Speech Work: Intonation/Stress – Making Statements, Giving Commands, and Asking Questions Using Different Intonation Patterns for JSS 2 Second Term, Week 3, following your preferred format.

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Speech Work: Intonation/Stress – Making Statements, Giving Commands, and Asking Questions Using Different Intonation Patterns

Subject: English Language

Class: JSS 2

Term: Second Term

Week: 3

Age: 11 – 13 years

Duration: 40 minutes

Behavioral Objectives

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

1. Define and explain intonation and stress in spoken English.
2. Identify different intonation patterns used in statements, commands, and questions.
3. Recognize stress patterns in English sentences.
4. Apply correct intonation and stress when speaking.
5. Differentiate between rising and falling intonation in speech.

Keywords

• Intonation
• Stress
• Rising tone
• Falling tone
• Commands
• Statements
• Questions

Set Induction

The teacher reads the following sentences aloud using different intonation patterns:

1. “She is your sister.” (Falling tone)
2. “Is she your sister?” (Rising tone)
3. “Give me the book.” (Falling tone)

The teacher then asks students to identify the differences in tone and stress, leading into the lesson.

Entry Behavior

Students have basic knowledge of how sentences are structured in English.

Learning Resources and Materials

• Audio recordings of intonation patterns
• Flashcards with example sentences
• Phonetic transcription charts
• A voice recorder for playback exercises

Building Background/Connection to Prior Knowledge

The teacher reminds students that the way we say words can change the meaning of a sentence. Intonation and stress help to show emotion, emphasis, and meaning in communication.

Embedded Core Skills

• Listening skills
• Speaking skills
• Critical thinking
• Phonetic analysis

Learning Materials

• Lagos State Scheme of Work
• Standard English Dictionary
• Phonetics textbook

Reference Books

• Lagos State Scheme of Work for English Language
• JSS 2 English Language Textbook
• Phonetics and Phonology by Peter Roach

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Lesson Presentation

Step 1: Definition and Explanation of Intonation and Stress

Teacher’s Activity:

• Defines intonation as the rise and fall of the voice in speech.
• Defines stress as the emphasis placed on certain words or syllables in a sentence.
• Explains that intonation and stress help to make meaning clearer in spoken English.

Learners’ Activity:

• Listen to the teacher’s explanation and repeat the definitions of intonation and stress.
• Discuss why intonation and stress are important in communication.

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Step 2: Types of Intonation Patterns

Teacher’s Activity:

• Introduces the two main types of intonation:

Intonation Pattern	Explanation	Example
Falling Tone	Voice moves from high to low, used in statements, commands, and WH-questions.	“She is coming home.” “Give me that book!” “Where are you going?”
Rising Tone	Voice moves from low to high, used in yes/no questions, polite requests, and incomplete thoughts.	“Are you coming?” “Can you help me?” “Really?”

Learners’ Activity:

• Repeat the example sentences using the correct intonation patterns.
• Identify falling and rising tones in sample sentences.

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Step 3: Identifying Intonation and Stress in Statements, Commands, and Questions

Teacher’s Activity:

• Explains how intonation and stress change based on sentence types:

  • Statements → Falling tone (e.g., “I love my school.”)
  • Yes/No Questions → Rising tone (e.g., “Do you like rice?”)
  • WH-Questions → Falling tone (e.g., “Where is your bag?”)
  • Commands → Falling tone (e.g., “Sit down!”)

• Introduces stress patterns in sentences:

  • “I WANT to GO to the MARket.” (Stress on want, go, market)
  • “GIVE me the BOOK!” (Stress on give and book)

Learners’ Activity:

• Listen to the teacher and practice saying sentences with the correct intonation and stress.
• Read aloud sentences using appropriate intonation and stress.

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Step 4: Practicing Intonation and Stress Patterns

Teacher’s Activity:

• Conducts pronunciation drills where students say given sentences with correct intonation and stress.
• Uses a voice recorder to help students analyze their speech.

Learners’ Activity:

• Participate in pronunciation exercises.
• Practice intonation and stress patterns in pairs.

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Evaluation

Choose the correct intonation pattern for the following sentences:

1. “What is your name?”
   a) Falling tone
   b) Rising tone

2. “Can I sit here?”
   a) Falling tone
   b) Rising tone

3. “Shut the door!”
   a) Rising tone
   b) Falling tone

4. “She lives in Lagos.”
   a) Falling tone
   b) Rising tone

5. “Are you coming with us?”
   a) Rising tone
   b) Falling tone

6. “Where do you live?”
   a) Falling tone
   b) Rising tone

7. “Come here now!”
   a) Falling tone
   b) Rising tone

8. “Did you eat your lunch?”
   a) Falling tone
   b) Rising tone

9. “Please, sit down.”
   a) Falling tone
   b) Rising tone

10. “The sun is shining.”
    a) Falling tone
    b) Rising tone

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Class Activity Discussion (FAQs and Answers)

1. What is intonation?
   Intonation is the rise and fall of the voice in speech.

2. What is stress in spoken English?
   Stress is the emphasis placed on certain words or syllables in speech.

3. Which intonation pattern is used in statements?
   Falling tone. Example: “It is a beautiful day.”

4. Which intonation pattern is used in yes/no questions?
   Rising tone. Example: “Did you finish your homework?”

5. Which intonation pattern is used in commands?
   Falling tone. Example: “Sit down immediately!”

6. Can stress affect meaning?
   Yes! “I never said SHE stole the money.” (Stress on different words changes meaning.)

7. What happens if we use the wrong intonation?
   It can confuse the listener or change the meaning of a sentence.

8. How can I improve my intonation and stress?
   Listen to native speakers, practice aloud, and use recordings to check your tone.

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Assessment (Evaluation Questions)

1. Define intonation and stress in speech.
2. Differentiate between falling and rising intonation with examples.
3. Identify the correct intonation for these sentences:
   a) “Did you like the food?”
   b) “Come here now!”
   c) “Where is your book?”
4. Write five sentences and indicate the appropriate intonation for each.

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Conclusion

The teacher marks students’ work, provides feedback, and emphasizes the importance of using the correct intonation and stress in speech.