
field ran toward us with a stick in his hand. He started searching for the snake and found the snake under
a wooden log. He caught hold of the snake and put it in a gunny bag and left the snake in the forest. I
thanked my uncle and went to my house and narrated the incident to my friends. All were shocked. All
were happy that I was safe.l thanked God. I had completed my dinner and went to sleep.

7.  It helps students make their writing more readable and engaging.
I was born into a farmer's family in a small village called Plum Paradise. My parents were blessed with
two daughters. I am the older one. As a child, I was very active, hardworking, and helpful to my parents.
My sister and I used to enjoy our holidays playing in the fields. My mother was very happy with us
because we enjoyed our work, stayed together and behaved well. we love to go to school every day. Our
school was a small pucca building with a beautiful garden. My uncles and aunts stay near my house. My
cousins and I play in front of our house. we enjoy running, jumping, hopping. It was a holiday so, we
decided to help our mother in the fields. we were working, and suddenly we saw a snake in our field and
we started shouting and screaming. My sister started crying. My uncle who was working in the nearby
field ran toward us with a stick in his hand. He started searching for the snake and found the snake under
a wooden log. He caught hold of the snake and put it in a gunny bag and left the snake in the forest. I
thanked my uncle and went to my house and narrated the incident to my friends. All were shocked. All
were happy that I was safe. l thanked God. I had completed my dinner and went to sleep.

8. How to teach sentence combining
How to teach sentence combining
How to teach sentence combining
Once students are comfortable using connector words to combine
sentences, they can be introduced to more sophisticated types of
sentence combining, like pulling keywords and concepts from an
otherwise unnecessary sentence and embedding them in a base
sentence.
Producing compound sentences using conjunctions
Example:
The weather was perfect.
The girls were playing soccer.
The weather was perfect, and the girls were playing soccer.

9. How to teach sentence combining
How to teach sentence combining
Strategies teach sentence combining
The most straightforward way to combine sentences is to merge
two simple sentences into a compound sentence using a connector
word, that’s a good place to begin instruction.
Producing compound subjects and objects
Example:
The book was good.
The movie was good.
The book and the movie were good.
Inserting adjectives and adverbs
Example:
The girl drank lemonade.
The girl was thirsty.
The thirsty girl drank lemonade.

10. How to teach sentence combining
How to teach sentence combining
Strategies to teach sentence combining
Teacher modelling, discussion, and guided
practice will help students internalize these
strategies and begin to use them in revising their
own writing and providing constructive feedback to
other writers.

11. Differentiated instruction

12. Differentiated instruction
For second language learners, students of varying reading skills.
 ORAL PRACTICE: Begin sentence combining lessons with oral
practice.
 PEER LEARNING: If writing is challenging for some students,
intentionally pair them with strong writers for cooperative work so
they have peer support as they transition from speaking to writing
their sentences.
 KNOWN CONTENT: Use sentences from familiar books and stories
for modelling and practice.
 HIGHLIGHTING: Provide extra support by underlining critical
words in the sentences being combined. For example, “The cake
was delicious. The cake was chocolate.”

13. FANBOYS
Get confused with commas

14. It creates opportunities to teach grammar and
punctuation in a meaningful context.
Commas No Commas Replacements
o N- nor
o O-
or/otherwise
o W- which,
where, who,
while, when
o B-because
o A-as
o T-that
Comes in between
generally
• And- as well
as
• But-
Although/Yet
• So-Since

15. IMPORTANT NOTES
 The Comma will be placed ‘BEFORE” the
conjunction.
 “Order changing” is not encouraged.
 If both sentences are negative , or have the word
‘not’ join it ONLY by using
 Neither------nor.

16.  1.Use the replacement list first.
2.Remember‘and’ is just a basic word.
3.Remember‘or’/’otherwise’.
4.See if‘because’ or‘Since’ works.
5.If there are two negative sentences try
using nor/neither----nor.
Steps to Follow

17. After several modelled and shared lessons, encourage
students to combine sentences as a part of revising their own
writing.
Give students an opportunity to share sentences they
combined. ion improved the quality of the writing.

18. It creates opportunities to teach grammar and
punctuation in a meaningful context.
Commas No Commas Replacements
o N- nor
o O-
or/otherwise
o W- which,
where, who,
while, when
o B-because
o A-as
o T-that
Comes in between
generally
• And- as well
as
• But-
Although/Yet
• So-Since

19. SIMILAR ACTIONS
SEGGREGATION
1. I could mount my camera on a tripod. I could see the horizon.
basic—
advanced
2. Mother woke up early. She finished her chores.
3. Priyanka has a very good vocabulary. She reads a lot.

20. Opposite Actions
1. He is slim. He is strong.
2. She studied hard. She failed the exam.
3. They were hungry. They continued to work.

21.  along with (together with)
 on account of (because of)
 by means of (through the
agency of)
 apart from (separate from)
 ahead of (earlier than
somebody/something)
 in front of (located before)
 in place of (as a substitute for)
 in spite of (disregarding the
difficulty)
 in case of (in the event of)
 by way of (via)
 due to (on account of)
for the sake of (for the good of)
in addition to (added to)

22. IF
WHEN
OR
OR ELSE
OTHERWISE
Rename your devices.Your attendance will
not be marked.
Conditionals

23. ● A conditional sentence is a grammar construction
that allows you to talk about possible
situations and outcomes. It also expresses a
proposition or an assumption along with its
consequences.
What Is a Conditional Sentence?

24. ● In other words, the main clause of a conditional
sentence expresses what would happen if a certain
condition were met.
● For example: “If it rains tomorrow, I will carry my
umbrella.”
● In this sentence, the condition (it rains tomorrow) affects
whether or not the speaker will carry her umbrella.
● If the condition is not met (i.e., if it doesn’t rain),
● she won’t take her umbrella.

25. Each conditional sentence has two clauses
the main clause and the subordinate clause.
The subordinate clause usually contains the word
“if” or “unless.”
In some cases, the subordinate clause can come before the
main clause.
The word “unless” can be used instead of ‘if’ to express the
same meaning.
For example :
“Unless I rename my device, I won’t be marked
present”.
means the same thing as
“If I don’t rename my device, I ----------------------------

26. 4-Conditionals

27. 0-Conditional
Condition Result
IF + Present simple
If the wind blows, the trees move.
Punctuation.

28. 0-Conditional
Condition Result
IF+ Present simple simple present
1. Does this happen every time?
2. Can we change it?
3. Is the result always the same?
Real conditions
Results that are
always the
same

29. ' 1st conditional'
If I pass my exams, I'll go to university.
Is the speaker talking about the past, present or future?
Is 'passing his exams' a real possibility or is he just imagining?
Is 'going to university' a real possibility or is he just imagining?)

30. v
FIRST CONDITIONAL

31. v

32. ' 2nd conditional'
If I had a lot of money, I'd buy a Ferrari.
 Is the speaker talking about the past or present?
 Does he have a lot of money?
 Can he buy a Ferrari?
 Why can't he buy a Ferrari?
 Is he talking about a real possibility or just imagining?

33. v

34. ' 3rd conditional'
If I'd set my alarm clock, I wouldn't have overslept.
Is the speaker talking about the past or the past?
Did the speaker set her alarm clock?
Did she oversleep?
Why did she oversleep?
Is she talking about a real event or just imagining?

35. v

36. v

37. When do we use
When we want to talk about something that has a condition
in the past and a result in the present.
IF+ Conditional 3(past perfect)+ Conditional
2(would,should,might)
Example:
If you had put your coat on ,you wouldn’t be sick
In reality no coat
in reality sick hypothetical
past unreal present

39. ASSIGNMENT
1. I would have read the
letter if I
____________________
(know) it was from you.
2. If Tony doesn’t help in
the garden I
____________________
(not finish) my work in
time.
3. If you
____________________
(not tell ) me about
Maxwell’s birthday I would
forget it.
4. We
______________________
___ (catch) the train earlier
if Mary had found her
purse.
5. If Susan
____________________
(learn) the poem she would
have known the answer.
6. If it
____________________
(be) too hot we will stop
and get a cold drink.
7. If it
____________________
(not rain) today I would
stay it home.
8. If the Professor spoke
clearly we
______________________
____ (understand) him
better.
9. If you go on talking like
that we
____________________
(throw) you out.
10. If Sasha
____________________
(go) home now he

40. TRANSFORMATION OF SENTENCES
One type of sentence can be changed into another without a change in
meaning.
 Adjectives-Degrees of comparison
 Voice-Active and passive voice
 Speech-Direct and indirect speech
 Sentences-simple-complex –compound
 Question tags

41. Interchange of Affirmative and Negative sentence
Affirmative—positive -----state facts.
Negative—state that something is false.-”not”.’never’ doesn’t’

42. Affirmative Negative Example Example
Always
I always tell truth
Never
I never tell lies
Remember
I will always remember you.
Forget
I will never forget
you.
Present
All are present in the session.
Absent
None is absent in
the session
Sometimes
He sometimes smokes.
Not always
He not always
smokes.
All
All men are mortal.
No
No man is
immortal.
All must die.
None one can
escape death.

43. Forever- Never/for the last
Every- No
Everything -Nothing
Everyone -None
A few- Not many
Only- None but
Too---to so---that
Superlative degree
The adj no other-----as----as
A little- not much
Only(number/age)----- not more than / not less than
Only(thing) nothing but
Alone None but

44. Declarative to Exclamatory
He is very obedient.
What
How
Such
Interchange of Interrogative and Assertive.
Putting an auxiliary verb before the subject.
Is, am, are, has, have
She is my friend.
Isn’t she my friend?
Add a negative contraction using a helping verb if the assertive is
positive vice versa.
They are not rich enough to afford this car.

45. Assertive to Negative
A giraffe is taller than an elephant.
Akbar was the greatest of the Mughal rulers.
Everybody was present.
As soon as he came, he started creating trouble.
He failed to win the match.

46. The sentences which start
with
Alas,Hurrah,Bravo-------
It is sad
It’s a matter of pride.
It is a matter of joy
It is matter of praise

47.  A question tag can be generally described as a simple statement
followed by a short question.
 Question tags are most often used in spoken language to confirm
something that is said and also to encourage the listener to give an
answer.
 In written language, the use of question tags can be seen only in
dialogue writing and in stories which include dialogue.
QUESTION TAG

48. Forming and Using Question Tags in Sentences
While question tags can look pretty easy to use, there are a few things you
have to be mindful of when using them.
Take a look at the following points to learn how to use a question tag
accurately in a sentence.
•A sentence with a question tag takes the form of a statement, question tag.
•The punctuation of a sentence with a question is as follows – Capital letter to
begin the sentence, a comma at the end of the statement, followed by the tag
question and a question mark.

49. Here are a few exceptions to be noted when using question
tags.
•Sentences with ‘have’, ‘has’ and ‘had’ as the main verbs use the positive
and negative forms of ‘do’ as the question tag.
•Sentences with pronouns such as ‘nothing’ and ‘nobody’ should be
considered negative statements and a positive tag has to be used. For
example, Nothing is working, is it?

51. IMPERATIVES

53. IF I WERE GIVEN A CHANCE TO TRAVEL TO MOON-CHANDRAYAAN -5

54. 54
LET’S MAKE A WORKBOOK ON TRANSFORMATION AND
SYNTHESIS OF SENTENCES.
Develop a worksheet on the most frequently used question tags in
written and verbal communication.
Develop a worksheet on the various linkers, adjectives and
prepositional phrases that we come across in class –x textbook.
Example: Defining and Non-defining relative clauses
“W” words in synthesis.

55. For being very interactive participants.
THANK YOU