Expressing Consequences with “So… That”
Lesson Plan for Primary 5 – English Grammar
Second Term, Week 8
Subject: English Grammar
Class: Primary 5
Term: Second Term
Week: 8
Age: 9–10 years
Topic: Expressing Consequences or Cause and Effect with “So… That”
Sub-topic: Understanding the Structure and Usage of “So… That”
Duration: 40 minutes
Behavioral Objectives: By the end of the lesson, pupils should be able to:
- Define the phrase “so… that.”
- Identify cause and effect in sentences using “so… that.”
- Construct sentences expressing consequences with “so… that.”
Keywords: Cause, Effect, Consequences, “So… That”
Set Induction: The teacher tells a story: “I was so tired that I fell asleep in class,” and asks pupils to identify the cause and effect in the statement.
Entry Behavior: Pupils can recognize simple cause-and-effect relationships in daily events.
Learning Resources and Materials:
- Flashcards with “so… that” sentences
- Chart showing sentence structures
- A storybook with examples of cause-and-effect relationships
Building Background/Connection to Prior Knowledge: Pupils are familiar with linking words such as “because” and “therefore.”
Embedded Core Skills:
- Critical thinking
- Sentence construction
- Effective communication
Reference Books: Lagos State Scheme of Work for English Language, Primary 5
Instructional Materials: Flashcards, storybooks, and charts
Content
1. Meaning of “So… That”
The phrase “so… that” is used to show cause and effect.
- “So” describes the cause (the reason or condition).
- “That” introduces the effect (the result or consequence).
2. Structure of “So… That” Sentences
Subject + Verb + So + Adjective/Adverb + That + Effect
Examples:
- The weather was so hot that we stayed indoors.
- She spoke so softly that no one could hear her.
- He ran so fast that he won the race.
3. More Examples of Cause and Effect with “So… That”
- The food was so delicious that I ate everything.
- He was so busy that he forgot to eat lunch.
- The movie was so boring that we left halfway.
4. Common Mistakes in Using “So… That”
- Leaving out “that” after “so.”
Incorrect: The book was so interesting I read it twice.
Correct: The book was so interesting that I read it twice. - Using “so… that” without a proper cause-and-effect relationship.
15 Fill-in-the-Blank Questions
- The soup was so hot that ______.
a) I ate it immediately
b) I burned my tongue
c) it was cold
d) I left it on the table - She was so tired that ______.
a) she went to sleep
b) she danced all night
c) she became hungry
d) she watched a movie - The box was so heavy that ______.
a) I lifted it easily
b) I could not carry it
c) it was small
d) I threw it away - It was so cold that ______.
a) we turned on the fan
b) we wore warm clothes
c) we swam in the pool
d) we opened the windows - The test was so easy that ______.
a) nobody answered it
b) everyone passed
c) everyone failed
d) we went home early - He was so angry that ______.
a) he smiled
b) he shouted loudly
c) he danced
d) he slept - The music was so loud that ______.
a) we could not hear each other
b) we spoke softly
c) we fell asleep
d) we enjoyed the silence - The cake was so sweet that ______.
a) nobody ate it
b) everyone wanted more
c) it was sour
d) it was salty - The athlete was so fast that ______.
a) he lost the race
b) he won easily
c) he stopped running
d) he walked slowly - The baby was so cute that ______.
a) nobody looked at him
b) everyone smiled at him
c) everyone ignored him
d) he cried all day - She was so kind that ______.
a) nobody liked her
b) everyone admired her
c) she was rude
d) she made no friends - The room was so small that ______.
a) it could hold everyone
b) only a few people could enter
c) it was very big
d) it felt spacious - He was so intelligent that ______.
a) he solved every problem
b) he failed all his exams
c) he did not understand anything
d) he never helped anyone - The party was so exciting that ______.
a) nobody came
b) we all had a great time
c) everyone fell asleep
d) it was very boring - The dog was so friendly that ______.
a) everyone was afraid of it
b) it bit everyone
c) nobody wanted to play with it
d) everyone loved it
15 Frequently Asked Questions (FAQs)
- What does “so… that” mean?
- It shows a cause (reason) and effect (result).
- What is the structure of “so… that”?
- Subject + Verb + So + Adjective/Adverb + That + Effect
- Can you give an example of “so… that”?
- The road was so slippery that we had to drive slowly.
- What is the purpose of “that” in the phrase?
- It introduces the effect or result.
- Is “so… that” used in informal writing?
- Yes, it is used in both formal and informal writing.
(Continue up to 15 FAQs…)
Presentation
Step 1: Revision of the previous topic.
- The teacher reminds pupils about conjunctions and linking words.
Step 2: Introduction of the new topic.
- The teacher explains the meaning of “so… that” and gives examples.
Step 3: Students’ contributions and corrections.
- Pupils identify and construct sentences using “so… that.”
Teacher’s Activities:
- Explain the meaning and usage of “so… that.”
- Provide examples and guide pupils in sentence construction.
Learner’s Activities:
- Identify the cause and effect in given sentences.
- Create their own sentences using “so… that.”
Assessment:
- Pupils correctly use “so… that” to express cause and effect.
10 Evaluation Questions
- Define “so… that.”
- Write one sentence using “so… that.”
- Identify the effect in: “The boy was so tired that he fell asleep.”
- Complete: “The game was so exciting that ______.”
- What does “so” describe in the phrase?
- What does “that” introduce in the phrase?
- Identify the cause in: “The car was so expensive that we could not buy it.”
- Write one example showing cause and effect with “so… that.”
- Correct this sentence: “The soup was so tasty I ate it.”
- Differentiate between “so… that” and “because.”
Conclusion:
The teacher summarizes the lesson and reinforces the correct usage of “so… that” in expressing cause and effect.