Intonation Practice and Stress in Speech Speech Work English Grammar Primary 6 First Term Lesson Notes Week 4

English Language Lesson Note: Speech Work

Subject: English Language
Class: Primary 6
Term: First Term
Week: 4
Age: 11 years
Topic: Intonation Practice on Command
Sub-topic: Using Stress and Expression in Speech
Duration: 40 minutes

Behavioural Objectives:

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

1. Use expression with appropriate stress placement in sentences.
2. Conduct a telephone conversation with distinct stress on different words.
3. Label the stressed and unstressed words in each sentence they practice.

Keywords:

• Intonation
• Stress
• Expression
• Telephone conversation
• Stressed words
• Unstressed words

Set Induction:

Start the lesson by demonstrating how changing the stress in a sentence can alter its meaning. For example, “I did not say he stole the money” can have different meanings depending on which word is stressed.

Entry Behaviour:

Pupils have basic knowledge of sentence stress and intonation from previous lessons.

Learning Resources and Materials:

• Flashcards with sentences demonstrating different stress patterns.
• Audio recordings of sentences with varied intonation.
• Examples of telephone conversations.

Building Background/Connection to Prior Knowledge:

Pupils have previously learned about basic intonation and stress patterns in sentences.

Embedded Core Skills:

• Oral communication
• Listening skills
• Speech expression

Learning Materials:

• Lagos State Scheme of Work
• Flashcards
• Audio recordings

Instructional Materials:

• Flashcards with sentences
• Audio recordings
• Examples of conversations

Content

1. Understanding Intonation and Stress:
   • Intonation: The rise and fall in pitch when speaking. It helps to convey emotions and intentions.
   • Stress: Emphasis placed on certain words to highlight their importance in a sentence.
2. Using Stress in Sentences:
   • Practice sentences with varying stress to show how meaning changes.
   • Example: “I want to eat now” vs. “I want to eat now.”
3. Telephone Conversations with Stress:
   • Simulate a telephone conversation where pupils must use different words with distinct stress.
   • Example conversation:
     • Person A: “Hello, can I speak to John?”
     • Person B: “John? Oh, he’s not here right now. Can I take a message?”
     • Person A: “Yes, please tell him that his package has arrived.”
4. Labeling Stressed and Unstressed Words:
   • Pupils practice labeling stressed and unstressed words in provided sentences.
   • Example sentence: “I want to buy a new book.”
     • Stressed words: want, buy, new, book
     • Unstressed words: I, to, a, a

15 Fill-in-the-Blank Questions:

1. In the sentence “I want to eat now,” the word stressed in one version is ______.
   • a) want
   • b) eat
   • c) now
   • d) I
2. Which sentence shows stress on the word “John”?
   • a) “Can I speak to John?”
   • b) “Can I speak to John?”
   • c) “Can I speak to John?”
   • d) “Can I speak to John?”
3. In the conversation example, the stressed word in “John? Oh, he’s not here right now” is ______.
   • a) John
   • b) Oh
   • c) here
   • d) right
4. To label stressed and unstressed words, you should focus on the ______.
   • a) length of words
   • b) syllables
   • c) emphasis in speech
   • d) color of words
5. In the sentence “I want to buy a new book,” the stressed word is ______.
   • a) to
   • b) a
   • c) buy
   • d) new
6. In the sentence “He is coming home today,” the stressed word is ______.
   • a) is
   • b) coming
   • c) home
   • d) today
7. In a telephone conversation, stressing the word “message” emphasizes ______.
   • a) the action
   • b) the object
   • c) the speaker
   • d) the time
8. The purpose of changing stress in a sentence is to ______.
   • a) confuse the listener
   • b) highlight important information
   • c) use more words
   • d) speak faster
9. In the sentence “She said she will call later,” the stressed word is ______.
   • a) She
   • b) said
   • c) will
   • d) later
10. To practice stress in sentences, pupils should ______.
    • a) speak softly
    • b) ignore stress patterns
    • c) emphasize certain words
    • d) speak in a monotone
11. In the sentence “Do you want tea or coffee?” the stressed word is ______.
    • a) you
    • b) want
    • c) or
    • d) coffee
12. The stressed word in “I need a new book” is ______.
    • a) need
    • b) new
    • c) book
    • d) a
13. The purpose of intonation is to ______.
    • a) make speech monotonous
    • b) convey emotions and intentions
    • c) increase volume
    • d) reduce pitch
14. Which sentence demonstrates stress on “package”?
    • a) “I think the package arrived.”
    • b) “The package has arrived.”
    • c) “I got a package.”
    • d) “Is the package here?”
15. In the sentence “Please give me the book,” the stressed word is ______.
    • a) Please
    • b) give
    • c) me
    • d) book

15 FAQs with Answers:

1. Q: What is intonation?
   A: Intonation is the rise and fall in pitch when speaking, which helps convey emotions and intentions.
2. Q: Why is stress important in sentences?
   A: Stress highlights important words and changes the meaning of sentences.
3. Q: How do you practice stress in speech?
   A: By emphasizing certain words in a sentence and varying the stress on different words.
4. Q: How does stress affect meaning?
   A: Different stress patterns can change the focus of a sentence, altering its meaning.
5. Q: What is an example of a sentence with different stress patterns?
   A: “I want to eat now” vs. “I want to eat now.”
6. Q: How do you label stressed and unstressed words?
   A: Identify which words are emphasized when speaking and which are spoken quickly or softly.
7. Q: What should you focus on in a telephone conversation?
   A: Using distinct stress on different words to convey the message clearly.
8. Q: Why do we use different stress patterns?
   A: To emphasize different parts of the sentence and convey the intended meaning.
9. Q: Can stress change the meaning of a sentence?
   A: Yes, stressing different words can change the meaning of the sentence.
10. Q: What is the role of intonation in speech?

A: Intonation helps to convey emotions and intentions by varying the pitch of the voice.

11. Q: How do you practice intonation?
    A: Practice by reading sentences aloud with different intonation patterns and noticing how the meaning changes.
12. Q: What is an example of a sentence with different intonation?
    A: “Are you coming?” vs. “Are you coming?”
13. Q: How can intonation affect a telephone conversation?
    A: Proper intonation helps to make the conversation clear and conveys emotions and intentions.
14. Q: Why is it important to practice stress and intonation?
    A: It improves communication by making speech more understandable and expressive.
15. Q: What should you listen for in intonation practice?
    A: Listen for changes in pitch and stress to understand how they affect the meaning of sentences.

Presentation

Step 1: Revision of Previous Topic

• Review basic stress and intonation concepts with examples.

Step 2: Introduction of the New Topic

• Introduce intonation practice on command, explaining how stress and intonation can be used to convey different meanings and emotions.

Step 3: Guided Practice

• Practice with pupils using sentences, focusing on applying stress and intonation. Use flashcards and audio recordings to model and practice.

Teacher’s Activities:

• Demonstrate how to use stress and intonation in sentences.
• Provide examples and practice sentences.
• Guide pupils in conducting a telephone conversation with varying stress.

Learners’ Activities:

• Practice sentences with different stress patterns.
• Conduct simulated telephone conversations, applying stress appropriately.
• Label stressed and unstressed words in sentences.

Assessment:

• Evaluate pupils’ ability to use stress and intonation correctly in sentences.
• Check their ability to label stressed and unstressed words.
• Listen to their telephone conversations and provide feedback.

Evaluation:

1. What is the purpose of using stress in sentences?
2. How does changing stress affect the meaning of a sentence?
3. Can you give an example of a sentence with different stress?
4. How do you label stressed and unstressed words?
5. Why is it important to practice intonation in speech?
6. How can stress impact a telephone conversation?
7. What is the difference between stressed and unstressed words?
8. How do you practice stress in sentences?
9. Can stress patterns vary in different contexts?
10. Why should you use appropriate stress in conversations?

Conclusion:

The teacher goes around to mark and provide feedback, ensuring that pupils can use appropriate stress and intonation in their sentences and conversations.