Oral English - Senior Secondary 3 - More on Consonant Sounds in Sentences and Practice of Rising and Falling Tones

1

REVISION

Teacher revises previous consonant sounds and introduces the use of consonants within sentences.

Learners recall the previous lesson on consonant sounds and listen attentively to new examples.

2

INTRODUCTION

Teacher explains the importance of rising and falling intonation in sentences and demonstrates using sample sentences: She is coming, isn’t she? (falling tone) vs Are you coming? (rising tone).

Learners listen to the teacher and repeat sentences to practice rising and falling tones.

3

PRACTICE

Teacher uses sentences with various consonant sounds and models rising and falling tones in speech: The boy is fast, isn’t he?

Teacher demonstrates how to identify rising vs falling intonation.

Learners practice repeating sentences and paying attention to rising and falling tones.

4

EVALUATION

Teacher asks learners to identify the tone in the following sentences:

1. You are going to the market, aren’t you?

2. This is the last lesson, isn’t it?

Learners identify the tone (rising or falling) in each sentence and answer orally.

5

CLASS-WORK

Teacher assigns:

1. Create 3 sentences with rising intonation and 3 sentences with falling intonation.

2. Practice the pronunciation of consonants in the sentences.

Learners write and submit their sentences, demonstrating both rising and falling tones.

6

ASSIGNMENT

Learners are to complete:

1. Write 5 sentences using rising intonation and 5 sentences using falling intonation.

2. Identify the consonant sounds in the sentences.

Learners complete the written assignment and submit in the next class.

7

CONCLUSION

Teacher marks, corrects, and commends learners for their work.

Learners observe and note corrections.