Mastering Intonation for Effective Speech Speech Work English Grammar JSS 3 First Term Lesson Notes Week 5
LESSON PLAN
Subject: English Language (Speech Work)
Class: JSS 3
Term: First Term
Week: 5
Age: 13-15 years
Topic: Intonation
Sub-topic: Pitch Variations in Speech
Duration: 40 minutes
Behavioural Objectives
At the end of the lesson, students should be able to:
- Define intonation and explain its role in speech.
- Identify rising and falling intonation patterns.
- Analyze how pitch variation affects the meaning of sentences.
- Demonstrate correct intonation patterns in statements, questions, and emphasis.
Keywords
- Intonation
- Pitch
- Rising Intonation
- Falling Intonation
- Stress
Set Induction
The teacher plays two versions of the sentence, “Are you coming?”—one with rising intonation and the other with falling intonation. Students are asked how the two versions differ in meaning.
Entry Behaviour
Students have learned about stress and how syllables affect word meaning.
Learning Resources and Materials
- Audio recordings of different intonation patterns
- Flashcards with sentences for practice
- Whiteboard and markers
Building Background/Connection to Prior Knowledge
The teacher recalls the lesson on stress and explains how stress and intonation are interconnected in speech.
Embedded Core Skills
- Listening
- Speaking
- Critical thinking
- Communication skills
Reference Books
- Lagos State Scheme of Work
- New Oxford Secondary English Course
Instructional Materials
- Flashcards
- Audio samples of sentences with varied intonations
CONTENT
What is Intonation?
- Definition: Intonation is the entire variation of pitch while speaking.
- Purpose: It helps convey the speaker’s intent and affects how a message is received.
- Types of Intonation:
- Rising Intonation: The pitch rises at the end.
- Used in yes/no questions (e.g., “Did you see him?”).
- Also found in declarative questions (e.g., “You finished your work?”).
- Falling Intonation: The pitch falls at the end.
- Used in statements (e.g., “He found it on the street.”).
- Common in wh-questions (e.g., “Where did he go?”).
- Rising Intonation: The pitch rises at the end.
- Effect of Intonation on Meaning:
- Changing the intonation pattern can alter the intent of a sentence.
- Examples of Stress and Intonation with Emphasis:
Read the following sentence aloud, stressing the bold word each time, and observe how the meaning changes:- I did not read anything about the disaster. (Someone else did.)
- I did not read anything about the disaster. (Emphasizing the action.)
- I did not read anything about the disaster. (Maybe I heard about it.)
- I did not read anything about the disaster. (Nothing at all.)
- I did not read anything about the disaster. (It was on another topic.)
- I did not read anything about the disaster. (It was about something else.)
Class Activity Discussion
- What is intonation?
- It is the variation of pitch in speech.
- What is rising intonation?
- When the pitch rises at the end of a sentence.
- When do we use falling intonation?
- In statements and wh-questions.
- Give an example of a rising intonation.
- “Are you coming?”
- What is the purpose of intonation?
- It helps convey intent and meaning.
- What is a declarative question?
- A statement spoken as a question with rising intonation (e.g., “You found it?”).
- How does stress relate to intonation?
- Stress emphasizes words, while intonation varies pitch.
- What does stressing different words in a sentence achieve?
- It changes the focus or meaning of the sentence.
- Can the same sentence have different meanings with different intonations?
- Yes, based on how pitch is used.
- What type of intonation is used in commands?
- Falling intonation.
- How do yes/no questions typically end?
- With rising intonation.
- What happens if a statement ends with rising intonation?
- It may sound like a question.
- Is intonation the same in all languages?
- No, it varies across languages.
- How does American English use intonation differently?
- It often uses rising intonation for declarative questions.
- Why is intonation important in communication?
- It ensures clarity and avoids misunderstandings.
Teacher’s Activities
- The teacher revises stress and its effect on speech.
- The teacher explains the concept of intonation with examples.
- The teacher plays audio recordings to demonstrate rising and falling intonation.
- The teacher writes practice sentences on the board and asks students to read them aloud with correct intonation.
- The teacher provides feedback and corrections.
Learners’ Activities
- Students listen to the teacher’s explanation of intonation.
- Students practice sentences with rising and falling intonation.
- Students participate in group discussions on how intonation changes meaning.
- Students answer questions on intonation patterns.
Evaluation (15 Fill-in-the-Blank Questions)
- Intonation refers to the _____ of pitch while speaking.
- a) increase
- b) variation
- c) lowering
- d) emphasis
- A sentence ending with a rising pitch usually indicates a _____.
- a) command
- b) statement
- c) yes/no question
- d) request
- A statement like “He found it on the street.” uses _____ intonation.
- a) rising
- b) falling
- c) neutral
- d) high
- The pitch in a wh-question typically _____.
- a) rises
- b) falls
- c) stays the same
- d) disappears
- Stress focuses on _____ within a sentence.
- a) pauses
- b) words
- c) punctuation
- d) tone
- In declarative questions, the pitch usually _____.
- a) rises
- b) falls
- c) stays neutral
- d) repeats
- Rising intonation is often found in _____.
- a) commands
- b) statements
- c) questions
- d) exclamations
- Intonation helps to express the speaker’s _____.
- a) emotion
- b) punctuation
- c) grammar
- d) speed
- Stress is related to intonation because it _____.
- a) changes meaning
- b) alters spelling
- c) decreases volume
- d) increases silence
- Commands usually end with _____ intonation.
- a) rising
- b) falling
- c) neutral
- d) mixed
- Which sentence uses rising intonation?
- a) “Where is your bag?”
- b) “Are you done?”
- c) “He left already.”
- d) “I don’t know.”
- A question beginning with “Why” usually ends with _____ intonation.
- a) rising
- b) falling
- c) mixed
- d) neutral
- The word “disaster” is stressed on the _____ syllable.
- a) first
- b) second
- c) third
- d) last
- The phrase “Did you see him?” likely uses _____ intonation.
- a) falling
- b) rising
- c) neutral
- d) mixed
- Stress and intonation together help in _____.
- a) reading quickly
- b) clear communication
- c) memorizing words
- d) writing essays
Conclusion
The teacher monitors students’ pronunciation practice, provides corrections, and gives feedback on their use of intonation.