Lesson Plan of Intonation Patterns English Grade IV



Lesson Plan of Intonation Patterns

English Grade IV

Students’ Learning Outcomes

·         Recognize and use the convention to mark these intonation patterns.

Information for Teachers

·        Intonation Patterns:
o   The variation in the pitch of the speaker’s voice gives information or changes meaning.
·         There are three basic pitches in English normal, high, low.
o   The normal pitch is where the voice usually is.
o   High is where the voice rises to indicate information focus.
o   Low is where the voice falls, usually at the end of a sentence.
·        Stressed words:
o   Main verbs, nouns and adjectives are usually stressed in a sentence.
o   Unstressed words are ‘a’, ‘and’, ‘to’, ‘on’ etc.
·         Tone:
o   The certain pattern of voice movement is called ‘tone’.
·         While teaching the lesson, the teacher should also use textbook where and when applicable.

Material / Resources

Chalks/markers, board, duster, charts, papers, etc.

Worm up activity

·         Ask students to read the falling and rising tone in questions which they have completed at home as homework.
·         Rising tone: questions having yes/no answers.
·         Falling tone: questions without yes/no answers.
·         Talk about the differences between stressed words and non-stressed words.

Development

Activity 1

·         Write the sentence on board.
“Ali and Sadia play football happily”
·         Ask the students to read the sentence. Note the pronunciation and style of the reading of each student.
·         Underline the stressed words in the sentence. Ask student to try reading aloud again with the focus on stressed words this time, “Ali and Sadia play football happily”.
·         Repeat the other sentences

Activity 2

·         Write the following paragraph on the board:
My mother and father are true friends. They love us. My sister and I love our parents because they are the only ones who have tried hard to make us realize the importance of education.
·         Ask one child to read one sentence.
·         Ask another child to show some difference in the intonation.
·         Ask the class which one they thought sounded better.
·         Be surprised at how quickly your pronunciation improves! By focusing on stressed words, non-stressed words and syllables.
·         When listening to native speakers, focus on how those speakers stress certain words and try to copy their stress pattern.
Tips:
·         Remember that non-stressed words and syllables are often ‘swallowed’ in English.
·         Always focus on pronouncing stressed words well, non-stressed words can be glided over.
·         Don’t focus on pronouncing each word. Focus on the stressed in each sentence.
·         Students must practice carefully for a few minutes. You must listen carefully and provide support and correction where needed.
·         Arrange a class competition and ask children to read one sentence each, in pairs. The best pair will be awarded with a star on his/her hand.

Sum up / Conclusion

·         Ask students why intonation is important and how intonation makes a difference to meaning.
·         Discuss with students how they can continue to improve their intonation.
(How they can listen to more and more English spoken by the native speakers)

Assessment

·         Listen to students’ responses carefully to know their level of understanding. You must make them practice this concept in every lesson.

Follow up

·         Ask students to make two sentences of their own. Practice reading a few sentences with intonation patterns at home.
·         Use these sentences in role plays by giving students real-life situations.


Comments

Post a Comment

Popular posts from this blog

Lesson Planning of Gender in Nouns Subject English Grade V

Image
  Lesson Planning of Gender in Nouns Subject English Grade V Students` Learning Outcomes Classify and change the gender of more nouns from immediate and extended environment (Masculine/Feminine. Neuter) Recognize and identify the common gender used for both male and female. Information for Teachers Masculine- the masculine gender is used for male nouns (boys, men and male animals, as; man, lion, king, horse). Feminine-the feminine gender is used for female nouns (girls, women, and female animals, as (woman, lioness, queen, and mare). Neuter- the neuter gender represents non-living things, as; chair, table, tree, car, etc. The masculine and feminine gender nouns may be distinguished from each other in three away, as; By a different ending, as; actor/actress, lion/lioness, tiger/tigress, host/hostess, By forming compound words, as; gentleman/gentlewoman, grandfather/grandmother, landlord/landlady, Common gender nouns are nouns that are used for both males and females, as; c
Read more

Lesson Plan of Ascending & Descending Order

Image
  Lesson Planning of Ascending & Descending Order Subject Mathematics Grade 2 nd Students` Learning Outcomes §   Arrange numbers up to 999, written in mixed form, in increasing or decreasing orders. §   Identify numbers given in ascending or descending orders.   Information for Teachers §   Ascending order means the arrangement of numbers from smallest to greatest. §   Descending order means the arrangement of numbers from greatest to smallest. §   With the help of the concept of comparison we arrange numbers in ascending or descending orders. Material / Resources Writing board, chalk / marker, duster, textbook Introduction Tell the students, that sometimes backward counting is very useful for the identification of numbers. Specifically when we are moving towards a destination ascending order and descending order are very important. Tell them that in descending order we move from greatest number to smallest number and in ascending order ewe move from sma
Read more

Lesson Planning of Masculine, Feminine and Neuter Genders Subject English Grade 5th

Image
  Lesson Planning of Masculine, Feminine and Neuter Genders Subject English Grade 5 th Students` Learning Outcomes Classify and change the gender of nouns from immediate and extended environment. (Masculine / Feminine / Common / Neuter) Information for Teachers The masculine gender represents all those of the male kind (boys, men and male animals) such as; man, lion, king, horse, boyfriend, hero, etc. The Feminine gender represents all those of the female kind (girls, women and female animals) such as women, lioness, queen, girlfriend, heroine, mare, etc. The neuter gender represents non-living things, such as; book, room, gold, silver, iron, knife, shirt, coat, chair, table, tree, etc. The Common gender represents either sex, such as; parent, child, baby, infant, friend, servant, thief, enemy, cousin, orphan, student, doctor, teacher, police, neighbor, etc. Material / Resources Writing board, chalk / marker, duster, worksheet, textbook Introduction Start th
Read more