Copy of Rising and falling intonation
To develop students' ability to recognize rising and falling intonation patterns and to use them with accuracy in their own speech.
To provide fluency and accuracy speaking practice in a dialogue.
Procedure (35-44 minutes)
I mention one sentence containing two adjectives using rising intonation for the first adjective and falling intonation for the second one. I use hand gestures to show the falling and rising intonation patterns. Then, I ask students whether I am finished or not and whether my voice goes up or down at the end. If needed, I repeat the sentences. I repeat the same sentences using rising intonation for both adjectives this time. I use hand gestures to show rising intonation. Again, I ask students whether I am finished or I have more to say and whether my voice goes up or down. I ask them what falling intonation shows and what rising intonation shows trying to elicit that falling intonation is used when some is finished talking and rising intonation is used when there is more to say. Then, I display the two sentences on the board from the overhead projector. One sentence with a period at the end showing that the speaker is finished and one sentence ending in three dots indicating that the speaker is not finished. I draw arrow to show falling and rising intonation.
I give students hand-outs containing four dependent clauses. Then, students listen to a recording and decide which ones are the beginnings and which are the ends of sentences. If needed, I play the recording for the second time. I get students to peer check their answers. Then, I display the answers on the board to get W/C feedback.
I give students hand-outs containing the complete versions of the sentences in the previous exercise. Then I get student to draw arrows showing falling and rising intonation. I play the recording so students can check their answers. I get the students turn the hand-outs face down. I play the recording for the second time and pause after each sentence. Students repeat the sentences together with the correct intonation.
I give students hand-outs containing more dependent clauses. Then, I put students in pairs and get them to read out the clause to their partners with a rising intonation indicating that the sentence is not finished and then their partners complete the sentence with an appropriate ending using falling intonation. Finally the pairs will perform their dialogues for the class.