Intonation Pattens: Stress and Rhyme Primary 5 (Basic 5) First Term Week 1 English Studies

INTONATION PATTENS: STRESS AND RHYME PRIMARY 5 (BASIC 5) FIRST TERM WEEK 1

ENGLISH STUDIES

FIRST TERM

WEEK 1

PRIMARY 5 (BASIC 5) 

THEME – SPEECH WORK 

TOPIC – INTONATION PATTENS: STRESS AND RHYME 

LEARNING AREA

1. Introduction

2. Rising and Falling Tones

3. Stress and Rhyme

4. Summary and Lesson Evaluation

5. Practice Exercise

LEARNING OBJECTIVES 

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

1. define intonation, stress, and rhyme.

2. identify rising and falling tones in speech.

3. pronounce words and sentences with appropriate stress.

4. recognize and produce rhyming words.

5. read simple sentences using correct intonation patterns.

ENTRY BEHAVIOUR

The pupils already know that words are made up of sounds and syllables. This lesson introduces intonation patterns, stress, and rhyme to improve their speaking and listening skills.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. Flashcards containing words and sentences.

2. Charts showing rising and falling tones.

3. Whiteboard and marker/chalkboard and chalk.

4. English Language textbook.

5. Audio recordings (if available).

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

1. Scheme of Work

2. 9 – Years Basic Education Curriculum

3. Course Book

4. All Relevant Material

5. Online Information

CONTENT OF THE LESSON

INTRODUCTION

Intonation is the rise and fall of the voice when speaking. It helps us express meaning, feelings, and attitudes in speech.

There are two common intonation patterns:

1. Rising Tone

The voice rises at the end of a sentence. It is often used in yes/no questions.

Examples:

• Are you coming?

• Is this your bag?

• Can you swim?

2. Falling Tone

The voice falls at the end of a sentence. It is commonly used in statements, commands, and wh-questions.

Examples:

• I am coming.

• Close the door.

• Where are you going?

STRESS AND RHYME

1. Stress

Stress is the emphasis placed on a particular syllable in a word.

Examples:

• TA-ble

• WIN-dow

• TEA-cher

2. Rhyme

Rhyme occurs when words have the same ending sound.

Examples:

• cat – hat

• play – day

• book – cook

PRONUNCIATION PRACTICE/ORAL DRILLS

1. Rising Tone

• Are you ready?

• Is he your friend

• Can you swim?

2. Falling Tone

• I am ready.

• He is my friend.

• We can swim.

3. Stress

• TA-ble

• WIN-dow

• TEA-cher

• DOC-tor

4. Rhyme

• cat – hat

• play – day

• light – night

• book – cook

SUMMARY

Pupils learned the meaning of intonation, rising and falling tones, stress, and rhyme. They practised reading words and sentences using appropriate intonation patterns and correct pronunciation.

PRACTICE EXERCISE

A. State Whether the Tone Is Rising or Falling

1. Are you coming?

2. I am going home.

3. Is this your pencil?

4. The lesson is over.

5. Can you read?

B. Identify the Rhyming Words

6. cat – hat

7. book – cook

8. play – day

9. sun – fun

10. light – night

C. Underline the Stressed Syllable

11. TA-ble

12. WIN-dow

13. DOC-tor

14. TEA-cher

15. GAR-den

PRESENTATION

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

1. The teacher introduces the concept of intonation and explains that it is the rise and fall of the voice in speech.

Pupils’ Activities: The pupils listen attentively and repeat the meaning of intonation.

2. The teacher demonstrates the rising tone using simple yes/no questions.

Examples:

• Are you happy?

• Is this your book?

• Can you read?

Pupils’ Activities: The pupils listen and repeat the sentences using a rising tone.

3. The teacher demonstrates the falling tone using statements and commands.

Examples:

• I am happy.

• Sit down.

• The lesson is over.

Pupils’ Activities: The pupils repeat the sentences using a falling tone.

4. The teacher introduces stress and explains that some syllables in words are pronounced more strongly than others.

Examples:

• TA-ble

• WIN-dow

• TEA-cher

• DOC-tor

Pupils’ Activities: The pupils repeat the words and identify the stressed syllables.

5. The teacher claps on the stressed syllables while pronouncing the words.

Pupils’ Activities: The pupils clap and pronounce the words correctly.

6. The teacher introduces rhyme and provides examples of rhyming words.

Examples:

• cat – hat

• play – day

• sun – fun

• light – night

Pupils’ Activities: The pupils identify the similar ending sounds.

7. The teacher guides pupils to supply additional rhyming words.

Pupils’ Activities: The pupils mention other rhyming words.

8. The teacher conducts oral drills on rising tone, falling tone, stress, and rhyme.

Pupils’ Activities: The pupils practise individually and in groups.

9. The teacher corrects pupils’ pronunciation and summarizes the lesson.

Pupils’ Activities: The pupils make corrections and participate in the lesson summary.

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 

Teacher asks pupils,

1. what is intonation?

2. what is a rising tone?

3. what is a falling tone?

4. mention two rhyming words.

5. pronounce the word teacher correctly.