Speaking:
Only If…
Grouping:
Time:
Pairs → Small groups
15 minutes
Aim
Students will practice forming and using inverted conditionals in a structured conversation.
Materials
• A set of “Only if…” and “Had I…” prompt cards (e.g., Only if you study hard will you pass. / Had I woken up earlier, I…).
• Whiteboard with example structures.
Preparation
• Write examples on the board:
• Should you need assistance, call me.
• Had I known about the traffic, I would have left earlier.
Activity Breakdown
1. Students take turns picking a prompt card.
2. They complete the sentence using an inversion.
3. Their partner must continue the conversation naturally.
4. The discussion continues for at least three turns.
Instructions
1. Pick a card and read the beginning of the sentence.
2. Complete it using an inverted conditional.
3. Your partner responds naturally.
4. Continue for at least three turns.
5. Swap roles and repeat.
Concept Checking Questions
• “Does inversion change the meaning?” (No, just makes it more formal/emphatic).
• “Where do we put ‘should,’ ‘were,’ or ‘had’?” (At the beginning).
Examples
• Only if you try your best will you succeed.
• Had she studied harder, she would have passed.
Extensions/Varations
• Harder: Students write their own sentence starters.
• Easier: Provide sentence completion options.
Error Correction
• Teacher listens and notes errors for group feedback.
Writing:
Dramatic Moments
Grouping:
Time:
Individuals → Peer review
20 minutes
Aim
Students will write a short dramatic story using inversion for emphasis and conditionals.
Materials
• A worksheet with sentence starters (e.g., Little did he know…).
• A model paragraph.
Preparation
• Provide a model paragraph with inversion examples.
Activity Breakdown
1. Students write a short story with at least three examples of inversion.
2. They swap with a partner for peer review.
3. They revise their writing.
Instructions
1. Think of a dramatic situation.
2. Write a paragraph using at least three inversion structures.
3. Check your grammar and structure.
4. Swap with a partner and give feedback.
5. Revise and improve your story.
Concept Checking Questions
• “Do we invert all sentences?” (No, just for emphasis or conditionals).
• “Where do we place the auxiliary verb?” (Before the subject).
Examples
• Had she known the truth, she wouldn’t have trusted him.
• Hardly had they arrived when the storm began.
Extensions/Varations
• Harder: Write a full-page dramatic story.
• Easier: Use fill-in-the-blanks to introduce inversion.
Error Correction
• Teacher provides structured feedback on writing.
Listening:
Unexpected Changes
Grouping:
Time:
Pairs → Whole class discussion
15 minutes
Aim
Students will listen to short stories with unexpected twists and rewrite them using inversion.
Materials
• Audio recordings of short stories with conditional situations (e.g., If she had taken the earlier bus, she wouldn’t have been late.).
• Worksheet with inversion practice.
Preparation
• Write an example on the board:
• Had she taken the earlier bus, she wouldn’t have been late.
Activity Breakdown
1. Students listen to a short story.
2. They discuss in pairs: What could have been different?
3. They rewrite key sentences using inversion.
4. They share with the class.
Instructions
1. Listen to the short story.
2. Identify key conditional sentences.
3. Rewrite them using inversion.
4. Compare with your partner.
5. Share with the class.
Concept Checking Questions
• “What word do we start with?” (Had, Should, Were).
• “Does the meaning change?” (No).
Examples
• Had he left earlier, he would have caught the train.
• Were she more organized, she wouldn’t have missed the meeting.
Extensions/Varations
• Harder: Students write their own stories and swap with partners.
• Easier: Provide sentence frames for inversion.
Error Correction
• Teacher highlights common errors and corrects as a class.
Reading:
Emphasis Hunt
Grouping:
Time:
Pairs → Small groups
15 minutes
Aim
Students will identify and analyze emphasis inversion in a reading passage.
Materials
• A short news article with inverted emphasis sentences (e.g., Not only did she win, but she also broke a record.).
Preparation
• Highlight key sentences where emphasis inversion is used.
Activity Breakdown
1. Students read the article.
2. They underline inverted emphasis structures.
3. They rewrite a few sentences in a regular structure.
4. They compare changes in meaning.
Instructions
1. Read the article carefully.
2. Find sentences with emphasis inversion.
3. Underline and rewrite them in normal order.
4. Compare the effect of the inversion.
5. Discuss with your group.
Concept Checking Questions
• “What happens to the auxiliary verb in inversion?” (It moves before the subject).
• “Why do we use inversion?” (For emphasis or formality).
Examples
• Little did they expect the results to be so shocking.
• Not only did she improve, but she also won.
Extensions/Varations
• Harder: Students write their own newspaper headlines.
• Easier: Provide highlighted examples for students to reorder.
Error Correction
• Teacher provides sample answers and discusses the effect of inversion.