Practice On Intonation Pattern On A Given Script

Subject: 

English Language

Class :

Primary 5 / Basic 5

Term:

Second Term

Week:

Week 9

Topic :

Practice On Intonation Pattern On A Given Script 

Learning Objectives :

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

1. Read aloud as a drill to master Intonation Pattern On A Given Script
2. Draw out the intonation pattern in a recorded dialogue
3. Generate dialogue in order to generate intonation in command
4. identify the different types of intonation patterns and their meanings
5. use intonation patterns to convey different emotions and emphasis in their speech
6. practice and improve their intonation patterns through various exercises and activities

Learning Activities

1. Pupils in small groups, listen to short audio recording and imitate the intonation
2. Pupils in pairs, note down the intonation that they observe in the audio recording

Embedded Core Skills

1. Communication and Collaboration
2. Critical thinking and problem solving
3. Leadership skills and Personal Development
4. 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
• Chart paper and markers for creating visual aids
• Scripts or passages for students to practice intonation patterns on
• Audio recordings of different intonation patterns for students to listen to and analyze

Content

Practice On Intonation Pattern On A Given Script

“Practice on intonation pattern on a given script” refers to the process of rehearsing and perfecting the way one speaks a written script, paying particular attention to the way the pitch and tone of one’s voice changes throughout the script. This can include identifying places where emphasis or inflection should be added, as well as practicing smooth transitions between different sections of the script. The goal is to improve the overall delivery and make it more natural and engaging for the audience.

Intonation is an important aspect of speaking and can greatly impact the way a message is conveyed. It refers to the variation of pitch in a speaker’s voice, and can be used to convey a wide range of emotions and emphasis.

One of the most common forms of intonation is stress. Stress is used to emphasize certain words or syllables in a sentence, and can be used to convey importance or emphasis. For example, in the sentence “I am going to the store,” the word “store” would be stressed to indicate that that is the important information being conveyed.

Another form of intonation is the rising intonation, which is used to indicate a question. This can be heard at the end of a sentence, where the pitch of the speaker’s voice rises, such as in the phrase “You’re going to the store?”

Falling intonation is the opposite of rising intonation and is used to indicate a statement, rather than a question. This can be heard at the end of a sentence, where the pitch of the speaker’s voice falls, such as in the phrase “I am going to the store.”

Another form of intonation is the falling-rising intonation, often used to indicate uncertainty or hesitation. This can be heard in phrases such as “I think I’m going to the store?”

Lastly, there is level intonation, which is used to indicate a neutral statement or attitude. This can be heard in phrases such as “I am going to the store.”

It’s important to note that intonation patterns can vary by language and culture, and it’s best to practice with native speakers or experts to get a better understanding of the intonation patterns in a specific language or culture.

Evaluation

1. Which of the following is NOT a form of intonation? a) Stress b) Pausing c) Rising d) Falling-Rising
2. Which of the following is used to indicate a question? a) Stress b) Rising c) Falling d) Level
3. Which of the following is used to indicate a statement, rather than a question? a) Stress b) Rising c) Falling d) Level
4. Which of the following is used to indicate uncertainty or hesitation? a) Stress b) Rising c) Falling-Rising d) Level
5. Which of the following is used to indicate a neutral statement or attitude? a) Stress b) Rising c) Falling d) Level
6. How does the pitch of the speaker’s voice change in a sentence with rising intonation? a) It stays the same b) It falls c) It rises d) It oscillates
7. How does the pitch of the speaker’s voice change in a sentence with falling intonation? a) It stays the same b) It falls c) It rises d) It oscillates
8. How does the pitch of the speaker’s voice change in a sentence with falling-rising intonation? a) It stays the same b) It falls c) It rises d) It oscillates
9. How does the pitch of the speaker’s voice change in a sentence with level intonation? a) It stays the same b) It falls c) It rises d) It oscillates
10. Which of the following is NOT a benefit of practicing intonation patterns? a) Improving overall delivery of a script b) Making the speech more natural and engaging c) Making the speech more monotone d) Improving the ability to convey a wide range of emotions.

Lesson Preparation

Introduction:

• Begin by introducing the topic of intonation and its importance in communication
• Show visual aids such as chart paper with examples of different intonation patterns and their meanings
• Play audio recordings of different intonation patterns for students to listen to and analyze

Direct Instruction:

• Go over the different types of intonation patterns (stress, rising, falling, falling-rising, and level) and their meanings
• Provide examples of each pattern in different sentences and have students practice identifying them
• Have students practice using the different intonation patterns in their own speech and provide feedback

Guided Practice:

• Provide students with scripts or passages to practice intonation patterns on
• Have students work in small groups to practice delivering the script with the proper intonation patterns
• Have groups present their script to the class and provide feedback on their intonation patterns

Independent Practice:

• Provide students with additional scripts or passages to practice intonation patterns on individually
• Have students record themselves practicing the script and analyze their own intonation patterns
• Allow for time for students to make adjustments and improvements to their intonation patterns

Closure:

• Review the different types of intonation patterns and their meanings
• Have students reflect on their own progress and improvements in their intonation patterns
• Encourage students to continue practicing and using intonation patterns in their speech in the future.