Intonation Practice in Statements, Questions, Commands and Requests Primary 5 (Basic 5) First Term Week 10 English Studies

INTONATION PRACTICE IN STATEMENTS, QUESTIONS, COMMANDS AND REQUESTS PRIMARY 5 (BASIC 5) FIRST TERM WEEK 10 ENGLISH STUDIES

ENGLISH STUDIES

FIRST TERM

WEEK 10

PRIMARY 5 (BASIC 5) 

THEME – SPEECH WORK 

TOPIC – INTONATION PRACTICE IN STATEMENTS, QUESTIONS, COMMANDS AND REQUESTS 

LEARNING AREA

1. Introduction

2. Intonation Practice in Statements, Questions, Commands and Requests

3. Practice Exercise/Assignment/Test Questions and Answers

4. Summary

LEARNING OBJECTIVES 

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

1. Explain the meaning of intonation.

2. Identify rising and falling intonation patterns.

3. Use correct intonation in statements, questions, commands, and requests.

4. Pronounce sentences with correct expression.

5. Distinguish between different sentence types through voice tone.

ENTRY BEHAVIOUR

The pupils already know statements, questions, commands, and requests. This lesson helps them use correct voice tone when speaking.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. Flashcards with sentences

2. Whiteboard and marker/chalkboard and chalk

3. Audio or teacher’s voice demonstration

4. English textbook

5. Pupils’ notebooks

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 clearly in spoken English.

Different sentence types have different intonation patterns:

• Statements – falling tone

• Questions – rising tone

• Commands – falling tone

• Requests – polite rising or falling tone

1. STATEMENTS

Statements usually have a falling tone (↓) at the end. They give information.

Examples:

• The boy is here. ↓

• She is my friend. ↓

• I am going to school. ↓

• She is happy. ↓

2. QUESTIONS

Questions usually have a rising tone (↑) at the end. They ask for information.

Examples:

• Are you coming? ↑

• Do you like mangoes? ↑

• Is she your sister? ↑

3. COMMANDS

Commands usually have a falling tone (↓). They give orders or instructions.

Examples:

• Sit down. ↓

• Open your book. ↓

• Stop talking. ↓

4. REQUESTS

Requests are polite and often use a rising or mixed tone (↑↓). They ask for help politely.

Examples:

• Please help me. ↑↓

• Can you open the window? ↑↓

• Kindly sit down. ↑↓

IMPORTANCE OF INTONATION

Intonation helps pupils to:

• speak clearly.

• express meaning correctly.

• communicate feelings.

• avoid misunderstanding.

PRACTICE EXERCISE/HOMEWORK/TEST QUESTIONS AND ANSWERS

A. Identify the Type of Sentence

Write Statement, Question, Command, or Request

1. Are you coming?

2..Sit down.

3. The boy is in class.

4. Please help me.

5. She is my sister.

6. Open your book.

7. Do you like rice?

8. Kindly give me water.

9. The teacher is happy.

10. Is he your friend?

B. Mark the Correct Intonation

Write ↑ for rising tone and ↓ for falling tone

11. Are you ready? ___

12. The sun is shining. ___

13. Come here. ___

14. Can you help me? ___

15. I am tired. ___

C. Oral Practice

Say these sentences with correct intonation:

16. The boy is here.

17. Are you going to school?

18. Stop talking.

19. Please open the door.

20. She is my friend.

ANSWERS

A. Identify the Type of Sentence

1. Question

2. Command

3. Statement

4. Request

5. Statement

6. Command

7. Question

8. Request

9. Statement

10. Question

B. Mark the Correct Intonation

11. ↑

12. ↓

13. ↓

14. ↑

15. ↓

C. Oral Practice

16. The boy is here. ↓

17. Are you going to school? ↑

18. Stop talking. ↓

19. Please open the door. ↑ ↓

20. She is my friend. ↓

SUMMARY

Pupils learned how to use correct intonation when speaking statements, questions, commands, and requests to improve clear communication in English.

PRESENTATION

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

1. The teacher introduces the lesson by speaking different sentences with changing voice tone and asking pupils what they noticed.

Pupils’ Activities: The pupils listen carefully and respond to the teacher’s voice changes.

2. The teacher explains the meaning of intonation as the rise and fall of the voice when speaking.

Pupils’ Activities: The pupils listen attentively and repeat the definition.

3. The teacher demonstrates falling intonation in statements.

Examples:

• The boy is here. ↓

• I am hungry. ↓

Pupils’ Activities: The pupils listen and repeat after the teacher.

4. The teacher demonstrates rising intonation in questions.

Examples:

• Are you coming? ↑

• Do you like rice? ↑

Pupils’ Activities: The pupils imitate the correct pronunciation.

5. The teacher demonstrates falling intonation in commands.

Examples:

• Sit down. ↓

• Open the door. ↓

Pupils’ Activities: The pupils repeat correctly.

6. The teacher demonstrates polite intonation in requests.

Examples:

• Please help me. ↑↓

• Can you come here? ↑↓

Pupils’ Activities: The pupils practise speaking politely with correct tone.

7. The teacher gives oral drills by reading sentences and asking pupils to identify the type of intonation used.

Pupils’ Activities: The pupils respond orally and identify the tones.

8. The teacher guides pupils to read sentences aloud using correct intonation.

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

9. The teacher corrects pupils’ pronunciation and intonation where necessary.

Pupils’ Activities: The pupils repeat correctly after correction.

10. The teacher summarizes the lesson by revising intonation in statements, questions, commands, and requests.

Pupils’ Activities: The pupils participate in the summary and ask questions.

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 type of intonation is used in statements?

3. What type of intonation is used in questions?

4. Give two examples of commands.

5. Give two examples of requests.