Oral English - Senior Secondary 1

TERM: 3^RD TERM

WEEK: 1

CLASS: Senior Secondary School 1
AGE: 15 years
DURATION: 1 period of 40 mins
DATE:
TOPIC: Speech
CONTENT: Intonation Patterns
SPECIFIC OBJECTIVES: By the end of the lesson, learners should be able to:
a. Identify rising and falling tones in sentences
b. Use the correct intonation in speech, particularly in stress contexts
c. Understand the impact of rising and falling tones on the meaning of sentences
INSTRUCTIONAL TECHNIQUES: Discussion, teacher modeling, repetition, use of sentence examples
INSTRUCTIONAL MATERIALS: Audio clips, flashcards, sentences on the board

INSTRUCTIONAL PROCEDURES

S/N	STEPS	TEACHER’S ACTIVITY	LEARNERS ACTIVITY
1	REVISION	Teacher revises the previous lesson on speech and intonation. Introduces the concepts of rising and falling tones in sentence stress contexts.	Learners recall and share previous knowledge on intonation patterns.
2	INTRODUCTION	Teacher explains the concept of rising and falling intonation with examples (e.g., questions with rising tone, statements with falling tone).	Learners listen, observe the examples, and repeat the sentences.
3	PRACTICE	Teacher gives more examples with both rising and falling tones in various sentence contexts (e.g., "Are you coming?" with a rising tone, "I am going home." with a falling tone).	Learners practice by repeating the sentences after the teacher and identifying the tone patterns.
4	EVALUATION	Teacher asks learners to identify whether a given sentence should be spoken with a rising or falling tone.	Learners identify the tone in different sample sentences and explain why it fits.
5	CLASS-WORK	Students answer the following: 1. Give two sentences that use rising intonation. 2. Give two sentences that use falling intonation.	Learners write and submit their responses.
6	ASSIGNMENT	Learners are to listen to an audio clip and write down sentences using rising and falling tones they hear, explaining why each tone is used.	Learners complete the assignment for submission in the next class.
7	CONCLUSION	Teacher marks and corrects learners’ responses, highlighting correct tone usage and offering further clarification where needed.	Learners observe and note corrections.

Oral English - Senior Secondary 1 - Intonation patterns