Learning Objectives

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

1. Identify the use of “so… that” in a given sentence ii. Discuss ways of joining simple sentences to form the longer ones iii. Construct sentences using “so that” to express purpose, consequence etc iv. Identify the use of “so that” to express cause and effect, result, purpose and consequence v. Use “so that” correctly using “so that” to express writing and speaking

Learning Activities

1. Pupils in small groups, as a class, study the sentences provided to identify the use of “so… that” ii. Pupils in pairs, discuss ways of joining simple sentences to form longer ones iii. Pupils in small groups, construct sentences using “so that” to express the following: a. To show that something happened as a result of something else, or what he was hoping b. result eg She is so lazy that she cannot sweep her room c. purpose eg she reads harder so that she can pass her final year examination d. Consequence: The actress drove her new car very fast that the lost control at the bus stop

Embedded Core Skills

1. Communication and Collaboration ii. Critical thinking and problem solving iii. Leadership skills and Personal Development iv. 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 or consequence.

Examples:

• “I studied hard for the test, so that I could pass with flying colors.” (Cause: studying hard; Effect: passing with flying colors.)
• “He was feeling really good mood.” (Cause: feeling good mood)
• “She did not study hard, so that she became overweight.” (Cause: eating too much junk food; Effect: becoming overweight.)
• “She didn’t write neatness, 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 prepared 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 students worked hard on their project, so that they could get a good grade.” (Simple Sentence 1: “The students worked hard on their project.” Simple Sentence 2: “They got a good grade.”) 
6. “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”:

1. “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 complete and it also emphasizes the cause-and-effect relationship between the two.

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” is the cause, and “she cannot sweep her room” is the 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” is the action, and “she can pass her final year examination” is the purpose. In this sentence, “She reads harder” is the action, and “she can pass her final year examination” is (Purpose or consequence). 
4. Consequence: “The actress drove her new car very fast” and “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 consequence. 

In all these examples, the phrase “so…that” is used to connect the cause and effect, emphasizing the relationship between the two.

1. What is the relationship between James speaks so slowly” and “Andrew loses interest in what he was saying”? a) Purpose b) Cause and Effect c) Result
2. What is the relationship between “She is so lazy” and “she cannot sweep her room”? a) effect b) Result c) Purpose d) Consequence

iii. 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

1. 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
2. In the sentence “James speaks so slowly that Andrew loses interest in what he was saying”, what is the cause? a) James speaks slowly b) Andrew loses interest c) what he was saying
3. 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 c) sweep her room

vii. 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

viii. In the sentence “The actress drove her new car very fast so 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 c) at the bus stop

1. The phrase “so…that” is used to express: a) cause and effect b) result c) purpose d) all of the above
2. The phrase “so…that” is used to connect: a) cause and effect b) result c) purpose d) all of the above
3. In the sentence “James speaks so slowly that Andrew loses interest in what he was saying”, what is the effect? a) James speaks slowly b) Andrew loses interest c) what he was saying

xii. In the sentence “She is so lazy that she cannot sweep her room”, what is the cause? a) She is so lazy b) she cannot sweep her room c) sweep her room

xiii. In the sentence “She reads harder so that she can pass her final year examination”, what is the action? a) She reads harder b) she can pass her final year examination

xiv. In the consequence “a) The actress drove her new car very fast b) she lost control at the bus stop c) at the bus stop

1. The phrase “so…that” can also be replaced by: a) in order to b) so as to c) because d) all of the above