HomePrimary 6English GrammarUse of Intonation to distinguish between commands; questions and statement Speech Work English Grammar Primary 6 First Term Lesson Notes Week 6

Use of Intonation to distinguish between commands; questions and statement Speech Work English Grammar Primary 6 First Term Lesson Notes Week 6

English Language Lesson Note: Speech Work

Subject: English Language
Class: Primary 6
Term: First Term
Week: 6
Age: 11 years
Topic: Use of Intonation to Distinguish Between Command, Question, and Statement
Sub-topic: Intonation Patterns for Different Sentence Types
Duration: 40 minutes

Behavioural Objectives:

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

  1. Distinguish between command, question, and statement.
  2. Use correct intonation while giving commands.
  3. Use correct intonation while asking questions.
  4. Use correct intonation while making statements.

Keywords:

  • Intonation
  • Command
  • Question
  • Statement
  • Pitch
  • Sentence types

Set Induction:

Start by explaining how different sentences (commands, questions, and statements) use different intonation patterns. Use simple examples to illustrate the point, such as “Sit down” (command), “Are you coming?” (question), and “The book is on the table” (statement).

Entry Behaviour:

Pupils are familiar with basic sentence structures and have practiced simple intonation patterns.

Learning Resources and Materials:

  • Flashcards with examples of commands, questions, and statements.
  • Audio recordings demonstrating different intonation patterns.
  • Examples of sentences for practice.

Building Background/Connection to Prior Knowledge:

Pupils have previously learned about basic sentence types and intonation patterns.

Embedded Core Skills:

  • Oral communication
  • Listening skills
  • Speech modulation

Learning Materials:

  • Lagos State Scheme of Work
  • Flashcards with sentence examples
  • Audio recordings of intonation patterns

Instructional Materials:

  • Flashcards
  • Audio recordings
  • Examples of commands, questions, and statements

Content

  1. Understanding Intonation Patterns:
    • Command: Usually has a firm, straightforward intonation.
      • Example: “Close the door.”
    • Question: Typically has a rising intonation at the end.
      • Example: “Is the door closed?”
    • Statement: Generally has a falling intonation at the end.
      • Example: “The door is closed.”
  2. Practice with Commands:
    • Practice giving commands with firm intonation.
      • Examples: “Please sit down,” “Open the window.”
  3. Practice with Questions:
    • Practice asking questions with rising intonation.
      • Examples: “Can you help me?” “Where is the book?”
  4. Practice with Statements:
    • Practice making statements with falling intonation.
      • Examples: “The sun is shining,” “We are going to the park.”

Questions:

  1. Commands typically have a ______ intonation.
    • a) rising
    • b) falling
    • c) flat
    • d) mixed
  2. “Can you pass the salt?” ends with ______ intonation.
    • a) rising
    • b) falling
    • c) flat
    • d) mixed
  3. “The cat is on the roof” has ______ intonation.
    • a) rising
    • b) falling
    • c) flat
    • d) mixed
  4. “Please close the door” is an example of a ______.
    • a) command
    • b) question
    • c) statement
    • d) exclamation
  5. “Is it raining outside?” should be pronounced with ______ intonation.
    • a) rising
    • b) falling
    • c) flat
    • d) mixed
  6. “The party is on Saturday” ends with ______ intonation.
    • a) rising
    • b) falling
    • c) flat
    • d) mixed
  7. “Where are we going?” has ______ intonation at the end.
    • a) rising
    • b) falling
    • c) flat
    • d) mixed
  8. “Turn off the lights” should be pronounced with ______ intonation.
    • a) rising
    • b) falling
    • c) flat
    • d) mixed
  9. “The book is on the table” typically has ______ intonation.
    • a) rising
    • b) falling
    • c) flat
    • d) mixed
  10. “Do you want ice cream?” ends with ______ intonation.
    • a) rising
    • b) falling
    • c) flat
    • d) mixed
  11. “Please wash your hands” is an example of a ______.
    • a) command
    • b) question
    • c) statement
    • d) exclamation
  12. “How old are you?” should be pronounced with ______ intonation.
    • a) rising
    • b) falling
    • c) flat
    • d) mixed
  13. “It’s a beautiful day” ends with ______ intonation.
    • a) rising
    • b) falling
    • c) flat
    • d) mixed
  14. “Can you sing a song?” typically has ______ intonation.
    • a) rising
    • b) falling
    • c) flat
    • d) mixed
  15. “I finished my homework” should have ______ intonation at the end.
    • a) rising
    • b) falling
    • c) flat
    • d) mixed

Class Activity Discussion :

  1. Q: What type of intonation is used for commands?
    A: Commands usually have a firm, straightforward intonation.
  2. Q: How does a question intonation differ from a statement intonation?
    A: Questions typically have rising intonation, while statements have falling intonation.
  3. Q: How should you say “Can you help me?” in terms of intonation?
    A: With rising intonation at the end.
  4. Q: What intonation pattern is used for statements?
    A: Falling intonation.
  5. Q: Why is it important to use the correct intonation for commands?
    A: To ensure the command is clear and understood.
  6. Q: How can you practice intonation for different sentence types?
    A: By reading and practicing sentences with different intonation patterns.
  7. Q: What is an example of a command?
    A: “Close the door.”
  8. Q: How do you recognize a question in terms of intonation?
    A: Questions have rising intonation at the end.
  9. Q: Can you give an example of a statement with falling intonation?
    A: “The sun is shining.”
  10. Q: How does intonation affect communication?
    A: It helps convey the type of sentence and its intended meaning.
  11. Q: Why should questions have rising intonation?
    A: To signal that an answer is expected.
  12. Q: What is the effect of falling intonation in a statement?
    A: It indicates the end of the sentence and conveys information.
  13. Q: How do commands typically sound?
    A: They sound firm and direct with straightforward intonation.
  14. Q: What intonation should you use when making a request?
    A: A polite, firm intonation.
  15. Q: How do you practice distinguishing between commands, questions, and statements?
    A: By practicing each with the correct intonation and understanding their patterns.

Content :

Intonation in Speech: How to Tell the Difference

  1. Statements:
    • Statements are used to give information or express something.
    • Use a falling intonation at the end of a statement.
    • Example: “The sun is shining today.” (Say it with a downward tone.)
  2. Questions:
    • Questions are used to ask for information.
    • Use a rising intonation at the end of a question.
    • Example: “Is it a sunny day today?” (Say it with an upward tone.)
  3. Commands (also called orders or requests):
    • Commands are used to tell someone to do something.
    • Use a strong and firm tone without a rise or fall in intonation.
    • Example: “Close the window.” (Say it confidently and without a tone change.)

Why Intonation Matters:

  • Intonation helps us understand the meaning of a sentence.
  • It tells us if someone is giving information, asking a question, or giving a command.
  • By using the right intonation, we make our intentions clear in conversations.

Practice:

  • Try saying these sentences with the right intonation:
    • “Can you pass me the book?” (With rising intonation)
    • “Tell me your name.” (With falling intonation)
    • “Please sit down.” (Without a tone change)

Evaluation Questions:

  1. In a statement, we use _____ intonation. a) rising b) falling c) both d) none
  2. Questions are often spoken with _____ intonation. a) rising b) falling c) steady d) fast
  3. When giving commands, we use a tone that is _____ and firm. a) rising b) falling c) soft d) strong
  4. Intonation helps us understand the _____ of a sentence. a) meaning b) color c) size d) shape
  5. To ask for information, we use _____ intonation. a) strong b) falling c) rising d) both
  6. In a command, we don’t use a rising or falling intonation; it’s _____. a) colorful b) clear c) melodic d) soft
  7. Statements are used to _____ something. a) ask b) give information c) sing d) dance
  8. The melody of your speech is called _____. a) intonation b) punctuation c) pronunciation d) interpretation
  9. Use _____ intonation for clear commands. a) steady b) rising c) strong d) slow
  10. When we want to know something, we usually ask a _____. a) statement b) command c) question d) melody
  11. A question without rising intonation can sound like a _____. a) statement b) command c) cry d) song
  12. If you’re giving a command, you should speak with _____. a) rising intonation b) strong intonation c) steady intonation d) falling intonation
  13. In a sentence, if your voice goes up at the end, it’s a _____. a) command b) question c) statement d) melody
  14. Commands are also known as _____ or requests. a) queries b) orders c) demands d) discussions
  15. To be a better communicator, it’s important to use the right _____. a) grammar b) vocabulary c) pronunciation d) intonation

 

Evaluation:

  • What is the purpose of intonation in speech?
  • How does rising intonation affect the meaning of a sentence?
  • When should you use a firm tone in your speech, and why?
  • Why is it important to use the appropriate intonation when asking questions?
  • Explain the difference between a statement, a question, and a command in terms of intonation.
  • Ask students to create sentences for each type (statement, question, command) and deliver them with the correct intonation.
  • Assess students’ understanding by listening to their intonation when they speak.

Presentation

Step 1: Revision of Previous Topic

  • Review basic intonation patterns and their use

Step 1: Revision of Previous Topic

  • Review basic intonation patterns and their uses in different sentence types. Revisit examples and practice sentences from previous lessons.

Step 2: Introduction of New Topic

  • Explain how intonation can change depending on whether the sentence is a command, question, or statement. Use simple examples and demonstrate the differences in intonation.

Step 3: Pupil Practice and Application

  • Have pupils practice reading and speaking commands, questions, and statements with the correct intonation. Allow them to provide examples and correct their intonation as needed.

Teacher’s Activities:

  1. Explain the differences in intonation for commands, questions, and statements.
  2. Demonstrate the correct intonation using examples.
  3. Guide pupils in practicing sentences with the appropriate intonation.
  4. Listen to pupils and provide feedback on their intonation.

Learners’ Activities:

  1. Listen to and mimic the teacher’s intonation for various sentence types.
  2. Practice reading and speaking sentences with correct intonation.
  3. Participate in exercises to identify and use appropriate intonation patterns.

Assessment:

  • Observe and assess pupils’ ability to use correct intonation while giving commands, asking questions, and making statements.
  • Provide feedback and support where needed to improve their intonation skills.

10 Evaluation Questions Related to the Topic:

  1. What intonation pattern is used for commands?
  2. How does a question typically end in terms of intonation?
  3. What is the intonation pattern for making a statement?
  4. Provide an example of a command with the correct intonation.
  5. How should you say “Where is my book?” to show it is a question?
  6. Give an example of a statement with falling intonation.
  7. What intonation do you use for requests?
  8. Why is it important to use rising intonation in questions?
  9. How can you practice using different intonation patterns?
  10. Describe the intonation pattern for expressing surprise.

Conclusion:

  • Review pupils’ performance in using rising and falling intonation correctly. Mark their work, provide constructive feedback, and highlight areas for improvement.

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