Lesson Note on Rising Intonation, Sequence of Tense, Comprehension Reading and Informal Letters for SS2

Class: Senior Secondary School 2 (SS2 / SSS 2)
Term: 2nd Term
Week: 9
Age: 16 years
Duration: 45 minutes
Subject: English Language
Curriculum Theme: English Language Studies
Previous Lesson: Expressing Surprise with Intonation, Travel Vocabulary, Poetry Paraphrasing and Summary Writing.
Topic: Speech
Subject Matter: Speech: Rising intonation patterns in interrogative sentences with drills, Structure: Sequence of tense rules and sentence practice, Comprehension: Reading passages to answer questions and identify main points, Writing: Informal letter features, language and composition

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

• Identify rising intonation patterns in interrogative sentences.
• State the rules for sequence of tense.
• Answer comprehension questions from passages.
• Identify the main points of a reading passage.
• List the features and language style of an informal letter.

Affective Domain:

• Appreciate the importance of using correct intonation for clear communication.
• Value the need for grammatical accuracy in writing.
• Show interest in reading for understanding.
• Develop a positive attitude towards effective written communication.

Psychomotor Domain:

• Practice rising intonation in interrogative sentences through drills.
• Apply sequence of tense rules correctly in sentences.
• Write an informal letter demonstrating correct features, language, and composition.

Social Domain:

• Participate actively in intonation drills.
• Engage in class discussions during comprehension activities.
• Collaborate with peers in sentence practice.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum
• State Unified Scheme of Work
• New Oxford English for Senior Secondary Schools 2

Instructional Materials

The teacher will teach this lesson with the aid of:

• Intonation drill sheet
• Grammar examples
• Comprehension passage
• Informal letter sample
• Dictionary

Rationale for the Lesson

This lesson helps pupils to speak English more clearly by teaching them how to use rising intonation correctly in questions. It also improves their writing by showing them how to apply tense rules and write proper informal letters. Understanding these areas enables pupils to communicate effectively in everyday situations.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of parts of speech, simple sentence structures, and different types of sentences.

Lesson Content/Board Summary

Speech, Structure, Comprehension, and Writing Skills

Rising Intonation Patterns in Interrogative Sentences

Intonation refers to the rise and fall of the voice when speaking. Rising intonation is a pattern where the pitch of the voice increases at the end of a sentence.

Rising intonation is typically used in:

• Yes/No Questions: Questions that can be answered with “yes” or “no”.
  • Example: “Are you coming?” (voice rises at the end)
  • Example: “Is she here?”
• Tag Questions (indicating uncertainty): When the speaker is not sure of the answer and is seeking confirmation.
  • Example: “You like coffee, don’t you?” (voice rises on “you”)

Sequence of Tense Rules

The sequence of tense refers to the relationship between the tense of the verb in the main clause and the tense of the verb in the subordinate clause of a complex sentence.

Key rules for sequence of tense:

• If the main verb is in the present, future, or present perfect tense, the verb in the subordinate clause can be in any tense appropriate to the meaning.
  • Example: “He says that he *is* busy.”
  • Example: “She will tell us what *happened*.”
• If the main verb is in a past tense (e.g., simple past, past perfect), the verb in the subordinate clause must also be in a past tense.
  • Example: “He said that he *was* busy.”
  • Example: “They reported that the incident *had occurred*.”
• Exceptions:
  • Universal truths or habitual actions in the subordinate clause do not change to past tense, even if the main verb is past.
    • Example: “He taught us that the earth *is* round.”
  • When the subordinate clause expresses a future event from a past perspective, “would” is often used.
    • Example: “She promised that she *would come*.”

  Reading Comprehension

  Reading comprehension is the ability to understand and interpret what is read. It involves extracting information, identifying main ideas, and drawing conclusions from a text.

  Strategies for effective reading comprehension:

  • Read the passage carefully to get a general idea.
  • Identify the main point or central theme of the passage.
  • Look for specific details that support the main point.
  • Pay attention to keywords and context clues.
  • Formulate answers based only on the information provided in the passage.

  Informal Letter Features, Language, and Composition

  An informal letter is a personal letter written to friends, family members, or acquaintances. It is typically conversational and friendly in tone.

  The main features of an informal letter are:

  • Sender’s Address: Written at the top right corner.
  • Date: Written directly below the sender’s address.
  • Salutation: A friendly greeting, e.g., “Dear [Name]”.
  • Body: The main content, divided into paragraphs. It is conversational and direct.
  • Closing/Subscription: A friendly closing, e.g., “Yours sincerely,” “Lots of love,” “Best regards.”
  • Signature: The sender’s first name below the closing.

  The language of an informal letter is:

  • Personal and conversational.
  • May include contractions (e.g., “I’m,” “don’t”).
  • Can use idioms and colloquialisms.
  • Sentences are often shorter and simpler.

  Teaching Methods/Instructional Techniques

  Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

  Instructional Procedures

  Step 1: Introduction

  Time: 5 minutes
  Teaching Skill: Set Induction
  Teacher’s Activity: The teacher greets the pupils and asks them to read a few simple interrogative sentences aloud. The teacher then asks them to observe how their voice changes at the end of the questions. The teacher then introduces the topic: “Speech, Structure, Comprehension, and Writing Skills.”
  Pupils’ Activity: Pupils greet the teacher, read the sentences, and listen attentively.
  Learning Point: Pupils are introduced to the lesson topic and begin to notice intonation patterns.

  Step 2: Rising Intonation Patterns in Interrogative Sentences

  Time: 10 minutes
  Teaching Skill: Explanation/Demonstration
  Teacher’s Activity: The teacher explains what intonation is and specifically defines rising intonation. The teacher demonstrates rising intonation in various yes/no questions and tag questions, using the intonation drill sheet. Pupils are encouraged to repeat after the teacher.
  Pupils’ Activity: Pupils listen to the explanation, observe the demonstrations, and practice the intonation drills.
  Learning Point: Pupils understand and practice rising intonation patterns.

  Step 3: Sequence of Tense Rules and Sentence Practice

  Time: 10 minutes
  Teaching Skill: Explanation/Illustration
  Teacher’s Activity: The teacher explains the concept of sequence of tense, stating the main rules and exceptions with clear examples from the grammar examples sheet. The teacher guides pupils through sentence practice, ensuring they apply the rules correctly.
  Pupils’ Activity: Pupils listen to the explanation, take notes, and participate in sentence construction and correction.
  Learning Point: Pupils learn and apply the rules of sequence of tense.

  Step 4: Reading Comprehension

  Time: 7 minutes
  Teaching Skill: Guided Reading/Questioning
  Teacher’s Activity: The teacher distributes a short comprehension passage and instructs pupils to read it silently. The teacher then guides them on strategies to identify the main points and answer questions based on the passage.
  Pupils’ Activity: Pupils read the passage, identify main points, and prepare to answer questions.
  Learning Point: Pupils develop skills in reading for understanding and identifying main points.

  Step 5: Informal Letter Features, Language, and Composition

  Time: 8 minutes
  Teaching Skill: Explanation/Analysis
  Teacher’s Activity: The teacher displays an informal letter sample and reviews its features (sender’s address, date, salutation, body, closing, signature). The teacher also discusses the appropriate language and composition style for informal letters.
  Pupils’ Activity: Pupils observe the sample letter, listen to the explanation, and ask questions for clarification.
  Learning Point: Pupils understand the structure and language of informal letters.

  Step 6: Application Exercise

  Time: 5 minutes
  Teaching Skill: Application/Practice
  Teacher’s Activity: The teacher gives a short exercise combining elements from the lesson: a few sentences to correct for tense sequence, a comprehension question from the passage, and an instruction to outline the parts of an informal letter.
  Pupils’ Activity: Pupils work individually or in pairs to complete the exercise.
  Learning Point: Pupils apply the learned concepts in practice.

  Step 7: Evaluation/Review

  Time: 5 minutes

  Teaching Skill: Questioning/Assessment

  Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

  1. Define rising intonation and give an example of a sentence where it is used.
  2. State two rules that govern the sequence of tenses in English.
  3. List three essential features of an informal letter.
  4. Explain one strategy for identifying the main point of a reading passage.

  Pupils’ Activity: Pupils answer orally and in writing.

  Learning Point: Pupils demonstrate understanding of the lesson.

  Step 8: Conclusion

  Time: 2 minutes
  Teaching Skill: Summarization
  Teacher’s Activity: The teacher briefly summarizes the key points of the lesson, emphasizing the importance of correct intonation, tense usage, comprehension, and proper letter writing. The teacher assigns homework: pupils are to write a short informal letter to a friend describing their holiday.
  Pupils’ Activity: Pupils listen to the summary and copy down the homework.
  Learning Point: Pupils consolidate their learning and receive homework.

  Lesson Keywords

  • Intonation – The rise and fall of the voice in speaking.
  • Rising Intonation – An increase in the pitch of the voice at the end of a sentence, often used in questions.
  • Interrogative Sentences – Sentences that ask a question.
  • Sequence of Tense – The grammatical rule that governs the relationship between the tenses of verbs in a main clause and its subordinate clause.
  • Comprehension – The ability to understand and interpret what is read.
  • Informal Letter – A personal letter written to friends, family, or acquaintances in a conversational style.

  Differentiation

  For pupils who grasp concepts quickly, the teacher can provide additional complex sentences for tense sequencing or ask them to identify different types of intonation. For pupils needing more support, the teacher can offer simplified intonation drills, provide fill-in-the-gap exercises for tense rules, or offer a template for writing the informal letter.

  Note for teachers using this lesson plan

  Ensure to provide clear and audible demonstrations for intonation patterns. Encourage active participation from all pupils during drills and discussions. Emphasize practical application of grammar rules and writing techniques to real-life communication. Provide constructive feedback on both oral and written exercises.