Oral English - Junior Secondary 2 - Rhymes and intonation exercises

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STEPS

TEACHER’S ACTIVITY

LEARNERS ACTIVITY

1

Week 11

The teacher revises the previous lesson and introduces the new topic by defining rhymes and giving examples of rhyming words

Two words are said to rhyme if they both have endings that sound similar. To have a perfect rhyme, the vowel and the closing consonant(i.e. the consonant that ends the word) must be exactly the same sound in both words, even if there is no opening consonant or the opening consonant is not the same.

Examples

Preach-breach-screech

Fool-cool-tool

Farm-palm-calm-psalm

Naught-fought-bought-court

Learn-earn-urn-turn

Nurse-curse-purse-worse

Meat-seat-eat-feet-sheet

Would-should-could-hood

Learners observe, learn and participate

2

Week12

The teacher introduces the new topic by defining intonation and discussing the forms of tones using sentence examples

Intonation refers to the variation of pitch while speaking, which can convey different meanings or emotions. It plays a crucial role in communication, helping to indicate whether a sentence is a question, statement, or exclamation. Intonation patterns can be broadly categorized into rising and falling tones.

A rising tone is a pitch pattern in speech where the pitch of the voice increases towards the end of a sentence or phrase. It is commonly used in yes/no questions, showing uncertainty, inquiry, or expectation of a response.

Usage

1.   Can you help me with this? ↗
(A yes/no question, with the pitch rising at the end.)

2.   Is it raining outside? ↗
(The voice rises, signaling uncertainty.)

3.   Do you like pizza? ↗
(The pitch goes up, indicating it's a question.)

4.   Should I call him now? ↗
(The rise in tone shows you're seeking confirmation.)

5.   Is this your bag? ↗
(The rising intonation signals inquiry.)

6.  If you want to go, ↗ you should tell me now.
(The voice rises at "go," signaling that more is coming.)

7.  She was tired, ↗ but she kept working.
(The rising tone on "tired" indicates a contrast, followed by the explanation.)

8.  I think he likes pizza, ↗ but not burgers.
(The voice rises at "pizza" to indicate more information is coming.)

9.  We could take the bus, ↗ or maybe walk instead.
(The rising tone at "bus" signals an alternative is coming.)

10.  You can choose chocolate, ↗ vanilla, or strawberry.
(The rising tone on "chocolate" and "vanilla" indicates that the list isn't complete.)

A falling tone is a pitch pattern where the pitch of the voice decreases at the end of a sentence or phrase. It is typically used in statements, commands, or Wh- questions, expressing certainty, completion, or finality.

Usage

1.   I’ll see you tomorrow. ↘
(A definitive statement with a falling pitch at the end.)

2.   What time does the movie start? ↘
(A Wh- question with a falling tone at the end.)

3.   Please close the door. ↘
(A command with the pitch falling at the end.)

4.   He didn’t finish his homework. ↘
(A factual statement, using a falling tone.)

5.   Why are you late? ↘
(A falling tone, indicating a Wh- question.)

The teacher engages the learners in Dialogue practice involving both sounds

Learners observe, learn and participate

3

EVALUATION

The Learners are asked to

1.   Define rhymes. Give ten examples of rhyming words

2.   Define intonation

3.   Discuss the forms of tones using sentence examples

- Learners observe, learn and participate

4

CLASS-WORK

Learners are asked to answer exercise I on page 205 of the New Concept English for Junior Secondary School 2

Learners observe, learn and participate

5

ASSIGNMENT

Learners are asked to answer exercise III on page 215 1-6 of the New Concept English for Junior Secondary School 2

Learners participate

6

CONCLUSION

The teacher marks their books, corrects it and commends the Learners