Mark the intonation in the following sentences using  (falling intonation),  (rising Intonation),  (level-rising intonation), or  (fall-rise intonation). Then listen and check. Practise saying them in pairs.

1. Could you show me the way to the Museum of History?

2. What do you want to see during the festival?

3. How about going on a boat trip this weekend?

4. I want to go to a vocational school after finishing secondary school.

5. Would you like to go to the cinema with me?

6. Why don’t you join the cooking classes?

7. During my trip, I visited a historic monument, an ancient pagoda, and an old village.

8. Are you good at time management?

Mark the intonation in the question tags, using rising intonation or falling intonation. Then listen and check. Practise saying the conversations in pairs.

1. A: Sorry, I didn’t hear my alarm this morning.

B: So, you were late again, weren't you?

2. A: I couldn't watch the match last night. We won, didn’t we?

B: Yes, we did.

3. A: There are several ecosystems that can be found in Viet Nam.

B: Yes. Viet Nam is biologically diverse, isn't it?

4. A: We are running out of fossil fuels, aren't we?

B: Yes, we are. We should find more alternative sources of energy.

5. A: People should stop damaging the environment, shouldn't they?

B: Yes, I agree with you.

Listen and mark the intonation in the following sentences, using  (falling intonation) or  (level-rising intonation). Then practise saying them in pairs.

1. The trip to Hoi An Ancient Town was amazing.

2. Turn off the air conditioner. It wastes too much electricity.

3. A boat tour is the best way to experience wildlife habitats.

4. ln Ha Long Bay you can go swimming, diving, and fishing.

Listen and mark the intonation in these sentences, using  (falling intonation) or  (level-rising intonation). Then practise saying them in pairs.

1. Hoi An Ancient Town became a World Heritage Site in 1999.

2. Turn on the light. It’s dark in here.

3. Cultural heritage may include temples, pagodas, and monuments.

4. Tourists can visit the pedestrian streets in Ha Noi.

Mark the intonation in these questions, using  (rising intonation) or  (falling intonation). Listen and check. Then practise saying them.

1. Should we report bullying to teachers or speak to our parents first?

2. Is this social awareness campaign about poverty or crime?

3. Have you ever experienced any physical, verbal, or social bullying?

4. Do you worry about peer pressure, body shaming, or bullying?

Listen and mark the intonation in these questions, using  (rising intonation) or  (falling intonation). Then practise saying them in pairs.

1. Are you interested in studying at university?

2. How much is the fee for this cooking course?

3. Did you attend the education fair?

4. Who would like to train to become a tour guide?

Mark the intonation in these questions. Then listen and check. Practise saying them in pairs.

1. Is peer pressure good or bad?

2. Is this a social or environmental issue?

3. Should our campaign focus on crime, overpopulation, or climate change?

4. Do you talk to your parents, share problems with your friends, or ask your teachers for advice? 

Listen and mark the intonation in these questions, using  (rising intonation) or  (falling intonation). Then practise saying them in pairs.

1. Do you want to go to university?

2. Have you talked with your parents about your plans?

3. How much does it cost to study at university?

4. What's your favourite subject at school?

Listen and repeat. Pay attention to the intonation. Practise saying the questions in pairs.

1. Should we focus our campaign on a general social issue  or one affecting mainly teens ?

2. Is the top problem facing teens today peer pressure , body shaming, or bullying ?