English 4

Module 1

Distinguishing Rising and Falling Intonation (The mobile teacher should facilitate this module. Listening skill)

A DepEd-BEAM Distance Learning Program supported by the Australian Agency for International Development

1

COPYRIGHT NOTICE Section 9 of the Presidential Decree No. 49 provides: “No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office within the work is created shall be necessary for exploitation of such work for profit.” This material has been developed within the Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be given by the author(s) or the BEAM Project Management Unit and the source must be clearly acknowledged.

Produced by the Materials Development Center, Region XI

1

Assess students’ previous knowledge on the correct intonation in reading questions.

Ask them to read the given sets of questions.

A.

1. Is your father a farmer? 2. Are there fruits in your farm? 3. Does your brother help in the farm? 4. Do you have vegetable garden? 5. Did your friends visit your farm?

B.

1. What did you plant in your farm? 2. Where do you sell your products? 3. When is your harvesting time? 4. Who help your father in the farm? 5. How does it feel to have a farm?

Ask: How did you read set A questions? Set B questions? Why did you read set A questions with a rising intonation? Set B with a falling intonation?

Questions in group A are just answerable by yes or no. They follow the rising intonation.

Questions in group B need information for their answers. They are introduced with words like who, what, when, why and how. They follow the falling intonation.

Let’s Review

Let’s Remember This

2

How are you today?

In your previous grade, you had already known how to say questions using the rising and falling of intonation.

This time, you will have a great time learning this module.

You will be guided by your teacher to work on this module. You will have a great time learning how to say a statement when you are not sure about it or when you are sure about what you are saying.

You will discover that there is a difference.

Ask the students to examine the pictures and answer the questions that follow.

A. B.

If you were the mother in the picture A, how would you say the

statement? Why? If you were the boy in picture B, how would you say the statement

Why?

Let’s Try This

You are hungry.

Photo taken by R. Bobier

Let’s Learn This

To the Learner

You are hungry.

3

This is an activity for oral exercise. Ask each student to read the given sets of sentences using the correct intonation patterns.

Introduce the use of the guiding arrow for correct pronunciation.

Ask: How did you read the sentences in the “DOUBTFUL” box? • The sentences are read with a rising intonation.

What kind of guiding arrow suggests a rising intonation? • Arrow pointing upwards suggests a rising intonation.

How did you read the sentences in the “CERTAIN” box? • The sentences are read with a falling intonation.

What kind of guiding arrow suggests a falling intonation? • Arrow pointing downwards suggests a falling intonation.

Let’s Study This

DOUBTFUL or NOT SURE You are planting rice. She is cooking banana. He is harvesting vegetables. They are eating fruits. We are flying kites.

CERTAIN or SURE You are planting rice. She is cooking banana. He is harvesting vegetables. They are eating fruits. We are flying kites.

Thus:

In picture A, the mother is not sure of her statement. She is doubtful if the baby is hungry. The statement should be said with a rising intonation.

In picture B, the boy is sure of his statement. The statement should be said with a falling intonation.

4

Move on to the next exercise.

Let the students read the sentences correctly following the rising and falling intonation. Let the arrow be their guiding signal.

1. Pedro is jumping.

2. Maria is studying. 3. Mother is cleaning. 4. The animals are drinking. 5. Ninoy and Alberto are swimming. 6. The children are climbing. 7. He is hiding. 8. My grandparents are singing. 9. The birds are flying. 10. The children are playing.

Emphasize the correct way of using the rising and falling intonation.

Let’s Do This

Thus: Evaluate students’ performance and emphasize again that

doubtful statements are said with a rising intonation and certain statements are said with a falling intonation.

5

Ask each student to read the sentences orally following the correct intonations. Rate the students by asking them to check the facial expression that tells his/her reading performance.

1. The teacher is kind. 2. The books are new. 3. The room is clean. 4. The chairs are arranged well. 5. The pupils are courteous.

Process their ratings and give encouragement to do better in the succeeding exercises.

Rate the performance of the students using the given rubric in the answer key page.

How do you read a doubtful sentence? How do you read a certain sentence?

When the sentence shows an action that is not sure or in doubt, the

intonation goes up a rising intonation is used. If a sentence shows an action that is sure or certain, the intonation

goes down a falling intonation is used.

Let’s Do More

Let’s Remember This

6

Look at the pictures closely. Read each sentence. If you see, a

smiling face the speaker is sure about what he/she is saying, and if you see a doubtful face, the speaker is not sure.

1. The mango is sweet. 2. The dog is angry.

3. The carabao is tired.

4. The frog croaks.

Let’s Test Ourselves

7

5. The woman is resting.

Rate the performance of the students using the given rubric in the answer key page.

Congratulations!

8

Ask the students to work with a pair. Let them take turns in

reading the sentences using the correct intonation

Ask: How did you find the exercise?

Walk around and listen as they do the activity.

Give comments and do the necessary corrections / follow up.

Rate the performance of the students using the given rubric in the answer key page.

Hills are beautiful. The river is clean. Trees are tall. Flowers are colorful? The air is fresh. Barrio people are friendly?

Let’s Enrich Ourselves

9

Let’s Do More

CRITERIA SCORE 5 - Very Good. The child read the

statements using the correct intonations.

4-3 – Good. The child reads the statements with hesitation.

2 - Average. The child read the statements with self correction.

0-1 – Fair. The child reads the statements in a wrong way.

Total:_____________

Let’s Test Ourselves

CRITERIA SCORE 5 - Very Good. The child reads the

statements using the correct intonations.

4-3 – Good. The child reads the statements with hesitation.

2 - Average. The child reads the statements with self correction.

0-1 – Fair. The child reads the statements in a wrong way.

Total: __________

Let’s Enrich Ourselves

CRITERIA SCORE 5 - Very Good. The child reads the

statements using the correct intonations.

4-3 – Good. The child reads the statements with hesitation.

2 - Average. The child reads the statements with self correction.

0-1 – Fair. The child reads the statements in a wrong way.

Total:_____________

Answer Key