Intonation Practice in Questions, Commands and Requests Primary 5 (Basic 5) – English Studies

ENGLISH STUDIES

LISTENING AND SPEAKING

FIRST TERM

WEEK 4/8

PRIMARY 5

THEME – SPEECH WORK 

TOPIC – INTONATION PRACTICE IN QUESTIONS, COMMANDS AND REQUESTS 

PERFORMANCE OBJECTIVES

By the end of the lesson, most of the pupils should have attained the following objectives –

1. Make statements using the correct intonation.

2. Ask questions employing the right Intonation – does he like the green book?

3. Give command.

4. Express command in the form of a polite command or request – could you make the tea, please? or make the tea, will you?

ENTRY BEHAVIOUR

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. Course book

2. Charts where sentences can be written to demonstrate how basic pattern changes to convey a special meaning.

METHOD OF TEACHING 

Choose a suitable and appropriate methods for the lessons.

Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons. 

REFERENCE MATERIALS

Scheme of Work

9 – Years Basic Education Curriculum

Course Book

All Relevant Material

Online Information – Learn English Today

CONTENT OF THE LESSON  

INTONATION PRACTICE FOR STATEMENTS, QUESTIONS, COMMANDS AND REQUESTS

“Wh” questions require the falling tune ➘. “Yes” or “No” questions require the rising tune ➚.

Command sentences use the falling tune. Polite requests make use of the rising tune.

Note – How this basic pattern changes when the speaker wants to convey a special meaning, e.g. if the speaker wants to say that ‘he’ and no one else likes the book, there will be only one stress, and it will be on ‘he’, e.g. he likes the green book.

STATEMENTS 

1. Nice to meet ↘you.

2. I’ll be back in a ↘minute.

3. She doesn’t live here ↘anymore.

4. Dad wants to change his ↘car.

5. Here is the weather ↘forecast.

6. Cloudy weather is expected at the end of the ↘week.

7. We should work together more ↘often

8. I’m going for a walk in the ↘park.

COMMANDS 

1. Write your name ↘here.

2. Show me what you’ve ↘written.

3. Leave it on the ↘table.

4. Take that magazine ↘ down.

5. Throw that ↘out.

6. Put your books on the ↘desk.

7. Take your hands out of your ↘pockets.

Wh- questions (requesting information.)

Questions beginning with ‘who’, ‘what’, ‘why’, ‘where’, ‘when’, ‘which’, and ‘how’.

1. What state do you come ↘from?

2. Where do you ↘live?

3. Which of them do you ↘prefer?

4. When does the office ↘open?

5. How many bags have you ↘bought?

6. Which books is ↘yours?

7. Whose shoes is ↘this?

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

1. Revises the previous lesson based on the pupils related knowledge and understanding.

Pupil’s Activities – Participate actively in the lesson review.

2. Makes sample statements; does he like the green book? The intonation begins with low and rises to the end.

Pupil’s Activities – Repeat the teacher’s sample sentence and practice intonation in a statement and question.

• Use the correct stress to express the meaning intended.

3. Gives a command.

4. Dramatize the scene.

Pupil’s Activities – Take part in the drama.

5. Provides books of many colours and lets pupils choose the book they like. The class then remarks: he likes the blue book, etc. the only stress will then be on the blue.

Pupil’s Activities – Make statement of their own turn them to questions and commands and into requests, using the appropriate intonation patterns correctly.

CONCLUSION

• To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.

LESSON EVALUATION 

Ask pupils to:

1. Make statement orally using the correct intonation.

2. Ask questions with the correct intonation.

3. Give command using the correct intonation orally.

4. Express a polite command, request using the right intonation.

5. Constrast orally their polite command question, etc.