Scott Miller Scott Miller

Dramatic inverison
C1 level


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Main Aims

  • To provide review of dramatic inverison in everyday context

Subsidiary Aims

  • To provide accuracy speaking practice in a practice using dramatic inverison in everyday context


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The T will write two questions on the WB for the Ss to discuss in pair. The T will instruct the class to read the Qs and discuss with the partner. - Have ever complain to your neighbor for being noisy? i.e. playing music loud, keeping you up late, having parties. - If so, what was the problem? - Did this neighbor ever stop?

Pre-teach vocabulary (3-5 minutes) • To pre-teachmeaning of words necessary for the task to be set

bagpipes, piper Bagpipes; a musical instrument played especially in Scotland, in which air blown into a bag is forced out through pipes to produce a sound Piper; someone who plays a pipe or the bagpipes

Present a reading text with a gist task (3-5 minutes) • To orientate students to the overall content of the text

The T will ask the Ss, "What do you think when you hear neighbors call the tune?" The T will write on the WB, 'Neighbors call the tune." The Ss will discuss the Q in pairs. The T will write two Qs for the Ss to answer on the WB. - Where do you think Fergus Maclean is from? Scotland, South Africa, Australia - Was he punish for his noise pollution? The T will introduce text to the class. The T will ask ICQs. - Do you have a minute or 2-minutes to read the text? - Do you need to read every single word or the general idea? The Ss will read and answer the Qs and discuss with their partner. The Ss will have two minutes for the task

Second reading (8-10 minutes) • To encourage a deeper understanding of the context of the text

The T will instruct the class to reread the text answer these Qs. - Why did he moved from Dundee? - What upset Mr. Dundee about his music? - Have bagpipes playing caused a lot of problems in the past? - One neighbor went crazy as soon he moved in the neighborhood? The Ss will work in pairs after reading the text.

Focus on language from text (8-10 minutes) • To clarify the meaning, form, and pronunciation of the target language

Not only, never has he, seldom, no sooner Are these expression read as a surprise sound dramatic, or unusual? Are these words expressions be use to add more description to the sentences? Are the words needed to make a sentence? Where would you find these use the inversion? Would you find it more in writing or speech? When using this form, is it more formal or informal speech? To do this we put the adverb or adverbial phrase to the beginning of the sentence, then switch the positions of the subject and the main verb, like this: Normal word order: I had never seen such a wonder. Using inversion: Never had I seen such a wonder. When we want to use inversion with sentences that have no auxiliary, we need to add it after the adverb and before the subject in the inverted sentence. Normal word order: I rarely smoke. (no auxiliary) Using inversion: Rarely do I smoke. (added do after adverb) The T will write on the WB; for Not sooner It was a terrible time. The President was overthrown and then civil war broke out the next day. No sooner had the president was overthrown then civil war broke out. *Then is use when no sooner is link between two sentences

Controlled practice of target language (12-15 minutes) • To provide students with practice at using target language in a controlled way

The Ss will do ex. A p87 on an individually. The Ss will check their answers in pairs. After the FB, the Ss will work ex. B individually and check with partner.

Semi-controlled practice of the target language (8-10 minutes) • To proide students with practice at using target language in a freer way

The Ss will work on ex. from the TB handout. The Ss will work individually and check in pair.

Feedback (5-7 minutes)

The Ss will provide some feedback. - What was something interesting your partner said today? The T will provide FB for fluently

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