Lesson Plan of Patterns of Rhythm, Stress and intonation English Grade 3
Patterns of Rhythm, Stress and intonation Subject English Grade 3
Students’ learning outcomes
·
Reproduce in speech,
appropriate pattern of rhythm, stress and intonation through listening to
stories and poems read aloud in class.
Information for Teacher
·
Intonation patterns: it is
the variation in the pitch of the speaker’s voice used to give information or
change of meaning.
·
There are three basic pitches
in English. These are normal, high and low.
·
The normal pitch is where the
voice usually is.
·
High is where the voice rises
to indicate information focus.
·
Low is where the voice falls,
usually at the end of sentence.
·
Stress: some
syllables are stronger than other syllables and called stress. When we put
emphases on a word or sentence it becomes a stress word or a stressed sentence.
·
Importance of stress is that
the position of stress can change the meaning of the word.
Stress
Statement
1: I can do my work.
Syllable is a group of letters that has one vowel
(a,i,e,o,u) sound in it.
Use of
punctuation marks: Full stop (.) shows that the sentence is a complete, comma
(,) shows a short pause, exclamation mark (!) represent emotions like
happiness, sorrow, shock, fear, question mark (?) shows an inquiry of a
problem.
While teaching the lesson, the teacher should also use
the textbook where appropriate.
Material / Resources
Chalk,
board, markers, textbook, duster etc.
Development
Activity 1
·
Discuss with students that,
in English, we give stress to some words while some words are quickly spoken
(some student say eaten!). We quickly speak, or swallow, a number of words in a
sentence.
·
Tell the students that we
mostly stress nouns, adjectives, action words, etc. which are also called
CONTENT WORDS.
·
Write the lines on the
board and ask students to read them
together:
·
“ I won’t go to school
tomorrow,”
Sadia informed Ali,
·
“ Why not?”
·
“I am going to attend a
marriage ceremony. It will be great fun!”
·
“Okay, see you on Monday; then enjoy your
time!”
·
“Thanks. Allah Hafiz!”
·
Activity 2
·
There are different intonation
patterns used for different types of sentence. The intonation pattern for
statement, is basically the same. The voice starts at a normal pitch, rises at
the intonation focus word, falls back to normal after the intonation focus
word, and falls to low at the end of the sentence.
·
Tell the students that
statement are sentences that report or give information about something,
someone or some event.
·
Ask the students to read in
pairs the dialogues written on the board and practise the stress and punctuation
patterns for five minutes.
Activity 3
Write the poem on the
blackboard:
A little old man
A little old man and I fell
out;
How shall we bring this
matter about?
Bring it about as well as you
can;
Get you gone, you little old man.
·
Model reading where teacher
reads and children listen.
·
When children read the poem
ask them to stop on a full stop (.) and count 123 in their heart. At
punctuation mark ask them to say 12 in their heart and then start again; when
comma comes left them say 1 in their heart silently.
·
This exercise provides the
students with effective training of pauses required to be taken in the spoken
text. It is good for producing effective speech pattrens.
Activity 4
·
Student read (in pairs) then
poem written on the board and practice the rhythm, stress and punctuation
patterns for five minutes.
·
Chanting: Students read /
recite and repeat.
Activity 5
·
Arrange a class competition
and ask the students to read the poem in pairs. The best pair must get a star.
Sum up / Conclusion
·
Ask students about the importance of intonation
and rhythm in language.
·
Remind them that stress and
intonation can change the meaning, and it also makes our speech interesting and
expressive.
Assessment
·
Assess the students through
their responses by checking their pronunciation.
·
Involve the students in solving the problems
given in the exercise at the end of unit/ chapter.
Follow Up
Ask the students to:
·
Read the following sentences
showing the required expression.
·
I can’t come tomorrow. (using
the emotion of sorrow / anger in their voice.)
·
It is my birthday today.
(expression- excitement)
·
There is a snake in the
bathroom. ( expression – fear )
Thanks. It gave me some ideas.
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