Lesson Plan in English Grade 8

Lesson Plan in English Grade 8

Rising-falling and Falling Intonation
SPEAKING
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 the rice terraces are 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 Chin chin coming with us?

Rising and Falling part 2

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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:

Have you heard the news? Mark won the Spelling Quiz Bee Contest!

Pamela:

No, I havent. What did he receive as a prize?

Danny:

Mark got $500 in cash!

Pamela:

Really? Thats wonderful!

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.

Danny:

As for me, seashells will do.

Pamela:

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
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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. A statement, command, or request
a. The girls will serve as usherettes.
b. Please lend me your book.
c. 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. We all got high grades.
2. May I see your assignment?
3. The contestants qualified for the contest.
4. Some people like to read books, play tennis, swim and watch movies.
5. Did he recite the poem well?
6. Who won in the contest?
7. Are you coming with us?
8. The Cebuanos make good guitars.
9. There are many places to visit in Vietnam, Malaysia, Indonesia and Thailand.
10. 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. There are wonderful places in the Philippines.
2. Have you met our new principal?
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3. Girls are interested in dances, but boys are interested in sports.

4. Where did you leave your bag?
5. Mrs. Legaspi bakes tarts, cakes, cookies and breads.
6. What will you wear for the party?
7. Please come to my party.
8. My mother bought rice, viand, vegetables and fruits.
9. Can you come with me?
10. 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:
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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?
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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!
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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.

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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.

PRESENTATION:

1.

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.

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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.
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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.

Who is your teacher?

2.

Where did you live?

3.

What school are you in?

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.
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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 Communication
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 stay 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:
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:

Single word

Phrase

Clause

(Teacher guide the class in recalling the use of modifiers)

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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
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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):

1.

2.
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3.
Body:
I.

Point One _________________________________

a.

Support

b.

Support

c.

Support

II.

Point Two _________________________________

a.

Support

b.

Support

c.

Support

III.

Point Three _________________________________

a.

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.
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B. Closure:

Do a choral recitation of your prepared speech.

Rubric Presentation:
Criteria

Weighted
Points

1. Organization and clarity (viewpoints

and responses are outlined both clearly
and orderly).

20 pts.

2. Use of relevant information (reasons

are given to support viewpoint).

20 pts.

3.Use of examples and facts( examples

and facts are given to support reasons)

20 pts.

4. Use of effective arguments (arguments

given are responded to and dealt with
effectively).

20 pts.

5. Presentation style (tone of voice, use of

gestures, and level of enthusiasm are
convincing to audience).

20 pts.

TOTAL

100 pts.

V- Assignment:
In your journal, write a slogan about an ideal Hero_________________
For example:
i. Be the Hero
ii. My teacher, My Hero
iii. My parents, My Hero
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?
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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:
a) rising-falling intonation and
b) 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 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.
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/no- 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
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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:

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
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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)

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(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.

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