Intonation Practice Passage (Request) Basic 5 English Studies Lesson Note

Learning Objectives:

1. Understand the concept of intonation in speech
2. Differentiate between commands and requests
3. Practice using the appropriate intonation for commands and requests
4. Improve communication skills by using clear and polite speech

Embedded Core Skills:

1. Listening: Students will listen attentively to the teacher’s instructions and examples
2. Speaking: Students will practice speaking commands and requests using proper intonation
3. Comprehension: Students will understand the meaning and importance of intonation in speech

Learning Materials:

1. Whiteboard or chalkboard
2. Markers or chalk
3. Handouts with commands and requests
4. Worksheet with fill-in-the-blank exercises
5. Bell or any object to simulate ringing

CONTENT

Speech Work: intonation: practice command and Request

1. Warm-up Exercise:

• Start with a physical warm-up activity, such as stretching or jumping jacks, to get the pupils energized and ready for the lesson.
• While doing the warm-up, encourage the pupils to say simple commands and requests with proper intonation.

2. Commands:

• Explain that commands are used to tell someone to do something.
• Teach the pupils that commands usually end with a period (.) and have a rising tone (intonation) to sound polite.
• Give examples of commands:
  1. “Close the door, please.”
  2. “Turn off the lights.”
  3. “Clean your desk.”

3. Role Play:

• Divide the pupils into pairs or small groups.
• Assign roles to each group, such as a teacher and a student.
• Have them practice giving commands and responding appropriately.
• Encourage them to focus on using the correct intonation.

4. Requests:

• Explain that requests are used to ask someone for something.
• Teach the pupils that requests usually end with a question mark (?) and have a falling tone (intonation) to sound polite.
• Give examples of requests:
  1. “Can you pass me the book, please?”
  2. “May I use your pencil?”
  3. “Could you help me with this math problem?”

5. Pair Work:

• Pair up the pupils and give them a set of flashcards or pictures.
• In turns, one pupil makes a request using the flashcard or picture, and the other pupil responds accordingly.
• Encourage them to use the appropriate intonation while making requests and responses.

6. Group Discussion:

• Engage the whole class in a discussion about the importance of using proper intonation in commands and requests.
• Ask the pupils to share their experiences when someone used the wrong intonation and how it made them feel uncomfortable or misunderstood.
• Emphasize that using the correct intonation can make our requests and commands sound more polite and respectful.

Practice Worksheets:

1. Provide the pupils with worksheets that include sentences with missing intonation marks.
2. Ask them to read the sentences aloud and fill in the appropriate intonation mark (period or question mark/rise).
3. Review the answers together as a class.

7. Conclusion:

• Summarize the lesson by reminding the pupils of the key points: commands end with a period and have a rising tone, while requests usually end with a question mark and have a falling tone.
• Encourage the pupils to practice using proper intonation in their everyday conversations.

Remember, practice makes perfect! Encourage the pupils to continue practicing intonation in commands and requests outside of the classroom to improve their English speaking skills.

Read the dialogue of commands and requests by pairs of different pupils, using the correct intonation:

Knowing more and key

Teacher: Uh, show me your hands and nails.

Ade: Here are they, sir.

Teacher: Your hands and nails are dirty. Go and wash them immediately. Don’t spend germs in the class.

Ade: Okay sir. I’ll do that right away.

Teacher: Class, stand up. I want to check your hands and nails.

Dupe: Sir, I’ve just washed my hands and cut my nails.

Teacher: Very good, Dupe. Thank you! Please sit down. I check your classmates’ hand and nails.

Jane: Sir, it’s time to take a short break.

Teacher: Ring the bell.