A cause explains why something happened, and a consequence says what followed. You join them aloud with a linker such as because, so, as a result or that is why. Any speaking prompt with “why” or “what happened” invites this.
This lesson follows structuring a personal example, where the result step needs a good link. It feeds into comparing past, present and future, which also depends on clear joins.
How do the linkers work?
Each linker points in one direction. Knowing the direction stops you from reversing the meaning.
| Linker | Points to | Example |
|---|---|---|
| because | the cause comes after it | I stayed in because it was raining. |
| so | the result comes after it | It was raining, so I stayed in. |
| as a result | the result comes after it | It was raining. As a result, I stayed in. |
| that is why | the result comes after it | It was raining. That is why I stayed in. |
| since | the cause (informal) | Since it was raining, I stayed in. |
The same idea can be said in either direction. Choose the order that fits what you want the listener to hear first.
How do I chain a cause into a longer answer?
Each result can become the next cause. This gives a spoken chain that holds together. Two or three links is enough in a short answer.
Think of dominoes. Each one falls because the one before fell. If one is missing, the chain stops.
Worked example
Prompt: Why do you think many students are tired at school?
Step 1, name the first cause: “Many students sleep late because they use their phones at night.”
Step 2, turn the result into the next cause: “So they wake up tired. As a result, they find it hard to concentrate in the first lesson.”
Step 3, add a final consequence: “That is why some of them fall behind in morning subjects.”
Full answer:
“Many students sleep late because they use their phones at night. So they wake up tired. As a result, they find it hard to concentrate in the first lesson. That is why some of them fall behind in morning subjects.”
The chain has three links. Each new sentence begins from the result of the last, so the listener never has to guess how the ideas connect.
The mistake to watch for
A common slip in spoken English is using two linkers for one relationship.
Mistaken answer: “Because I was nervous, so I forgot my words.”
Both because and so try to do the same job. The listener can understand it, but it sounds unsure. Correct it by choosing one: “I was nervous, so I forgot my words” or “I forgot my words because I was nervous.”
A second slip is a link with no real connection, such as “I like football, so I have a dog”. Before you say so, ask whether the second part truly follows from the first.
Check yourself
Say each answer aloud first, then open the model.
1. Correct this sentence: “Although it was late, but I finished my homework.”
Show answer
This is the same double-connector pattern with a contrast linker. Use one: “Although it was late, I finished my homework” or “It was late, but I finished my homework.”
2. Join these two ideas with a linker of your choice: “I practised every day.” “My speaking improved.”
Show answer
“I practised every day, so my speaking improved.” Another version: “My speaking improved because I practised every day.” Both are correct.
3. Build a three-link chain for: “Why do some people avoid speaking in class?”
Show answer
One possible chain: “They are afraid of making mistakes, so they stay quiet. As a result, they get less practice. That is why their confidence grows slowly.” Other chains are fine if each link follows from the last.
Where this leads next
Now that you can link a reason to a result, try comparing past, present and future experiences, then test the skill in the speaking organisation practice set. The private speaking recorder and review tool helps you hear whether your linkers sound natural.
Some students use the right words on paper but hesitate to join ideas when they speak. That is the kind of pattern our teachers listen for in online one-to-one English as a Second Language tuition.