Rising and Falling part 2

Objectives: Distinguish rising and falling intonation in sentences

Reminder:

• Intonation is the rise and fall of the voice in speech. The two kinds of intonation are falling intonation and rising intonation.
• 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.
• 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 heart the news? Mark won the Spelling Quiz Bee Contest!

Pamela:        No, I haven’t. What did he receive as a prize?

Danny:          Mark got $500 in cash!

Pamela:        Really? That’s wonderful!

Danny:          Not only that. He will tour to Boracay for a week with his family.

Pamela:        That’s 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 received?

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.

1. Rising Intonation:

a. At the end of a yes/no question

1. Is your best friend coming?
2. Are you ready for the school play?
3. Did you do your homework?

b. After a phrase within a sentence

1. Mr. Cruz teaches industrial arts in high school.
2. Mrs. Tan, the new president, launched a livelihood project.
3. There are many books about the Philippines in the school library.

c. In enumerating persons, places, objects, etc.

1. The family went to Puerto Galera, Boracay, Bohol and Pagudpud.
2. We ate durian, marang, mangoes and mangosteen.
3. The teacher met the pupils, the parents, the guardians, and the school administrator.

2. Falling Intonation

a. A statement, command, or request

1. The girls will serve as usherettes.
2. Please lend me your book.
3. My teacher is very patient.

b. A question which cannot be answered by yes or no.

1. How can you make a chocolate cake?
2. Who are going to the party?
3. 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?
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.

Rising and Falling Intonation

Objective: Distinguish rising and falling intonation

Remember:

• We use the rising intonation for Yes-No questions.
• 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.

1. How does an elephant sleep?
2. What did you learn from your field trip?
3. Is it safe to cross the hanging bridge?
4. Do plants sleep at night?
5. 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.

1. Should we pray before meals?
2. Why are the rice terraces called the stairway to heaven?
3. Do plants need sunlight in order to grow?
4. How was the earth formed?
5. 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. Did she give half of her money to the orphanage?
2. Are you going to church on Sunday?
3. Why are earthworms useful to plants?
4. What is your favorite hobby?
5. Is Chinchin coming with us?

SENSE ORGANS

Objective: Explain how the sense organs make us aware of the things around us.

Science Skills:  Observing, Comparing, Inferring

Value Focus:  Keeping the sense organs healthy

On your way to school, what things did you see? smell? hear? Describe them. You can describe all the things around you through your sense organs. Seeing, smelling, hearing, tasting and feeling are your senses.

Your knowledge about your environment comes through your sense organs. They tell us about ourselves and what is happening around us.

Each sense organ is composed of many different parts. Each part does a specific function or work. They must be kept in good condition and health to work well and accurately. Let us thank the Lord for giving us perfect set of sense organs.

Identifying Words with Final /f/

I. Learning Objectives:

• Identify words with final /f/
• Demonstrate the proper way of producing the final /f/

II. Subject Matter:

• Words with Final /f/
• References: PELC, Listening 1, p. 14
• Integrated Learning in English 3, p. 71
• Materials: pictures, charts, flashcards, concrete objects
• Value Focus; Love for God; Perseverance

III. Procedure

A. Preparatory Activities

1. Motivation:

• Ask pupils to go out of the room and observe the things around.
• Ask: What did you see outside? (Writer their answers on the board).
• Which of your answers were created by God?

     2.  Unlocking of Difficulties:

• Through context clues

           created - made, produced

            Jose has created a new project for his Art Class.

           bloom- glow

           Flowers are beautiful. They bloom in the month of May.

           rough situation - a bad time, a time that there are problems

           Bea's father went to Saudi Arabia to work. On her graduation her father was not there. It was a                    

           rough situation for her.

           tough work- a difficult chore

           Roy has been asked by his mother to do all the chores at home. Doing these chores was tough work     

           for him.

           give up - surrender

           Pearl almost gives up when she can't solve difficult word problems in her math class.

B. Development of the Lesson

1. Presentation:

          Let the pupils read the short paragraph.

            THE CREATOR

                God  created the world. He gave us life. He made all things beautiful. He made the sun 

        that gives light for flowers to bloom and for the leaves to make food. When the time or situation seems    

        rough  and work seems too tough, do not give up. God is always with us.

     2.  Analysis and Discussion

• Comprehension Check-up:

1. Who is God ?
2. What are the things He gave us?
3. How does the sun help the plants?
4. What do you think the author means when he or she wrote "When the situation seems rough and work seems tough, don't give up"?
5. Do you believe that God is always with us?
6. Why? or Why not?
7. How do you show your love for God?

• Which words in the paragraph end with the /f/ sound? Write the words on the board, then ask how the ending letter/s sound.
• life              rough
• off              tough
• Let the pupils look at the list of words on the chart and state the final sound of each.

          f /fe/                                            gh-/f/                                      ph -/f/

       leaf                                                cough                                   graph

       life                                                 rough                                    paragraph

      wife                                                laugh                                     telegraph

      chief                                               tough                                    autograph

      beef                                               enough                                  seismograph

• Let the pupils read the words first.
• Then the teacher reads the words with correct pronunciation for pupils to follow.
• Let the class read by groups,. pairs, individually.

    Practice Exercises (Whole Class)

    Listen as the teacher reads the sets of words. Let the pupils choose the word which has the final /f/ in   

    each given set.

1.  leaf              left               sip
2. cough           grab             mad
3. cart              chart            wharf
4. leap              meat            beef
5. bright            tough           luck

    Look for a partner. Read the words that end in /f/ as your partner listens. Show your partner the proper  

   way of producing the final sound.

• enough                telegraph
• graph                  laugh
• paragraph           life
• bluff                    leaf
• cliff                     beef

3. Generalization:

1. Application:

          Word Corners

• Give each pupil cards with words ending in f, fe, gh, ph.
• When the teacher gives the signal, pupils will choose a corner where they will post their cards according to the ending letters of the words.
• Then, let the class form groups and read the word cards posted in the word corners.

     2. Enrichment Activities:

•      Group Work: Let the pupils search for words with the final /f/ from any book. Let them write the words under their proper columns. Then, let each group read aloud the listed words.

            f                                     fe                                    gh                                      ph

      1.

      2.

      3.

      4.

      5.

     3. Values Integration:

• Perseverance is the virtue of not giving up when the situation gets rough and when the work gets tough.
• Teacher explains further. She may ask the pupils to share some experiences similar to the material read.

IV. Evaluation:

Direction: Tell the students that you will read some words. They will write A if the word has the final /f/  and write B if the word does not have the final /f/.

1. telegraph
2. straight
3. tough
4. craft
5. chief
6. grant
7. paragraph
8. proof
9. laugh
10. trap

V. Assignment:

Underline the ending letter/s that produce the /f/sound.

1. seismograph
2. autograph
3. cough
4. life
5. beef

List down other words with final /f/.