Speaking:
Emphasis and Inversion Role-Play
Grouping:
Time:
Pairs or small groups
30 minutes
Aim
Students will practice using emphasis and inversion structures in spontaneous speech through role-playing various scenarios.
Materials
• Role-play scenario cards that encourage the use of emphasis and inversion structures.
Preparation
• Prepare scenario cards that prompt the use of different emphasis and inversion structures.
Activity Breakdown
1. Divide students into pairs or small groups.
2. Distribute a scenario card to each group.
3. Students role-play the scenario, incorporating appropriate emphasis and inversion structures.
4. Each group presents their role-play to the class.
Instructions
1. Form pairs or small groups and receive a scenario card.
2. Discuss the scenario and plan your role-play, focusing on using emphasis and inversion structures.
3. Rehearse your role-play within your group.
4. Perform your role-play for the class.
5. Listen to feedback and reflect on your use of emphasis and inversion structures.
Concept Checking Questions
• “Which emphasis or inversion structure fits this situation?”
• “How does this structure change the focus of the sentence?”
Examples
• Not only did she excel in her exams, but she also won a scholarship.
• Rarely have I seen such dedication.
Extensions/Varations
• Harder: Introduce more complex scenarios requiring nuanced use of emphasis and inversion.
• Easier: Provide sentence starters to guide the role-play.
Error Correction
• Monitor role-plays, noting errors for a feedback session post-activity.
Writing:
Rewriting for Emphasis
Grouping:
Time:
Individual
30 minutes
Aim
Students will rewrite sentences and paragraphs to include emphasis and inversion, enhancing their ability to use these structures effectively in writing.
Materials
• A worksheet with neutral (unemphasized) sentences and paragraphs
• A list of emphasis and inversion structures for reference
Preparation
• Prepare example sentences and paragraphs without emphasis.
• Include a model answer using emphasis and inversion.
Activity Breakdown
1. Students receive a worksheet with sentences and short paragraphs written in a neutral style.
2. They rewrite each sentence to include emphasis or inversion where appropriate.
3. They compare their sentences with a partner and discuss different possible structures.
4. They write a short paragraph of their own, incorporating emphasis and inversion.
Instructions
1. Read the given sentences and paragraphs on the worksheet.
2. Rewrite each sentence, adding emphasis or inversion where possible.
3. Compare your sentences with a partner and discuss alternative ways to structure them.
4. Write a short paragraph about a personal experience, using emphasis and inversion.
5. Share one or two sentences from your paragraph with the class.
Concept Checking Questions
• “How does your rewritten version change the focus of the sentence?”
• “Would your new version be more effective in storytelling or persuasive writing?”
Examples
• Neutral: I had never seen such a difficult exam before.
• Emphasized/Inverted: Never before had I seen such a difficult exam.
• Neutral: She only realized the truth after she left.
• Emphasized/Inverted: Only after she left did she realize the truth.
Extensions/Varations
• Harder: Ask students to write a full-length story using at least five emphasis/inversion structures.
• Easier: Provide sentence starters and a guided list of structures.
Error Correction
• Monitor student work and provide feedback, focusing on whether emphasis and inversion are used correctly and appropriately.
Listening:
Listening for Emphasis and Inversion
Grouping:
Time:
Individual
20 minutes
Aim
Students will identify and interpret emphasis and inversion structures within authentic dialogues.
Materials
• Audio clips featuring conversations with emphasis and inversion usage.
Preparation
• Select or create audio clips that naturally incorporate emphasis and inversion structures.
Activity Breakdown
1. Play the audio clips for the students.
2. Students listen and note down sentences containing emphasis and inversion structures.
3. Discuss the meaning and structure of each sentence heard.
Instructions
1. Listen to the provided audio clip attentively.
2. Write down any sentences that use emphasis or inversion structures.
3. After listening, review your notes.
4. Discuss with a partner the meaning of each sentence.
5. Share your findings with the class.
Concept Checking Questions
• “What is the speaker emphasizing in this sentence?”
• “How does the inversion affect the sentence’s meaning?”
Examples
• Seldom have I encountered such generosity.
• Little did he know what was about to happen.
Extensions/Varations
• Harder: Use faster-paced dialogues with subtle emphasis and inversion usage.
• Easier: Provide transcripts to accompany the audio.
Error Correction
• Clarify misunderstandings during the class discussion.
Reading:
Reading for Emphasis and Inversion
Grouping:
Time:
Pairs
25 minutes
Aim
Students will identify and analyze emphasis and inversion structures within a written text and discuss their function in adding emphasis.
Materials
• A short story, article, or excerpt from a novel containing emphasis and inversion structures
• Highlighters or colored pens
Preparation
• Select and print a text that naturally incorporates a variety of emphasis and inversion structures.
• Prepare comprehension and discussion questions related to the use of these structures.
Activity Breakdown
1. Students read the text in pairs and underline/hightlight sentences using emphasis or inversion.
2. They analyze and discuss how these structures change the focus or meaning of the sentence.
3. They rewrite some sentences in a neutral form (without inversion/emphasis) and compare the effect.
Instructions
1. Read the provided text carefully with your partner.
2. Identify and highlight sentences that use emphasis and inversion structures.
3. Discuss with your partner: What effect does the structure have on meaning?
4. Rewrite two or three sentences without emphasis/inversion and compare the impact.
5. Share your findings with the class and discuss different interpretations.
Concept Checking Questions
• “What happens to the meaning if we remove inversion or emphasis?”
• “Why do you think the author used this structure?”
Examples
• Rarely have I seen such breathtaking scenery. (vs. I have rarely seen such breathtaking scenery.)
• Not until the end did they realize their mistake. (vs. They didn’t realize their mistake until the end.)
Extensions/Varations
• Harder: Use more abstract or poetic texts where emphasis is subtler.
• Easier: Provide guided questions directing students to key sentences.
Error Correction
• Conduct a class discussion where students share examples, and the teacher clarifies misunderstandings.