Expressing Consequences or Cause and Effect with the Use of ‘so… that…’ Primary 5 (Basic 5) Second Term Week 8 English Studies  

EXPRESSING CONSEQUENCES OR CAUSE AND EFFECT WITH THE USE OF “so… that” PRIMARY 5 (BASIC 5) SECOND TERM WEEK 8 ENGLISH STUDIES

ENGLISH STUDIES

SECOND TERM

WEEK 8

PRIMARY 5 (BASIC 5) 

THEME – STRUCTURE

TOPIC – EXPRESSING CONSEQUENCES OR CAUSE AND EFFECT WITH THE USE OF “so… that”

LEARNING AREA

1. Introduction

2. Structure and Examples

3. Assessment Test

4. Summary

LEARNING OBJECTIVES 

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

1. Explain the meaning of “so…that…”.

2. Identify cause and effect in sentences.

3. Use “so…that…” to form correct sentences.

4. Express consequences using simple English.

5. Construct sentences using “so…that…” correctly.

ENTRY BEHAVIOUR

The pupils already know how to form sentences. This lesson helps them join ideas to show cause and effect.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. Sentence charts

2. Whiteboard and marker/chalkboard and chalk

3. English textbook

4. Flashcards

5. Pupils’ notebooks

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

CONTENT OF THE LESSON

INTRODUCTION

In English language, we often talk about actions and their results.

We use “so…that…” to show cause and effect. This means one thing happens and it makes another thing happen.

• The cause is the reason something happens.

• The effect is what happens as a result.

Structure – so + adjective + that + result

Examples

• The boy was so hungry that he ate two plates of rice.

• She was so tired that she slept immediately.

• It was so hot that the children went swimming.

• The book was so interesting that I read it all night.

• The bag was so heavy that I could not carry it.

• The teacher was so kind that all the pupils loved her.

• The noise was so loud that we covered our ears.

• The road was so slippery that the car stopped suddenly.

• The exam was so difficult that many pupils failed it.

• The weather was so cold that we wore jackets.

IMPORTANCE OF THE LESSON

This lesson helps pupils to:

• connect ideas in sentences.

• express results clearly.

• improve writing skills.

• understand cause and effect.

ASSESSMENT TEST AND ANSWERS

A. Complete the Sentences

1. The boy was so hungry that he _______.

2. She was so tired that she _______.

3. It was so hot that we _______.

4. The box was so heavy that I _______.

5. The noise was so loud that we _______.

B. Rewrite Using “so…that…”

6. The food was very delicious. I ate it quickly.

7. The weather was very cold. We wore jackets.

8. The book was very interesting. I read it all night.

9. The road was very slippery. The car stopped.

10. The exam was very difficult. Many pupils failed it.

ANSWERS

1. ate a lot of food

2. slept immediately

3. went swimming

4. could not lift it

5. covered our ears

6. The food was so delicious that I ate it quickly.

7. The weather was so cold that we wore jackets.

8. The book was so interesting that I read it all night.

9. The road was so slippery that the car stopped.

10..The exam was so difficult that many pupils failed it.

SUMMARY

Pupils learned that “so…that…” is used to show that one action causes another result.

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

1. The teacher introduces the lesson by asking pupils:

• What happens when you are very hungry?

• What happens when you are very tired?

• Can one action lead to another result?

Pupils’ Activities: The pupils respond and share ideas.

2. The teacher explains the meaning of cause and effect.

Pupils’ Activities: The pupils listen attentively and repeat the meaning.

3. The teacher introduces the structure “so…that…”.

Pupils’ Activities: The pupils listen and repeat after the teacher.

4. The teacher gives examples:

• The boy was so hungry that he ate a lot.

• She was so tired that she slept immediately.

• It was so hot that we went swimming.

Pupils’ Activities: The pupils repeat the sentences.

5. The teacher writes more examples on the board and explains the cause and effect in each sentence.

Pupils’ Activities: The pupils identify the cause and the result.

6. The teacher guides pupils to form their own sentences using “so…that…”.

Pupils’ Activities: The pupils construct sentences orally and in writing.

7. The teacher gives exercises for pupils to complete in their notebooks.

Pupils’ Activities: The pupils attempt the exercises.

8. The teacher corrects pupils’ mistakes in grammar and sentence structure.

Pupils’ Activities: The pupils make corrections.

9. The teacher asks pupils to read their sentences aloud.

Pupils’ Activities: The pupils read and listen to corrections.

10. The teacher summarizes the lesson by revising how to use “so…that…” to show cause and effect.

Pupils’ Activities: The pupils participate in the summary.

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 

Teacher asks pupils,

1. What is the meaning of “so…that…”?

2. Use “so…that…” in a sentence.

3. Identify the cause and effect in a sentence.

4. What is the result when someone is very hungry?

5. Make a sentence showing cause and effect using “so…that…”.