Expressing Consequences or Cause and Effect with the Use of ‘so… that…’ 

Last Updated on July 15, 2020 by Alabi M. S.

ENGLISH STUDIES – SPEECH 

SECOND TERM 

WEEK 11

PRIMARY 5

TOPIC: Expressing Consequences or Cause and Effect with the Use of ‘so… that…’ 

PERFORMANCE OBJECTIVES

By the end of the lesson, the pupils should have attained the following objectives (cognitive, affective and psychomotor) and should be able to:

  1. Use ‘so… that…’ in expressing result.
  2. Use ‘so… that…’ in expressing purpose.
  3. Use ‘so… that…’ without the consequences or purpose as in English usage.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

  1. Pictures/charts illustrating ideas in the sentences.
  2. Short prose passages taken from the pupils text or other sources.

METHOD OF TEACHING – Choose a suitable and appropriate methods for the lessons.

Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons. 

REFERENCE MATERIALS

  1. Scheme of Work
  2. 9 – Years Basic Education Curriculum
  3. Course Book
  4. All Relevant Material
  5. Online Information – EnglishGrammer

CONTENT OF THE LESSON 

EXPRESSING CONSEQUENCE OR CAUSE AND EFFECT WITH THE USE OF “SO… THAT”

Examples

  1. He is so tall that he can reach the ceiling easily.
  2. The bird is so young that it can fly.
  3. His stomach is so big that he cannot see his toes.

Note – ‘so’ and ‘that’ are split in final clauses expressing result or consequences.

EXERCISE

Combine the following sentences using so… that…

  1. The bag is very heavy. I cannot lift it.
  2. My sister worked hard. She passed the exam.
  3. She is very ill. The nurses don’t expect her to survive.
  4. My grandmother is very weak. She cannot walk.

ASSIGNMENT

  1. He is very short. He cannot touch the ceiling.
  2. Michael played cleverly. Segun couldn’t beat him.
  3. The book was very expensive. I couldn’t buy it.
  4. The drink was very good. We couldn’t help drinking it.
  5. She is very proud. She will not ask for help.

PRESENTATION

  • To deliver the lesson, the teacher adopts the following steps:
  1. To introduce the lesson, the teacher revises the previous lesson. Based on this, he/she asks the pupils some questions;
  2. Writes pairs of sentences, one sentence in each pair expressing a cause and the other the effect of result – ‘(a) He is very short. (b) He can’t reach the ceiling’. ‘(a) The bird is very weak. (a) It can’t fly’.
  3. Pupil’s Activities – Read the sentences provided by the teacher.
  4. Discusses ways of joining simple sentences to form longer ones – using ‘because’, ‘and so’ so… that ‘.
  5. Pupil’s Activities – Discuss way of joining simple sentences to form longer ones –  (a) The water is dirty. (b) The man does not drink it’. ‘(a) The load is heavy. (b) No one want to lift it’.
  6. Joins each of the two pairs of sentences – (a) and (b) using’ so… that’.
  7. Pupil’s Activities – Joining each of the two pairs of sentences – (a) and (b) using’ so..

CONCLUSION

  • To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.

LESSON EVALUATION

Pupils to:

  1. Expressing cause and effects ideas using the appropriate correlatives “so… that”.
  2. Use so that in expressing purpose.
  3. Make sentences with “so… that” to express result.
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