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SPEAKING
Remember:
Activity 1:
Direction: Thumbs up after the question which has a rising intonation and thumbs down after the question
which has a falling intonation.
Activity 2:
Direction: Produce the sound of bird (tweet, tweet) for rising intonation and the sound of a frog (Kokak, Kokak)
for falling intonation.
Activity 3:
Direction: Choose a partner. Take turns reading the sentences. Draw arrow-Up, if the intonation is rising and
arrow down, if falling.
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Lesson Plan in English Grade 8
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: Have you heard the news? Mark won the Spelling Quiz Bee Contest!
Danny: Not only that. He will tour to Boracay for a week with his family.
Pamela: Thats great! I will tell Mark to bring me white sand for my aquarium.
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:
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Lesson Plan in English Grade 8
2. Falling Intonation
Read the following sentences. Write a downward arrow, if the sentence has a falling intonation and an upward,
if it has a rising intonation.
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Lesson Plan in English Grade 8
Work Out:
Read the following sentences. If the sentence has a falling intonation, write F, if it has a rising intonation, write
R.
Follow up:
Write five sentences having a rising intonation and five sentences having falling intonation.
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.
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.
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?
Is it snowing?
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.
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Lesson Plan in English Grade 8
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.
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.
I.OBJECTIVES:
-Recognize the rising and falling intonation in yes-no questions and answer.
SUBJECT MATTER:
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.
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Lesson Plan in English Grade 8
MATERIALS:
-Computer Integration.
III.PROCEDURE:
A. MOTIVATION
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. PRESENTATION:
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.
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Lesson Plan in English Grade 8
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.
C. GENERALIZATION
- 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
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Lesson Plan in English Grade 8
IV. EVALUATION:
V. ASSIGNMENT:
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Lesson Plan in English Grade 8
I- Learning Objectives:
Focus Skill:
Support Skill:
Use adjectives to enhance writing through the use of clearer and vivid
descriptive words.
C. Interdisciplinary Concepts:
156-158.
III- Procedure:
The teacher will distribute pictures to some students. Ask all those with related pictures to
stay together.
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Lesson Plan in English Grade 8
1. Write words, phrases and clauses on the chart to describe what are in the pictures.
2. Make a test of the happy sounds of the crowd, sad sounds and angry sounds.
Modifiers:
B. Discussion:
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.
, 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
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Lesson Plan in English Grade 8
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
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.
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Lesson Plan in English Grade 8
Introduction:
2.
3.
Body:
a. Support
b. Support
c. Support
a. Support
b. Support
c. Support
a. Support
b. Support
c. Support
Conclusion:
Pointer/Information:
1.
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Lesson Plan in English Grade 8
2.
3.
IV- Enrichment:
A. Prepare your groups work on a white cartolina and put this up on the wall for appreaciation.
Rubric Presentation:
V- Assignment:
For example:
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Lesson Plan in English Grade 8
i. Be the Hero
ii. My teacher, My Hero
iii. My parents, My Hero
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.
Well, intonation refers to the pitch patterns we 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
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 pitch
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.
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/no-
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Lesson Plan in English Grade 8
question 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 "color" 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 practicing 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:
1: He's a teacher
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Lesson Plan in English Grade 8
A fall is used when the speaker expects confirmation. A rise is used when the speaker expresses an element of
doubt.
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.)
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Lesson Plan in English Grade 8
(Was it a good concert?) - The singer was good, (but the 'others were awful).
Very often, the use of a rise signals "more to come, haven't finished yet". A fall often indicates "end of
message".
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