Inversion in english and the way to solve the related troubles

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ
TRƯỜNG THPT HÀM RỒNG
SÁNG KIẾN KINH NGHIỆM
INVERSION IN ENGLISH AND THE WAY TO SOLVE THE RELATED TROUBLES
Người thực hiện: Trần Thị Linh 
Chức vụ: Giáo viên
SKKN thuộc lĩnh mực (môn): Tiếng Anh 
THANH HOÁ NĂM 2018
THE TABLE OF CONTENT
Content
Page
I. INTRODUCTION
I.1. The reasons for choosing this theme.
1
I.2. The purpose of this theme
1
I.3. The researched subjects
1
II. MAIN CONTENT
II.1 The theorical foundation of this theme
2
II.2 The current situation of the issue
2
III. The method to solve the matter
3
III.1. Inversion with negative introduction 
3
III.2. Inversion with an adverbial introduction 
4
III.3. Inversion with an “ed” introduction 
5
III.4. Inversion with comparison 
5
III.5. Inversion with No sooner/ hardly/ scarely/barely
6
III.6. Inversion with not only but also
6
III.7. Inversion with SO /SUCH 
6
III.8. Inversion with NO WHERE 
7
III.9. Inversion with conditional sentences 
7
III.10. Inversion with an “ing” form introduction 
8
III.11. Inversion with HERE & THERE 
8
III.12. Inversion with MUCH/MANY 
8
III.13. Inversion with preposition 
8
III.14. Inversion with SO/NEITHER 
9
III.15. Inversion with NOR 
9
IV. CONSOLIDATION EXERCISE 
10
V. CONCLUSION
17
I. THE INTRODUCTION
I.1. The reasons for choosing this theme.
English has always become an effective media of communication in the world. In Vietnam, it has gradually played an important role in the process of recruitment and enrolling. The importance of English is once again stated when the Ministry of Education and Training issues a new policy in which Literature, Mathematics and English are compulsory subjects in the national examination for high school students. Besides communicating well in English, students also have to master English grammar so as to perform perfectly in their exams. Moreover, English is a requisite criteria when applying for a job. Every occupation requires a certain level of English. Perhaps, that’s why the English centers which train learners of different levels are mushrooming. One of the best ways of teaching English is dividing it into small aspects or subjects. So we can explain systematically and learners find it easy to understand. In my opinion, inversion is one of the most interesting and challenging grammatical points. Normally, when using inversion structures, we put an auxiliary before the subject and negative words is one of clear clues for students to recognize this form. However, some inversions are different and we do need to explain apparently so that students can remember and use it correctly. That is the reason why I choose the topic “Inversion in English and the way to solve the related troubles” to research in my initiative.
I.2. The purpose of this theme
Having been a teacher of English for eights years, I always try my best to find out effective ways of teaching. Because English is not a very easy subject. Teaching English does not mean to try to explain clearly to student and provide enough the theory of each unit but the teachers have to do the best to make the lesson more interesting and easy to understand. So that students can be motivated to learn it enthusiastically. When choosing this theme, I would like to have an opportunity to exchange teaching method and experience with my colleagues in order that the effect of teaching English will be better and better. Simultaneously, I want to provide students with useful strategies to master the usage of these forms of inversion, making them more confident before each exam. And the most important is that I would rather guide my students to use these forms precisely and get the best score in coming examinations. Also, I persuade my students that, English is also a very intriguing language, the more we learn it , the wider our mind becomes. And discovering new things is always a challenging and exiting task for English enthusiasts.
I.3. The researched subjects
	Generally speaking, teaching English is a rather arduous task in our country, especially in the remote and mountainous areas where students hardly have interests in English. Even, their parents never pay attention to children’s study. Foreign language is something which is luxurious for them. A few years ago when students had to attend two exams after they had finished high school education, the test of English in the GCSE was not very difficult. But now, when the new decision has been issued, graduation exam and the entrance exam are merged, the knowledge in each test becomes wider, deeper and more difficult. We, teachers of English can’t apply the old teaching method to guide students nowadays. Thus, when doing the research, I did a survey on students at class 12 C1, 12C2, 12C3,12C4 in Ham Rong high school to categorize students into two levels. The level A consists of the students of immediate level who only attend the GCSE and the level B is for students of advanced standard that intend to take part in the entrance exam into universities and even exams for gifted students in the region. 
II. THE CONTENT
II.1. The theorical foundation of this theme
Inversion is one of the indispensable points in English Grammar. We can see this in almost English text. People use the form of inversion when they want to emphasis something. Inversion means putting the verb or the auxiliary before the subject. It is a literary technique in which the normal order of words is reversed, generally for emphasis or special effect. It makes a sentence sound striking or unusual. Nowadays, the theories about this field are available, students can search it everywhere. However, I myself want to provide my students with systematically proper knowledge about this point. And I want to share my own experience with them so that they can understand, remember and do the related tasks precisely. 
II.2 The current situation of the issue
	Nowadays, it’s essential to have a good command of English and fluently communicate with English speakers in over the world. Being able to speak English becomes the first and foremost criteria of all occupations and jobs especially in foreign companies. Moreover, the Vietnamese government has set a new requirement which force Vietnamese officers, teachers, doctorsall must have a certain level of English so that they can understand books, materials and instructions in English. Therefore, people especially young ones need to master English Grammar generally, which helps them meet the requirements easily. So, teachers need to provide students the most effective ways to learn English, communicate in English and pass any English examinations. Materials about English Grammar are available for students nowadays but which is suitable for each one and how to apply in real life? It will be much more challenging for learners coming from mountainous areas like Quan Son high school students. For these such learners, simplified methods are really essential. Because it will not only encourage them to learn English but also give them excitement when learning a new language which is far different from their mother tongue. Because of contemporary situation, I always try to find out the best mode to help my students overcome their difficulty and contribute to decreasing the existing troubles. With my limited experience I presume to give some solutions to guide students distinguish different forms of inversion, and arrange the parts of speech in correct position in the sentence . I hope that I can share meaningful information with the teachers of English to teach this subject effectively.
III. The methods to solve the matter 
First of all I want to give the definition of inversion in English. Inversion is the reversal of the normal word order in a sentence or phrase. There are two types of inversion:
Subject-verb inversion, where the subject and the main verb switch positions and the word order becomes verb + subject:
Example: On the top of the hill stood an old oak tree.
Subject-auxiliary inversion, where the subject and the auxiliary switch positions and the word order becomes auxiliary + subject (+ verb):
Example:
Hardly had I arrived home when my phone rang.
When does the bus leave?
You're hungry, aren't you?
There are at least 18 types of inversions in English, I will divide them into small groups. I also explain clearly the usage of each case and provide some applied exercise for them to practice
III.1. Inversion with negative introduction
It means that almost sentences will start with a negative form of word or phrases. This form is very common and used with all verbs in English. We need to learn the various types of words and phrases that require this type of inversion
We need to notice that sometimes the inversion occurs right after the negative form and sometimes it occurs in the next subject and verb.
iii.1.1. Inversion with “not and no”
No + N 
Not any + N
Not for a moment +   Aux +  S + V
Not till I got 
Not until 
Example: No money shall I lend you from now on.
      (= Not any money shall I lend you from now on.)
iii.1.2 . Inversion with negative adverbs
In formal styles, when we use an adverb with negative meaning such as never, rarely, seldom, little, hardly ever,.. in front position for emphasis, we invert the subject and auxiliary or modal verb.
Never/ Rarely/ Seldom /Little/ Hardly ever + Aux + S + V
Examples:
1. Never in Mid-summer does it snow.
2. Hardly ever does he speak in the public.
 iii.1.3 . Inversion with only
Only once
Only later
Only in this way
Only in that way
Only then 
Only after + N
Only by V(ing)/ N + Aux + S + V
Only when + clause
Only with + N
Only if+ clause
Only in adv of time/ place
Examples:
1. Only once did I meet her.
2. Only after all guests had gone home could we relax.
3. Only when I understand her did I like her.
4. Only by practicing English every day can you speak it fluently.
 iii.1.4 . Inversion with phrases including No
At no time
On no condition
On no account 
Under/ in no circumstances + Aux+ S + V
For no reason
In no way
No longer
Example: 1. For no reason shall you play truant.
 2. The money is not to be paid under any circumstances.
 (= Under no circumstances is the money to be paid.)
 3. On no condition shall we accept their proposal.
III.2. INVERSION WITH AN ADVERBIAL INTRODUCTION
This form of inversion is optional and less common. It is used with be-verbs, linking verbs and verbs that show direction or movement, like come, go, run etc. 
In this case we use the main verb before the subject, not the auxiliary 
Example:
Under the tree is sitting a man
On the table lies a cat
In front of the museum is a statue.
4. First came the ambulance, then came the police.
5. Under the tree was lying one of the biggest men I had ever seen.
6. Directly in front of them stood a great castle.
7. On the grass sat an enormous frog.
8. Along the road came a strange procession. 
III.3. INVERSION WITH AN “ED” INTRODUCTION
This form is obligatory and very common. It is used with be-verbs and sometimes with linking verbs
Examples:
1. Found in San Francisco is Lombard Street, the so-called crookedest street in the world
2. Lost among the old tables and chairs was the priceless Victorian desk
3. Located between San Francisco and Marin County is the Golden Gate Bridge
III.4. INVERSION WITH COMPARISON
iii.4.1. Inversion related to comparative form
This form is optional and common. It is used with all verb. We normally have inversion here if we are comparing subjects of verb not objects.
Example:
1. Cheetah run faster than do antelopes
2. You speak Chinese better than does she
iii.4.2. Inversion with a comparative introduction
This form is obligatory and rather common in English test. It is mainly used with be-verbs. The comparative is the complement of the be-verb not the subject
Example:
1. Bigger than an apatosaurus is the blue whale
2. More important than your personal statement is our GPA
3. No less impressive than the invention of the laser was the development of the wheel.
iii.4.3. Inversion with double comparative
This form of inversion is used with all verbs. It is an optional one and it is used with all verbs.
Example:
1. The closer an object is to another object, the greater is the gravity between the two objects.
iii.4.4. Inversion with as
This form is also an obligatory form of inversion. It can be used with all verbs. In this case we used as for comparisons. As is one of the trickiest words in English because it has many different meanings.
Example:
1. Megumi is form Japan, as is Sato 
2. if thrown into the water, camels can swim, as can cats
iii.4.5. Inversion with so/neither
This form is used with be-verb and auxiliary not the main verb. It’s obligatory and very common in English.
Example:
1. I came late and so did he
2 she doesn’t like football and neither does she
3. Neither do most people I know
III.5. INVERSION WITH NO SOONER
No sooner + had + S + V(PII) than + S + V(ed) + O
This is an obligatory form of inversion and rather common in English test. It is used to express two actions happening in the order of time. An action happens before another action. We can used Hardly/ Barely/ Scarely.. When before instead 
Example:
No sooner had I arrived home than the telephone rang.
        	Hardly had she put up her umbrella before the rain became down in torrents.
III.6. INVERSION WITH Not only. butalso
Not only + aux + S + V but also + S + V + O
Example:
1. Not only is he good at English but he also draws very well.
2. Not only does he sing well but he also plays musical instruments perfectly.
III.7. INVERSION WITH SO/ SUCH
* So + Adj/ Adv + Aux + S + V + that-clause (noun clause)
Example:
	1. it is so dark that I can’t write
-> So dark is it that I can’t write.
2. She speaks so quickly that I can’t understand anything
-> So quickly does she speak that I can’t understand anything
*Such + be + N + that - clause
Example:
 Such is the life!
III.8. INVERSION WITH NO WHERE
No where + Aux (Trợ động từ) + S + V 
This structure is used in the same way with inversions with negative word said before.
Example:
1. No where in the Vietnam is the scenery as beautiful as that in my country.
2. No where do I feel as comfortable as I do at home.
3. No where can you buy the goods as good as those in my country.
III.9. INVERSION WITH CONDITIONAL SENTENCES
iii.9.1.Conditional sentence type 1:
 If-clause = Should +S + V(-to)
Example:
1. Should she come late, she will miss the train.
2. Should he lend me some money, I will buy that house.
iii.9.2.Conditional sentence type 2: 
If-clause = Were  S + V(+to)/ + O,  S	
Example 1:. If I were you, I would work harder = Were I you, I..
Example 2:. If I knew her, I would invite her to the party = Were I to know her,..
Note: if the verb in if clause is “were”, we only inverse “were” before the subject without V(+to) after the subject
Example: if it were sunny now, I would go swimming now
 -> Were it sunny now, I would go swimming now
iii.9.3.Conditional sentence type 3 : 
If-clause = Had + S + V3
Example: If my parents had encouraged me, I would have passed exam.
        	=> Had my parents encouraged me, I..
iii.9.4. Special conditional sentence
* If it hadn’t been for + N.P, S + would have + V(PII) + O
Had it not been for + N.P , S + would have + V(PII) + O
Example:	if it hadn’t been for your help, we wouldn’t have finished the plan
 =>Had it not been for your help, we wouldn’t have finished the plan
When using the inversion of the conditional sentences “not” mustn’t precede the subject. 
Example:	If he hadn’t come, he would have been fired
	Had he not come, he would have been fired
* If + S + were + to have + V(PII) + O, S + would have + V(PII) + O
-> Were + S + to have + V(PII) + O, S + would have + V(PII) + O 
III.10. INVERSION WITH AN “ING” FORM INTRODUCTION
This form is also an obligatory kind of inversion. It is usually used with be-verbs. It is not very common and uses “ing” introduction as the complement of the be-verb.
Examples:
1. Burning out of control was the forest located in the foothills of the Sierra Nevada mountain
2. Coming in last in the race was Joe “Elephant legs” Blow
3. Not helping the situation was little Susie, who was throwing newspaper on the spreading fire
III.11. INVERSION AFTER EXCLAMATIONS WITH “HERE” AND “THERE” 
With this kind of inversion, we don’t need to move the auxiliary before the subject but we put the main verb instead. It is mainly used with be-verbs but we must also remember that there are other verbs that we can use instead of is and are such as exist, go, come
Example:
1. We do not say: 	Here does the winner come
We must say:	Here comes the winner!
2. There goes all our money!
3. There comes a time in every person’s life when she realizes that she is responsible for her happiness, not the others
4. Scientists hypothesize that there exists a certain type of particle that can travel faster than the speed of light.
III.12. INVERSION WITH MUCH/MANY
Many a + N + aux + S + V + .
When using this structure, we need to emphasis that after many a is a singular noun but plural meaning
III.13. INVERSION WITH PREPOSITIONS
With these following prepositions we put the motion verb before a noun or a noun phrase used as a subject.
Away/down/in/off/out/over/round/up+ motion verb + N. P
Example:
1. Away went the runners.
2. Down fell a dozen of apples...
However, if the subject in the clause is not a noun but a pronoun, we don’t inverse the verb in front of the subject.
Example:
1. Away they went.
2. Round and round it flew.
III.14. INVERSION WITH SO/ NEITHER
- I’m a student; I’m a student, too So am I. 
- I’m not a student; I’m not a student, either Neither am I. 
- She likes music; He likes music, too So does he. 
- She doesn’t like music; He doesn’t like music, either Neither does he. 
- I didn’t sleep well last nigh; She didn’t sleep well last night, either Neither did she. 
- I haven’t seen it ; I haven’t seen it, either Neither have I. 
III.15. INVERSION WITH NOR
Negative clause ..., nor + auxiliary + S + V
Example
He had no money, nor did he know anybody from whom he could borrow. 
IV. CONSOLIDATION EXERCISES
Some inversion exercises in the mock exam into the university and national examination for high school students.
EXERCISE 1. CHOOSE THE BEST ANSWER
1) Thank goodness ___ hurt in the train accident.  
A. didn’t more people get	B. didn’t get more people
C.  more didn’t get people	D. more people didn’t get
2) The study showed _____ for maternal and child health.  
A.  how is nutrition important	B. how important nutrition is
C.  that how important nutrition is	D. that how nutrition is important
3) Only by working three jobs _____ able to support his large family.  
A. he was	B. he is	C. he's being	D. was he
4) The boss didn’t know what to do, _____ the rest of us.  
A. so did	B. either	C. neither	D. nor did
5) It was not until Andrew stopped smoking ____ healthy again.  
A. did he feel	B. that he started to feel	
C. then he felt 	D.  that he did feel
6) ___ you see Frank at the conference, give him my regards.  
A. Should	B. Would	C. Might	D. Could
7) Strange ___ , he chose not to undergo surgery.  
A.  may it seem	B. as may it seem	
C. was it that	D. as it may sound
8) Try ___ he could not save the drowning woman.  
A. did he hard	B. as he might 	
C. as hard as 	D. though he did
9) So ___ that she licked the plate clean.  
A. being hungry	B. great her hunger 	
C. hungry was she	 	D. had she hunger
10) Effie disliked the film, ___. 
A. as did Frank	B. and also disliked it Frank	
C.  nor Frank	D. so Frank did
11) ___ the medicine than she began to feel better.  
A. Not until she swallowed	B.  Hardly did she swallow
C. No sooner had she swallowed	D.  Having swallowed
12) Only b