Expressing consequences or cause and effect with the use of “so… that”

Subject: 

English Language

Class :

Primary 5 / Basic 5

Term:

Second Term

Week:

Week 8

Topic :

Expressing consequences or cause and effect with the use of so that,

Learning Objectives :

By the end of the lesson, pupils should be able to

1. identify the use of “so… that” in a given sentence
2. discuss ways of joining simple sentences to form the longer ones
3. construct sentences using “so that” to express cause and effect, result, purpose, consequences etc
4. identify the use of “so that” to express cause and effect, result, purpose and consequences.
5. use “so that” correctly in their own writing and speaking.

Learning Activities

1. Pupils in small groups, as a class, study the sentences provided to identify the use of “so… that”
2. Pupils in pairs, discuss ways of joining simple sentences to form longer ones
3. Pupils in small groups, construct sentences using “so that” to express the following
   1. cause and effect eg James speaks so slowly that Andrew interest in what he was saying
   2. result eg She is so lazy that she cannot sweep her room
   3. purpose eg she reads harder so that she can pass her final year examination
   4. Consequences The actress drove her new car very fast that she lost control at the bus stop

Embedded Core Skills

1. Communication and Collaboration
2. Critical thinking and problem solving
3. Leadership skills and Personal Development
4. Creativity and Imagination

Learning Materials

• Charts
• Flash cards
• Textbook
• Web Resources
• Workbook on modal auxiliaries and examples of requests
• Whiteboard and markers for examples and practice exercises

Content

Expressing consequences or cause and effect with the use of “so… that”

“So” and “that” can be used to express a cause and effect relationship. “So” is used to indicate the cause, and “that” is used to indicate the effect. For example:

• “I studied hard for the test, so that I could pass with flying colors.” (Cause: studying hard. Effect: passing the test with a good grade)
• “He ate too much junk food, so that he became overweight.” (Cause: eating too much junk food. Effect: becoming overweight)
• “She didn’t wear sunscreen, so that she got sunburned.” (Cause: not wearing sunscreen. Effect: getting sunburned)

In these examples, the cause is given first, followed by “so that” and the effect. This structure can also be reversed, for example:

• “I wanted to pass with flying colors, so I studied hard for the test.”
• “He became overweight, so he ate too much junk food.”
• “She got sunburned, so she didn’t wear sunscreen.”

In these examples, the effect is given first, followed by “so” and the cause.

Ways of joining simple sentences by using “so… that” to form the longer ones

“So… that” can be used to join two simple sentences to form a longer, more complex sentence. Here are a few examples:

1. “I studied hard for the test, so that I could pass with flying colors.” (Simple Sentence 1: “I studied hard for the test.” Simple Sentence 2: “I passed with flying colors.”)
2. “I woke up early, so that I could catch the early train.” (Simple Sentence 1: “I woke up early.” Simple Sentence 2: “I caught the early train.”)
3. “He saved money, so that he could buy a new car.” (Simple Sentence 1: “He saved money.” Simple Sentence 2: “He bought a new car.”)
4. “She practiced her piano skills every day, so that she could become a skilled pianist.” (Simple Sentence 1: “She practiced her piano skills every day.” Simple Sentence 2: “She became a skilled pianist.”)
5. “The company invested in new technology, so that it could increase productivity.” (Simple Sentence 1: “The company invested in new technology.” Simple Sentence 2: “It increased productivity.”)

Notice that “so that” can also be replaced by “in order to”

6. “I studied hard for the test, in order to pass with flying colors.”

By using “so…that” to join simple sentences, it makes the sentence more complex and it also emphasizes the cause-and-effect relationship between the two clauses.

Construction of sentences using “so that” to express cause and effect, result, purpose, consequences etc

1. “Cause and effect”: “James speaks so slowly that Andrew loses interest in what he was saying” In this sentence, “James speaks so slowly” is the cause, and “Andrew loses interest in what he was saying” is the effect. The phrase “so…that” is used to connect the cause and effect, emphasizing the relationship between the two.
2. “Result”: “She is so lazy that she cannot sweep her room” In this sentence, “She is so lazy” is the cause, and “she cannot sweep her room” is the effect. The phrase “so…that” is used to connect the cause and effect, emphasizing the relationship between the two.
3. “Purpose”: “She reads harder so that she can pass her final year examination.” In this sentence, “She reads harder” is the cause, and “she can pass her final year examination” is the effect. The phrase “so that” is used to connect the cause and effect, emphasizing the relationship between the two.
4. “Consequences”: “The actress drove her new car very fast that she lost control at the bus stop” In this sentence, “The actress drove her new car very fast” is the cause, and “she lost control at the bus stop” is the effect. The phrase “so…that” is used to connect the cause and effect, emphasizing the relationship between the two.

In all these examples, the phrase “so…that” is used to connect the cause and effect, emphasizing the relationship between the two. It also helps to give more detail and context to the sentence.

1. What is the relationship between “James speaks so slowly” and “Andrew loses interest in what he was saying”? a) Cause and effect b) Result c) Purpose d) Consequence
2. What is the relationship between “She is so lazy” and “she cannot sweep her room”? a) Cause and effect b) Result c) Purpose d) Consequence
3. What is the relationship between “She reads harder” and “she can pass her final year examination”? a) Cause and effect b) Result c) Purpose d) Consequence
4. What is the relationship between “The actress drove her new car very fast” and “she lost control at the bus stop”? a) Cause and effect b) Result c) Purpose d) Consequence
5. The phrase “so that” is used to express: a) cause and effect b) result c) purpose d) all of the above
6. The phrase “so…that” is used to connect: a) cause and effect b) result c) purpose d) both a and b
7. In the sentence “James speaks so slowly that Andrew loses interest in what he was saying”, what is the cause? a) James speaks so slowly b) Andrew loses interest in what he was saying
8. In the sentence “She is so lazy that she cannot sweep her room”, what is the effect? a) She is so lazy b) She cannot sweep her room
9. In the sentence “The actress drove her new car very fast that she lost control at the bus stop”, what is the consequence? a) The actress drove her new car very fast b) She lost control at the bus stop
10. In the sentence “She reads harder so that she can pass her final year examination”, what is the purpose? a) She reads harder b) She can pass her final year examination

Lesson Presentation

Introduction (5 minutes):

• Begin the lesson by asking students if they know what “so that” means and how it is used in a sentence.
• Write the following sentence on the whiteboard: “James speaks so slowly that Andrew loses interest in what he was saying.”
• Ask students to identify the relationship between the two clauses in the sentence.

Direct Instruction (15 minutes):

• Provide students with a handout that includes examples of “so that” being used to express cause and effect, result, purpose and consequences.
• Have students read the examples and identify the relationship between the clauses in each sentence.
• Go over the examples with the class and make sure students understand the meaning and usage of “so that.”
• Ask students to provide their own examples of “so that” usage.

Practice (15 minutes):

• Give students a set of multi-choice questions related to the use of “so that” to express cause and effect, result, purpose and consequences.
• Have students work in pairs to complete the questions and discuss the answers.
• Have a few students share their answers with the class.

Review Questions (15 minutes):

• What is the function of the phrase “so that” in a sentence?
• How is the phrase “so that” used to express cause and effect in a sentence?
• Can you give an example of a sentence that uses “so that” to express a result?
• How does the phrase “so that” indicate a purpose in a sentence?
• Can you provide an example of a sentence that uses “so that” to express a consequence?
• In the sentence “James speaks so slowly that Andrew loses interest in what he was saying”, what is the cause?
• In the sentence “She is so lazy that she cannot sweep her room”, what is the effect?
• In the sentence “The actress drove her new car very fast that she lost control at the bus stop”, what is the consequence?
• In the sentence “She reads harder so that she can pass her final year examination”, what is the purpose?
• Can you create your own sentence using “so that” to express a cause and effect relationship?

Conclusion (5 minutes):

• Review the main points of the lesson with the class.
• Remind students of the importance of understanding and correctly using “so that” in their writing and speaking.
• Encourage students to practice using “so that” in their own writing and speaking.

Assessment:

• Observe students during class discussion and participation.
• Review their answers to the multi-choice questions.
• Collect and review any written work that includes the use of “so that.”