Oral English - Senior Secondary 1 - Intonation patterns (continued)

TERM: 3^RD TERM

WEEK: 3

CLASS: Senior Secondary School 1
AGE: 15 years
DURATION: 1 period of 40 mins
DATE:
TOPIC: Speech
CONTENT: Intonation Patterns Continued
SPECIFIC OBJECTIVES: By the end of the lesson, learners should be able to:
a. Use rising intonation for questions (e.g., WH questions)
b. Use falling intonation for statements
c. Practice correct intonation for questions and statements in real-life contexts
INSTRUCTIONAL TECHNIQUES: Teacher modeling, group practice, role play, repetition
INSTRUCTIONAL MATERIALS: Audio clips, sentence examples on the board, flashcards

INSTRUCTIONAL PROCEDURES

S/N	STEPS	TEACHER’S ACTIVITY	LEARNERS ACTIVITY
1	REVISION	Teacher reviews rising and falling tones from the previous lesson, focusing on their application in questions and statements.	Learners recall and practice the intonation patterns discussed in the previous lesson.
2	INTRODUCTION	Teacher explains the use of rising tone for WH questions (e.g., "Where are you going?") and falling tone for statements (e.g., "I am going home.").	Learners listen to examples and repeat the sentences with correct intonation.
3	PRACTICE	Teacher provides more examples using WH questions and statements with the appropriate tone. Learners practice by repeating after the teacher.	Learners practice sentences and identify whether they need a rising or falling tone.
4	EVALUATION	Teacher asks learners to identify the intonation patterns in sample sentences on the board.	Learners identify whether a sentence requires a rising or falling tone.
5	CLASS-WORK	Students answer the following: 1. Use a rising tone in a WH question. 2. Use a falling tone in a statement. 3. Write 3 questions and 3 statements with correct intonation.	Learners write and submit their responses.
6	ASSIGNMENT	Learners are to create 5 WH questions and 5 statements, practicing the correct rising and falling intonation.	Learners practice and prepare for next class by recording their sentences.
7	CONCLUSION	Teacher reviews learners’ responses and gives feedback on the correct use of rising and falling tones.	Learners note down feedback and prepare to improve their intonation skills.