Page 34 - ACADEMIC COMMUNICATION TG FORM FIVE

Crafting meaning Academic Communication for Advanced Secondary Schools

Activity 1�8 in the Student’s Book

(a) Guide students through the following:
i. Using online or offline dictionaries to identify the primary
and secondary stress on the words given in their text book:
FOR ONLINE READING ONLY
Nouns: humanity, collocation, establishment, invitation,
administration.
Verbs: propagate, jeopardise, justify, disconnect, revamp
ii. Observing how stress placement varies depending on
word class.
(b) Guide students through presenting their works to the class for
discussion and knowledge sharing.
(c) Provide feedback and correct any mistakes from their work
to improve them.

Intonation

Teaching and learning procedures
1. Guide the students through brainstorming the concept of intonation.
2. Write a sample of words on the board and guide the students through
reading them while observing intonation. Furthermore, you can do
the following:
(a) Model how to read sentences with falling intonation by
emphasizing the downward pitch movement at the end of each
sentence. You may play recordings of sentences with falling
intonation for students to listen to.
(b) Ask the students to identify the downward pitch movement at
the end of each recorded sentence and listen and discuss how
it affects the meaning of the sentences.

(c) Ask the students to read the sentences provided in the student’s
book aloud and with a falling intonation.

3. Guide students through understanding the role of intonation in
conveying meaning and attitude in spoken English. For example,
you can explain to students how intonation may change sentences
into declarative statements, commands, questions, etc.

Teacher’s Guide Form Five 17
17

30-Jun-24 11:00:03 AM
TG Academic Communication.indd 17
TG Academic Communication.indd 17 30-Jun-24 11:00:03 AM