Inversions – Recycling Language (60′)

This has been prepared to recycle ‘Inversions’ and to show students how it can be used not only in writing but also in the speaking skill. I got the idea from my good friend Ricardo Barros – I saw him presenting at ABCI 2012 SP. It was very inspiring.

Level: Advanced (C1) – all ages.

The topic of the lesson: Inversions (Recycling)

[Slides 1, 2 & 3] Here, I’m working on ‘The big bang theory’ tv series, focusing on two inversions. 

  • Timing: 15′
  • Interaction: S-S (pairs) Ss-S (trios)
  • monitoring: Teachers goes around the classroom. Listens and takes notes of important contributions. 
  • feedback: teacher boards important contributions.
  • Steps:
  1. students watch the scene first and make notes of the ‘inversion’ they get from the video.
  2. The inversions are systematized and the students have to use them for a specific topic (in my case the topic was: public projects to the city).

Sheldon: https://www.youtube.com/watch?v=E9gMAaxdSGA

Penny: https://www.youtube.com/watch?v=bNYvYY-pJvg

Inversions 1

The inversions they are using:

2

3

[Slides 4, 5] Here, I’m working on ‘The big bang theory’ tv series again but this time, focusing on one inversion. 

  • Timing: 15′
  • Interaction: S-S (pairs) Ss-S (trios)
  • monitoring: Teachers goes around the classroom. Listens and takes notes of important contributions. 
  • feedback: teacher boards important contributions.
  • Steps:
  1. students watch the scene first and make notes of the ‘inversion’ they get from the video.
  2. The inversions are systematized and the students have to use them for a specific topic (in my case the topic was: public projects to the city).

Sheldon: https://www.youtube.com/watch?v=FqK7a9r2KNs

45

[Slides 6, 7] Here, I’m working on ‘Modern Family’ tv series, focusing on one inversion. 

  • Timing: 15′
  • Interaction: S-S (pairs) Ss-S (trios)
  • monitoring: Teachers goes around the classroom. Listens and takes notes of important contributions. 
  • feedback: teacher boards important contributions.
  • Steps:
  1. students watch the scene first and make notes of the ‘inversion’ they get from the video.
  2. The inversions are systematized and the students have to use them for a specific topic (in my case the topic was: public projects to the city).

Phill Dumphy: https://www.youtube.com/watch?v=LLpUH7Qbo0A

67

[Slides 8 -11] Here, I’m working on ‘Friends’ (Of course), focusing on two inversions. 

  • Timing: 15′
  • Interaction: S-S (pairs) Ss-S (trios)
  • monitoring: Teachers goes around the classroom. Listens and takes notes of important contributions. 
  • feedback: teacher boards important contributions.
  • Steps:
  1. students watch the scene first and make notes of the ‘inversion’ they get from the video.
  2. The inversions are systematized and the students have to use them for a specific topic (in my case the topic was: public projects to the city).

Phoebe 1: https://www.youtube.com/watch?v=squ4F7lF37k 

Phoebe 2: https://www.youtube.com/watch?v=cZjmiR67qiY

891011

Revisit the topic of the lesson.

Ask if there are any questions.

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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