Intonation Practice Questions and Statements Speech Work English Grammar Primary 6 First Term Lesson Notes Week 5
English Language Lesson Note: Speech Work
Subject: English Language
Class: Primary 6
Term: First Term
Week: 5
Age: 10 years
Topic: Intonation Practice on Questions and Statements
Sub-topic: Rising and Falling Intonation
Duration: 40 minutes
Behavioural Objectives:
By the end of the lesson, pupils should be able to:
- Use rising intonation/pitch in yes/no questions.
- Use falling intonation/pitch in answers to “why” and “how” questions.
- Make statements with falling intonation/pitch on the last syllable.
Keywords:
- Intonation
- Rising pitch
- Falling pitch
- Yes/No questions
- Why/How questions
- Statements
Set Induction:
Start by demonstrating how intonation changes the meaning of questions and statements. For example, say “Are you coming?” with a rising pitch and “You are coming” with a falling pitch to show the difference.
Entry Behaviour:
Pupils have basic knowledge of different types of sentences and their purposes from previous lessons.
Learning Resources and Materials:
- Flashcards with different types of questions and statements.
- Audio recordings of sentences with varied intonation.
- Examples of questions and statements for practice.
Building Background/Connection to Prior Knowledge:
Pupils have previously learned about basic intonation patterns and sentence types.
Embedded Core Skills:
- Oral communication
- Listening skills
- Speech modulation
Learning Materials:
- Lagos State Scheme of Work
- Flashcards
- Audio recordings
Instructional Materials:
- Flashcards with sample sentences
- Audio recordings of intonation patterns
- Examples of questions and statements
Content
- Understanding Intonation in Questions:
- Yes/No Questions: Typically have rising intonation at the end.
- Example: “Is she coming?”
- Why/How Questions: Usually have falling intonation at the end.
- Example: “Why did she leave?”
- Statements: Generally have falling intonation on the last syllable.
- Example: “She left early.”
- Yes/No Questions: Typically have rising intonation at the end.
- Practice with Yes/No Questions:
- Practice with questions like “Are you ready?” and “Did you see that?”
- Practice with Why/How Questions:
- Practice with questions like “Why are you late?” and “How did you do it?”
- Practice with Statements:
- Practice with sentences like “The meeting is over” and “We are going home.”
Questions:
- Yes/No questions typically end with a ______ intonation.
- a) rising
- b) falling
- c) flat
- d) mixed
- “Why are you late?” ends with ______ intonation.
- a) rising
- b) falling
- c) flat
- d) mixed
- “Did you finish your homework?” should be pronounced with ______ intonation.
- a) rising
- b) falling
- c) flat
- d) mixed
- “I will go to the park” has ______ intonation at the end.
- a) rising
- b) falling
- c) flat
- d) mixed
- How would you say “How are you?” in terms of intonation?
- a) Rising
- b) Falling
- c) Flat
- d) Mixed
- The sentence “She is reading a book” should have ______ intonation on the last syllable.
- a) rising
- b) falling
- c) flat
- d) mixed
- “Can you help me?” ends with ______ intonation.
- a) rising
- b) falling
- c) flat
- d) mixed
- “What time is it?” typically has ______ intonation.
- a) rising
- b) falling
- c) flat
- d) mixed
- In “I am excited for the trip,” the intonation at the end is ______.
- a) rising
- b) falling
- c) flat
- d) mixed
- “How was your weekend?” has ______ intonation at the end.
- a) rising
- b) falling
- c) flat
- d) mixed
- “They are playing outside” should be pronounced with ______ intonation.
- a) rising
- b) falling
- c) flat
- d) mixed
- “Will you come tomorrow?” ends with ______ intonation.
- a) rising
- b) falling
- c) flat
- d) mixed
- “Where is the book?” typically has ______ intonation.
- a) rising
- b) falling
- c) flat
- d) mixed
- “It’s a sunny day” has ______ intonation on the last syllable.
- a) rising
- b) falling
- c) flat
- d) mixed
- “Are they coming to the party?” should have ______ intonation at the end.
- a) rising
- b) falling
- c) flat
- d) mixed
Class Activity Discussion:
- Q: What type of intonation do yes/no questions usually have?
A: Rising intonation. - Q: How does intonation in “Why are you late?” differ from “Is she coming?”
A: “Why are you late?” has falling intonation, while “Is she coming?” has rising intonation. - Q: How do statements typically end in terms of intonation?
A: Statements usually end with falling intonation. - Q: Why is intonation important in questions and statements?
A: It helps convey the correct meaning and emotion. - Q: How should you pronounce “How did you do it?” in terms of intonation?
A: With falling intonation. - Q: What is the intonation pattern for statements?
A: Falling intonation on the last syllable. - Q: How can intonation affect communication?
A: It clarifies whether a sentence is a question or a statement and conveys emotions. - Q: What is an example of a sentence with rising intonation?
A: “Are you coming?” - Q: How does intonation in “She is going home” compare to “Are you going home?”
A: “She is going home” has falling intonation, while “Are you going home?” has rising intonation. - Q: What type of intonation should be used for “How are you?”
A: Rising intonation. - Q: How can you practice intonation in sentences?
A: Read sentences aloud, focusing on the rise and fall of pitch. - Q: What is the effect of using falling intonation in a question?
A: It can make the question sound like a statement. - Q: Why is rising intonation used in yes/no questions?
A: To indicate that an answer is expected. - Q: How do you recognize falling intonation in speech?
A: The pitch lowers at the end of the sentence. - Q: What should you listen for when practicing intonation?
A: Changes in pitch and emphasis in questions and statements.
Presentation
Step 1: Revision of Previous Topic
- Review basic intonation patterns and their importance in communication.
Step 2: Introduction of the New Topic
- Introduce how intonation changes in questions (yes/no and why/how) and statements.
Step 3: Guided Practice
- Practice using rising and falling intonation in questions and statements with pupils. Use flashcards and audio examples to model and practice.
Teacher’s Activities:
- Demonstrate rising and falling intonation with examples.
- Guide pupils through practice sentences.
- Listen to pupils’ practice and provide feedback.
Learners’ Activities:
- Practice pronouncing sentences with rising and falling intonation.
- Conduct role-play exercises using questions and statements.
- Label intonation patterns in practice sentences.
Assessment:
- Evaluate pupils’ use of rising and falling intonation in sentences.
- Check their ability to identify and use intonation patterns in questions and statements.
- Provide feedback and corrections as needed.
Evaluation:
- What type of intonation do yes/no questions usually have?
- How does intonation change in “Why did you leave” compared to “Is she coming”?
- How do you use falling intonation in statements?
- Why is it important to practice intonation in questions?
- Can you give an example of a statement with falling intonation?
- How would you say “How did you do it?” with correct intonation?
- What type of intonation is used in “Is she here”?
- How does rising intonation in questions help in communication?
- Can you identify the intonation pattern in “They are playing outside”?
- Why should pupils practice different intonation patterns?
Conclusion:
The teacher reviews pupils’ performance in using rising and falling intonation, marks their work, and provides necessary feedback.
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