Intonation Practice Passage (Request) English Structure English Language Primary 5 Third Term Lesson Notes Week 1

PRY 5 ENGLISH THIRD TERM E-NOTE

Week: One

Date:

Class: Basic 5

Subject: English

Duration: 40 minutes

Topic: A. Speech Work: Intonation practice command and Request

1. Structure: Construction using verb phrase Complement with adverbial
2. Reading: Teaching of new words meaning and Comprehension
3. Grammar: Use of “so…that” to express personal Opinion
4. Writing: Composition involving expression of Personal opinion
5. Dictation: Selected paragraphs from the passage Read

Learning Objectives:

1. Understand the concept of intonation in speech.
2. Differentiate between commands and requests.
3. Practice using the appropriate intonation for commands and requests.
4. Improve communication skills by using clear and polite speech.

Embedded Core Skills:

1. Listening: Students will listen attentively to the teacher’s instructions and examples.
2. Speaking: Students will practice speaking commands and requests using proper intonation.
3. Comprehension: Students will understand the meaning and importance of intonation in speech.

Learning Materials:

1. Whiteboard or chalkboard
2. Markers or chalk
3. Flashcards with commands and requests
4. Worksheet with fill-in-the-blank exercises
5. Bell or any object to simulate ringing

[mediator_tech]

CONTENT

Speech Work: Intonation practice command and Request

1. Warm-up Exercise:

– Start with a physical warm-up activity, such as stretching or jumping jacks, to get the pupils energized and ready for the lesson.

– While doing the warm-up, encourage the pupils to say simple commands and requests with proper intonation.

2. Commands:

– Explain that commands are used to tell someone to do something.

– Teach the pupils that commands usually end with a period (.) and have a rising tone (intonation) to sound polite.

– Give examples of commands:

– “Close the door, please.”

– “Turn off the lights.”

– “Clean your desk.”

3. Role Play:

– Divide the pupils into pairs or small groups.

– Assign roles to each group, such as a teacher and a student.

– Have them practice giving commands and responding appropriately.

– Encourage them to focus on using the correct intonation.

4. Requests:

– Explain that requests are used to ask someone for something.

– Teach the pupils that requests usually end with a question mark (?) and have a falling tone (intonation) to sound polite.

– Give examples of requests:

– “Can you pass me the book, please?”

– “May I use your pencil?”

– “Could you help me with this math problem?”

5. Pair Work:

– Pair up the pupils and give them a set of flashcards or pictures.

– In turns, one pupil makes a request using the flashcard or picture, and the other pupil responds accordingly.

– Encourage them to use the appropriate intonation while making requests and responses.

6. Group Discussion:

– Engage the whole class in a discussion about the importance of using proper intonation in commands and requests.

– Ask the pupils to share their experiences when someone used the wrong intonation and how it made them feel.

– Emphasize that using the correct intonation can make our requests and commands sound more polite and respectful.

[mediator_tech]

7. Practice Worksheets:

– Provide the pupils with worksheets that include sentences with missing intonation marks.

– Ask them to read the sentences aloud and fill in the appropriate intonation mark (period or question mark).

– Review the answers together as a class.

8. Conclusion:

– Summarize the lesson by reminding the pupils of the key points: commands end with a period and have a rising tone, while requests end with a question mark and have a falling tone.

– Encourage the pupils to practice using proper intonation in their everyday conversations.

Remember, practice makes perfect! Encourage the pupils to continue practicing intonation in commands and requests outside of the classroom to improve their English speaking skills.

Read this dialogue of commands and responses, in pairs of different pupils, using the correct intonation.

Keeping clean and tidy

Teacher: Isa, show me your hands and nails.

Isa: Here are they, sir.

Teacher: Your hands and nails are dirty. Go and wash them immediately. Don’t spread germs in the class.

Isa: Okay, Sir. I’ll do that right away.

Teacher: Class, stand up. I want to check your hands and nails.

Dipo: Sir, I’ve just washed my hands and cut my nails.

Teacher: Sit down. Good boy. Read your books while I check your classmates’ hand and nails.

Igwe: Sir, it’s time to take a short break.

Teacher: Ring the bell.

[mediator_tech]

EXERCISE

Write out the commands in the dialogue above. The first one has been done for you.

1 Show your hands and nails.

Teacher: Isa, show me your hands and nails. (falling intonation)

Isa: Here are they, sir. (rising intonation)

Teacher: Your hands and nails are dirty. Go and wash them immediately. Don’t spread germs in the class. (falling intonation)

Isa: Okay, Sir. I’ll do that right away. (falling intonation)

Teacher: Class, stand up. I want to check your hands and nails. (rising intonation)

Dipo: Sir, I’ve just washed my hands and cut my nails. (rising intonation)

Teacher: Sit down. Good boy. Read your books while I check your classmates’ hands and nails. (falling intonation)

Igwe: Sir, it’s time to take a short break. (falling intonation)

Teacher: Ring the bell. (rising intonation)

Remember, a falling intonation is used for commands, and a rising intonation is used for responses and requests. Practice reading the dialogue with your partner, paying attention to the correct intonation.

Evaluate

1. “Could you please ________ the window?”
a) open
b) close
c) clean
d) paint

2. “Don’t forget to ________ your shoes before entering the house.”
a) tie
b) remove
c) wear
d) polish

3. “_______ the homework on time, okay?”
a) Finish
b) Start
c) Forget
d) Ignore

4. “Please ________ the TV volume a little bit.”
a) increase
b) decrease
c) turn off
d) change

5. “_______ the room before your friends arrive.”
a) Decorate
b) Clean
c) Mess up
d) Ignore

6. “_______ for permission before leaving the classroom.”
a) Ask
b) Shout
c) Demand
d) Sleep

7. “Could you ________ me a favor and pass me the book?”
a) do
b) make
c) give
d) take

8. “Please ________ your best behavior during the school assembly.”
a) show
b) hide
c) ignore
d) forget

9. “_______ the door when you leave the room.”
a) Close
b) Open
c) Break
d) Ignore

10. “_______ the teacher for help if you don’t understand the lesson.”
a) Ask
b) Ignore
c) Tease
d) Challenge

Please note that the correct answers for these questions are:
1. b) close
2. b) remove
3. a) Finish
4. b) decrease
5. b) Clean
6. a) Ask
7. c) give
8. a) show
9. a) Close
10. a) Ask

[mediator_tech]

Lesson Plan Presentation

Topic: Speech Work – Intonation Practice for Commands and Requests

Grade Level: Primary 5

Presentation 

I. Introduction (5 minutes)

• Greet the students and engage them in a short conversation to create a friendly learning atmosphere.
• Explain that today’s lesson is about intonation in speech, particularly for commands and requests.
• Share the learning objectives to set clear expectations for the lesson.

II. Understanding Intonation (10 minutes)

• Define intonation as the rise and fall of the pitch in speech.
• Give examples of how intonation affects the meaning of sentences (e.g., statement vs. question).
• Explain that intonation is crucial for expressing commands and requests in a polite and effective manner

III. Differentiating Commands and Requests (5 minutes)

• Discuss the difference between commands and requests:
  • Commands are used to tell someone to do something.
  • Requests are used to ask someone for something.
• Provide examples of commands and requests and ask students to identify which is which.

IV. Intonation for Commands (10 minutes)

• Explain that commands usually end with a period (.) and have a falling intonation.
• Demonstrate and practice saying commands with the appropriate intonation.
• Use flashcards or examples to engage students in practicing commands.

V. Intonation for Requests (10 minutes)

• Explain that requests usually end with a question mark (?) and have a rising intonation.
• Demonstrate and practice saying requests with the appropriate intonation.
• Use flashcards or examples to engage students in practicing requests [mediator_tech]

VI. Teacher’s Activities and Learners’ Activities (5 minutes)

• Divide the class into pairs or small groups.
• Provide each group with flashcards or pictures representing commands and requests.
• In turns, one student gives a command or request, and the other student responds accordingly, focusing on intonation.

VII. Assessment (5 minutes)

• Distribute worksheets with fill-in-the-blank exercises related to commands and requests.
• Instruct students to complete the exercises individually.
• Collect the worksheets for evaluation purposes

VIII. Evaluation Questions (10 minutes)

• Ask students the following questions to assess their understanding:
  1. What is intonation?
  2. How does intonation affect the meaning of sentences?
  3. What is the difference between commands and requests?
  4. How should the intonation be for commands? And for requests?
  5. Give an example of a command you would say at home.
  6. Give an example of a request you would say in the classroom.
  7. Why is it important to use proper intonation in commands and requests?
  8. How can you improve your intonation skills in speech?
  9. What are some examples of non-verbal cues that can accompany commands or requests?
  10. Explain how intonation can make our commands and requests sound more polite and effective.

IX. Conclusion (5 minutes)

• Summarize the key points of the lesson, emphasizing the importance of intonation in commands and requests.
• Encourage students to continue practicing intonation in their everyday conversations.
• Highlight that clear and polite speech with proper intonation can improve communication and build positive relationships.

X. Homework (2 minutes)

• Assign students the task of observing and identifying commands and requests in their daily interactions.
• Instruct them to pay attention to the intonation used and note down any interesting examples they come across.

XI. Recap and Closing (1 minute)

• Recap the main concepts covered in the lesson.
• Thank the students for their active participation and attention throughout the lesson.
• Remind them of the next topic or any upcoming assessments.