LESSON PLAN LESSON: grammar- inversion grammar.

Teacher: Nourah Obaid. Subject: English.

Grade: 11A. Unit: 4. Date: 23rd of October 2019.

SKILLS AND UNDERSTANDING

Students will be able to:

 Identify what is inversion grammar or sentence.

 Rewrite sentences based on it.
 Identify the inverted sentence through worksheets.
Link to prior learning: the students are familiar with the question structure, which is similar to the inverted
grammar.

21st Century Skills: Students will be able to enhance the following skills : (1) Critical thinking and problem
solving, where they will think what is inverted grammar and how could they use it.

(2) Communication and collaboration, where they will work in groups at the beginning in order to revise the
previous lesson terms.

(3) Self-direction, where they will assess theirs selves in order to rewrite the inverted sentences.

Key vocabulary: career- judge- duties- prestigious- architect- university professor- gym trainer.

Common misconceptions for learners: Ways of identifying and addressing these misconceptions:

 Some students might be
confused about the structure of
inverted sentence.
 Some students might find
difficulties in rewriting inverted
sentence.
 Show them a video about inversion grammar and ask them
to take notes while watching it.
 Give them some exercises to practice their inverted
sentences.

Resources/equipment needed: laptop (short video) - worksheets- workbook- markers.

 UNIT: LESSON: Estimating TASKS/ACTIVITIES

Resources & Time Starter (10 minutes)

Teacher Will: Students Will:

Bingo game.
 Divide the class into two  Play bingo game in order to
Markers. groups. In order to give them define the previous lesson terms
a small revision about the as groups.
previous lesson through a
bingo game. They have to
pick the terms from the
board and define them
correctly until they make
rows and the group that will
get them first will win.
Resources & Time Main activities (30 minutes)

Teacher Will: Students Will:

 Show the students a short
Video.
video about the inversion  Take notes while watching the
Worksheets. grammar and ask them to video.
take notes.  Listen carefully to teacher’s
 Explain the grammar to explanations and answer her
them through some oral questions.
questions related to the  Do the worksheets, where they will
inverted sentence circle the inverted sentences and
structure, and PowerPoint explain why it is inverted.
presentation.
 Give them worksheets,
where they have to circle
the inverted sentences
individually and explain why
it is inverted sentence.
Differentiation activities (Support): workbook when rewriting the inverted
sentence.

Differentiation activities (Stretch): worksheets to circle the inverted

sentence.
Resources Plenary (5 minutes)

Workbook. Teacher Will: Students Will:

 Ask the students to rewrite the  Rewrite the sentences, make it
sentences and make it an an inverted one as individuals,
inverted one as individuals and and share their answers later.
share their answers later.

Homework -

Learning styles catered for (✓):

Visual Auditory Read/Write Kinesthetic

Assessment for learning opportunities (✓):

Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
Reflection on lesson plan-6.

Unit4. Nourah Obaid.

Lesson (unit/page) Student teacher

Fatimah Salem. Merbeh Secondary school for

MST School
girls.

Class 11A-2. Date 23rd of October 2019.

This lesson was my second grammar lesson, which was a good chance to have. The lesson aims
to make the students aware of the inverted sentences and its structure, as well as be able to
rewrite sentences and turn them into an inverted one. Stating the lesson with a revision through
a bingo game was a good idea, where the students revised the previous terms where they will
use them for the grammar, as well as they were active and ready to have a grammar lesson.
However, the while stage was little bit challenging for me, where I have to test their prior
knowledge in whether they still remember the questioning sentence structure or do not, based
in this taste, I should explain the new grammar lesson which was inversion grammar.
Furthermore, showing them a video explaining some inversion grammar rules helped me a lot,
in which, they started to take notes while watching it and understand some lesson point
through a supportive sentences mentioned in the video. This made the students to critical think
and try to absorb the grammar, and how could they explain what the video talked about.
Moreover, taking notes helped the students to understand more, where they are the one who is
taking the main points and try to accommodate it while watching the video. However,
supporting the students with some individual tasks was helpful as well, in which, I evaluate
every student’s understanding after I explained the lesson, and see how many of them is able to
rewrite inverted sentences and recognize it as well. Thus, I still have to work in my instructions
little bit, and try to shorten it instead of giving extra guide.