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

Subject: English Grammar

Topic: Use of Intonation to Distinguish Commands, Questions, and Statements

Duration: 40 minutes

Term: First Term

Week: 6

Objective:

• By the end of the lesson, students will be able to understand and use intonation to distinguish between commands, questions, and statements in spoken English.

Materials:

• Whiteboard and markers.
• Examples of sentences (statements, questions, commands).

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

Presentation:

1. Introduction (5 minutes):
   • Begin by engaging the students in a discussion about the importance of voice tone in communication.
   • Ask students if they know the difference in how they say sentences when giving commands, asking questions, or making statements.
2. Explaining Intonation (10 minutes):
   • Define intonation as the rise and fall in pitch or tone when speaking.
   • Explain that intonation can change the meaning of a sentence.
3. Statements (10 minutes):
   • Provide examples of statements (e.g., “The sun is shining today.”).
   • Say the statements with a falling intonation to show how it sounds.
4. Questions (10 minutes):
   • Provide examples of questions (e.g., “Is it a sunny day today?”).
   • Say the questions with a rising intonation to show how it sounds.
5. Commands (5 minutes):
   • Provide examples of commands (e.g., “Please close the window.”).
   • Explain that commands are often given with a strong and authoritative tone.

Teacher’s Activities:

• Provide clear and concise explanations.
• Use various examples to illustrate intonation patterns.
• Encourage students to practice using intonation.

Learners’ Activities:

• Listen and repeat examples with different intonation patterns.
• Practice delivering sentences with appropriate intonation for each type (statement, question, command).

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.

Conclusion:

• Summarize the lesson by emphasizing the importance of intonation in effective communication.
• Encourage students to pay attention to intonation in everyday conversations to convey their intended meaning clearly.