Rising and Falling Intonation Objective: Distinguish rising and falling intonation Remember: 1.

We use the rising intonation for Yes-No questions. 2. We use the falling intonation for WH-questions Activity 1: Direction: Thumbs up after the question which has a rising intonation and thumbs down after the question which has a falling intonation. a) b) c) d) e) How does an elephant sleep? What did you learn from your field trip? Is it safe to cross the hanging bridge? Do plants sleep at night? Are you afraid of ghost?

Activity 2: Direction: Produce the sound of bird (tweet,tweet) for rising intonation and the sound of a frog (Kokak,Kokak) for falling intonation. a) b) c) d) e) Should we pray before meals? Why are the rice terraces called the stairway to heaven? Do plants need sunlight in order to grow? How was the earth formed? Can an alligator swim?

Activity 3: Direction: Choose a partner. Take turns reading the sentences. Draw arrow-Up, if the intonation is rising and arrow down, if falling. 1. 2. 3. 4. 5. Did she give half of her money to the orphanage? Are you going to church on Sunday? Why are earthworms useful to plants? What is your favorite hobby? Is Chinchin coming with us?

Rising and Falling part 2 Objectives: Distinguish rising and falling intonation in sentences Reminder: 1. Intonation is the rise and fall of the voice in speech. The two kinds of intonation are falling intonation and rising intonation. 2. A falling intonation is used at the end of (1) a statement, a command, or a request and (2) a question which cannot be answered by yes or no. 3. A rising intonation is used (1) at the end of a yes/no question, (2) after a phrase within a sentence, and (3) in enumerating persons, places, objects and others. Set Up: Read the dialogue with a classmate. Read one part while your classmate reads the other part. Answer the questions that follow. Take note of the rising and falling intonation at the end of each sentence. Danny: Pamela: Danny: Pamela: Danny: Pamela: Danny: Pamela: Have you heard the news? Mark won the Spelling Quiz Bee Contest! No, I havent. What did he receive as a prize? Mark got $500 in cash! Really? Thats wonderful! Not only that. He will tour to Boracay for a week with his family. Thats great! I will tell Mark to bring me white sand for my aquarium. As for me, seashells will do. Look Danny, Mark is coming!

1. Who won in the spelling Quiz Bee Contest? 2. What prizes did he receive? 3. What are the things that Pamela and Danny would like Mark to bring them from Boracay? Gear Up: Listen to your teacher as he/she reads the following sentences. Take note of the intonation in each sentence. Rising Intonation: a. At the end of a yes/no question a) Is your best friend coming? b) Are you ready for the school play? c) Did you do your homework? b. After a phrase within a sentence a) Mr. Cruz teaches industrial arts in high school. b) Mrs. Tan, the new president, launched a livelihood project. c) There are many books about the Philippines in the school library.

c. In enumerating persons, places, objects, etc. a) The family went to Puerto Galera, Boracay, Bohol and Pagudpud. b) We ate durian, marang, mangoes and mangosteen. c) The teacher met the pupils, the parents, the guardians, and the school administrator. 2. Falling Intonation a) b) c) d) A statement, command, or request The girls will serve as usherettes. Please lend me your book. My teacher is very patient.

b. A question which cannot be answered by yes or no. a) How can you make a chocolate cake? b) Who are going to the party? c) When will the boys play the band? Read the following sentences. Write a downward arrow, if the sentence has a falling intonation and an upward, if it has a rising intonation. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. We all got high grades. May I see your assignment? The contestants qualified for the contest. Some people like to read books, play tennis, swim and watch movies. Did he recite the poem well? Who won in the contest? Are you coming with us? The Cebuanos make good guitars. There are many places to visit in Vietnam, Malaysia, Indonesia and Thailand. Please seat beside each other.

Work Out: Read the following sentences. If the sentence has a falling intonation, write F, if it has a rising intonation, write R. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. There are wonderful places in the Philippines. Have you met our new principal? Girls are interested in dances, but boys are interested in sports. Where did you leave your bag? Mrs. Legaspi bakes tarts, cakes, cookies and breads. What will you wear for the party? Please come to my party. My mother bought rice, viand, vegetables and fruits. Can you come with me? Together with his cousins, Krystal flew to Davao

Follow up: Write five sentences having a rising intonation and five sentences having falling intonation.

Lesson plan Intonation (30 minutes)

I teach this lesson to my ESL students in my Oral Communications class. I usually start my class with a pronunciation tip, such as this one, because my students find it helpful and fun, and it loosens them up for the rest of the class session. I like to arrange the desks so that they form a U. This arrangement is helpful for both pair and large group work.

INSTRUCTION (5-10 minutes)

I start the lesson by explaining what Intonation is and why its so important:

Intonation is the rise and fall of the voice in speech and is necessary in communication. Correct use of intonation helps to effectively convey your message, but incorrect use of intonation may confuse the listener, causing the message to be misunderstood or misinterpreted. I then show how intonation is used correctly:

Intonation should fall at the end of declarative statements. Falling intonation communicates certainty and completion. Examples: Thats my house. I like apples. Intonation should rise at the end of questions or statements expressing doubt. Rising intonation communicates uncertainty and doubt. Examples: Youre moving? You didnt sleep last night? Are you coming? Is it snowing? IN-CLASS EXERCISES (20-25 minutes) After the instructional part of the lesson, I then give my students time in class to practice what they just learned. I like to give them exercises to do in pairs, and also as a large group. Ive found that variety helps keep them interested.

In pairs For the following exercise, I would put my students in pairs and have them take turns reading statements with falling intonation and rising intonation. One of them would be Student A, and the other would be Student B. After reading all 4 statements, they would then switch. As the instructor, I would walk around and listen to each pair to ensure that their intonation was correct. If I heard them struggling or using incorrect intonation, I would model the correct intonation for them and have them repeat after me until they got it correct. Student A: You ran fifty miles. Student B: You ran fifty miles?

Student A: He drank all of the wine. Student B: He drank all of the wine?

Student A: She won the competition. Student B: She won the competition?

Student A: They have 25 children. Student B: They have 25 children?

As a class For this exercise, I would divide the class in half. The right half would first ask the questions, and the left half would answer them. After doing all 5 questions and responses, they would then switch so that everyone has practice using both rising and falling intonation. a. b. c. d. e. Can you hear me? Yes I can. Are we staying? No, were going. Can I help you? Yes, please. Is he your brother? No, hes my friend. Have they left yet? Yes, theyll be here soon.

For homework, I would assign Speechpeek lesson that reinforces the lesson above and allows me to review each individual students progress. Students love Speechpeek, because they can practice without classroom embarrassment, and I can provide personalized feedback to each of my students.

Sample SpeechPeek Lesson 1a. We need a better library! 1b. We need a better library? 2a. Im going to get an A in this class? 2b. Im going to get an A in this class! 3a. I deserve a raise? 3b. I deserve a raise! 4a. Im a good student! 4b. Im a good student? 5a. I worked hard on the project? 5b. I worked hard on the project! 6a. Sujin is my best friend? 6b. Sujin is my best friend! 7a. Hans doesnt like pizza! 7b. Hans doesnt like pizza? 8a. We saw Jorges new car? 8b. We saw Jorges new car!

Lesson Plan in English I

I.OBJECTIVES: -Recognize the rising and falling intonation in yes-no questions and answer. -Ask simple questions based on dialogues. VALUES II: Listening attentively. SUBJECT MATTER: -Rising and falling Intonation in Yes/No Questions. REFERENCE: -BEC Listening 5p 7; PELC I.A.4.1; TM English 1 pp. 14-15; Skills Development Book in English 1 pp. 27-28. MATERIALS:

-Computer Integration. III.PROCEDURE: A. MOTIVATION -video of JACK AND JILL song.

Q. Where did Jack and Jill go? A. Jack and Jill went up the hill.

Show the action of up and down. Let the pupils go up on their chair, they say up. Let them down. Do this three (3) times. B. 1. PRESENTATION: Have you ever played Hide and Seek?

How is the game played? 2. Teacher reads the story about Hide and Seek. Ask the pupils listen and find out what happened in the characters. (Present this using computer) let the pupils read after the teacher.

Its playtime. The children are playing. Tony covers his eyes. He counts one to ten. The children are hidden, and tony look where they go! Ouch! Ouch! Ouch! Im sorry. Are you hurt? May I help you? Said tony. No thank you, Im alright said Mimi. 3. 1. 2. 3. 4. 5. Ask the following questions. What are children doing? What game are they playing? What happened to Mimi? Did she cry? What did the children do to Mimi? Did the children enjoy in playing? Why?

4. Ask questions about the story. Let the pupils answer the question with yes/no. Ask them to listen to the intonation. If the voice goes up or down. 1. Are the children playing? Yes, they are. 2. Was Mimi hurt? Yes, she was.

3.

Did she cry? No, she didnt.

4.

Did her classmates help her? Yes, they did.

5.

Did they enjoy playing? Yes, they did.

C.

GENERALIZATION

-When does my voice go up? - the rising intonation is used in yes/no questions. -When does my voice go down? - the falling intonation is used to answer question that cannot be answered with yes/no. (Let the children notice the rising intonation in the questions and the falling intonation in the answers that fallow.) D. APPLICATION Act out the dialogue following the patterns below.

Pupil1: Hi, my name is Gina Castro. Whats yours? Pupil2: I am Karen Velasques. Pupil1: How old are you? Pupil2: Im 6 years old. How about you? Pupil1: Im 6 years old, too. Pupil2: What grade are you in? Pupil1: Im in grade one. What grade are you in? Pupil2: Im in grade one, too. Emphasize the falling intonation in wh-question.

IV. EVALUATION: -Ask your seatmate about his/her name, age, and grade.

V. ASSIGNMENT: Answer the following question. 1. 2. 3. Who is your teacher? Where did you live? What school are you in

LESSON PLAN-DAY 4
DAY 4

I- Learning Objectives: Focus Skill: Recognize and use adjectives: words, phrase, and clause modifiers. Support Skill: Use adjectives to enhance writing through the use of clearer and vivid descriptive words. II- Subject Matter: A. Major Concept: Grammar B. Topic: Clausal; Adjective Clause C. Interdisciplinary Concepts: 1 Across Content: Values Education 2. Function: Description, Use adjectives to enhance description. D. Reference: http://www.teachers net.com. , Ventures in Communicatio n pp. 156-158. E. Materials: laptop for the power point presentation III- Procedure: A. Motivation and Linkage The teacher will distribute pictures to some students. Ask all those with related pictures to together. 1. Batman and Superman/other heroes 2. Mother Theresa- The Living Saint 3. Dr. Jose P. Rizal Philippine National Hero 4. Apolinario Mabini The Sublime Paralytic 5. Ramon del Fierro Magsaysay - Idol of the Masses Ask the groups to do the following: Write words,phrases and clauses on the chart to describe what are in the pictures. Make a test of the happy sounds of the crowd, sad sounds and angry sounds. Modifiers:

stay

1. 2.

Single word

Phrase

Clause

(Teacher guide the class in recalling the use of modifiers) B. Discussion:

> WHEN TO USE MODIFIERS

Adjectives and adverbs don't form the core of sentences as nouns and verbs do, but they give sentences texture and precision. Without adjectives and adverbs, you wouldn't know what color the curtains were, how the man crawled, when they came, etc. Use adjectives and adverbs when they make a contribution to what you are saying. For example, in He smiled sadly , you know his smile is not like the usual happy smile. Sadly performs a function. On the other hand, in He screamed loudly, does the adverb add anything to the verb? Is there such a thing as a soft or quiet scream? Here, loudly is unnecessary. Avoid using adjectives and adverbs that don't tell us anything or that state the obvious.

A clause modifier is simply a clause that modifies something. A clause is a sentence with at least a subject and a verb, for instance I went to school. Now if we want to turn this clause into modifier, we simply let it modify the meaning of something, for instance the phrase I had breakfast: I Had breakfast before I went to school. C. Elicitation of the model: Now, tell the groups to come forward and stay together and write a speech about Hero/Heroes. 1.) Work together to create a speech about your picture. Use the descriptive words you have learned. 2.) If you would be given a chance to talk about your ideal hero, what would you say? Begin by saying Who is my Hero? Or what makes a respectable person? Whether we have an actual hero or not, we all know what makes a person admirable. There are two options for doing this speech: 1. Pick a person in your life who is a hero* to you that you will talk about. or 2. Pick three characteristics that people should have if they are respectable. *It is important to note that in this speech you can describe a specific person as a hero, role model, idol, or simply as the person you look up to. The term you choose is up to you. Once you decide which of the two choices you are going with, you will want to start brainstorming for your speech. Points to consider if doing choice one (but not mandatory or limited to): background of the person, what they have done to achieve heroism, details of their life, description of their personality, how they have influenced you, their accomplishments. Points to consider if doing choice two (but not mandatory or limited to): things people might (not) do, adjectives that would describe this kind of person, examples of stories, people you know that might fit different qualities.

Use the outline below to help structure your speech. Do not forget to give your forecast and your attention getter twice.

This speech will need to be at least 2 minutes long. The group will need to have an outline made when they read their speech orally, and the leader or representative will need to hand it in after the speech is given. Introduction: Attention Getter (more than a sentence): Information (what youre going to talk about): Forecast (list points): 2. 3. I. a. 1.

Body: Point One _________________________________ Support

b. Support c. II. a. Support Point Two _________________________________ Support

b. Support c. III. a. Support Point Three _________________________________ Support

b. Support c. Support

Conclusion: Pointer/Information: Forecast (re-list points with summary):

1. 2. 3. Attention Getter (bring us back to the opening ideas): IV- Enrichment: A. Prepare your groups work on a white cartolina and put this up on the wall for appreaciation. B. Closure: Do a choral recitation of your prepared speech. Rubric Presentation: Criteria Weighted Points 1. Organization and clarity 20 pts. (viewpoints and responses are outlined both clearly and orderly). 2. Use of relevant information (reasons 20 pts. are given to support viewpoint). 3.Use of examples and facts( examples 20 pts. and facts are given to support reasons) 4. Use of effective arguments 20 pts. (arguments given are responded to and dealt with effectively). 5. Presentation style (tone of voice, 20 pts. use of gestures, and level of enthusiasm are convincing to audience). TOTAL 100 pts. V- Assignment: In your journal, write a slogan about an ideal Hero_________________ For example: Be the Hero My teacher, My Hero My parents, My Hero
Posted by mahaliahscent at 3:10 AM Labels: Clausal Modifiers, lesson plan

The Melody of Spoken English: Intonation Patterns

Do you ever hear people say that English has a melody? Its true. Many people think that spoken English has a musical quality. Thats probably because we use many intonation patterns when we speak. What do I mean by intonation patterns?

Well, intonation refers to the pitch patterns we Americans use when we talk. There are many intonation patterns in American English. These patterns are important because they convey meaning. While some tonal languages such as Mandarin, Cantonese and Vietnamese use changes in pitch to differentiate between words, English uses pitch or intonation patterns over phrases and sentences to convey larger chunks of meaning. The two most commonly used sentence intonation patterns used in spoken English are: rising-falling intonation and rising intonation. Rising-Falling Intonation First Ill tell you about rising-falling intonation. In rising-falling intonation the speakers pitch rises and falls on the focus word in a sentence (you learned about focus words in last weeks lesson). The final falling pit ch indicates that the speaker is finished talking. Rising Intonation In rising intonation the speakers pitch rises and stays HIGH at the end of a sentence. The rising pitch at the end of a sentence indicates that the speaker is waiting for a reply. Examples: Here are some examples. Sentence A below has rising-falling intonation and Sentence B has rising intonation.

A. She wants to buy some SOda. B. Do you think thats a good deCISion?

SOME POINTS ON INTONATION

Intonation may be defined as "speech melody consisting of different tones" (Dalton & Seidlhofer, 1994). When we speak we go up or down on certain stressed syllables. When, for example, we ask a yes/noquestion in English (i.e. a question that may be answered by a yes or a no), we tend to go up (= a rising tune), and when we state a fact we tend to go down (= a falling tune). Intonation plays a very important role in the spoken language, and different intonation patterns are used to send out signals and express different attitudes that may "colour" a message. In this course, we are only going to have a brief look at some of the basic patterns, exemplified through a set of sentences. There is often a connection between sentence function and choice of intonation pattern. By listening to and practising the following examples you will at least get some idea of the most fundamental tones that are used (or should be used) in the English classroom.

A sentence normally consists of a combination of lexical words (mainly nouns, adjectives, adverbs and verbs) carrying important meaning, and form words (conjunctions, articles, pronouns, prepositions, auxiliaries, etc.) which function as support for the sentence structure and do not in themselves carry much meaning. The lexical words are normally stressed ("heavy"), and the form words are normally unstressed ("light"). The tone (or glide) up or down will in most cases fall on lexical words that are important for the meaning of a sentence. Sometimes the glide may be found on a

form word (see example 4 below), but that would create a special effect, or a special focus. Listen to, and repeat, the following sentences:

A: Glide / stress on important words: Listen and repeat: 1: He's a teacher 2: It's difficult for them 3: She 'wants to jump 4: It's you I'm 'talking about

B: Fall on definite statements: Listen and repeat: We 'bought a 'new house They came 'back from France yesterday I was 'very pleased I'd 'like to 'speak to the manager, please We 'saw a 'huge elephant there

C: Fall in WH-question (= questions starting with a question word): Listen and repeat: 'What did he say? 'Who's over there? 'Where did Brian go?

D: Rise in Yes/No questions: Listen and repeat: Is 'that your father? Would you 'like some tea? Does your 'friend smoke?

E: Fall or rise in question tags? A fall is used when the speaker expects confirmation. A rise is used when the speaker expresses an element of doubt. Listen and repeat: They are Swedish, aren't they? They are Swedish, aren't they?

He's better, isn't he? He's better, isn't he?

F: Fall + rise in phrases where there is a "but" in the air. (This pattern - fall+rise - is often used to send out other signals, too. In addition to reservation, it may for example express warning, and even irony.) Listen and repeat: She's nice, (but 'not that nice)

(Was it a good concert?) - The singer was good, (but the 'others were awful). G: Rise on incomplete phrases; rise on listing, except final item. Very often, the use of a rise signals "more to come, haven't finished yet". A fall often indicates "end of message". Listen and repeat: 'When she 'came home, she 'went 'straight to bed. They 'saw lions, tigers, zebras, elephants and antelopes.