Unit3 Grammar and usage
The analysis of teaching background
Students have learnt something about inversion, but they don’t have a
comprehensive understanding about it.
1. The analysis of students’ conditions
a) The aspect on knowledge
Most of the students only know scattered knowledge about inversion, as a
result of which, they don’t have a comprehensive understanding about it.
b) The aspect on ability
Most of the students have got the ability of acquiring a grammatical structure
by observing and analyzing the structure, but they lack the ability of using
inversion to express themselves for the reason that they haven’t acquired
enough knowledge about inversion.
c) The aspect on motives of study
The students can learn to use inversion to achieve emphasis or balance in their
expressions.
2. Teaching aims
a) Knowledge aims
1) To help the students learn what inversion is.
2) To help the students understand the reason why we need to use inversion.
3) To help the students learn under what conditions we shall use full
inversion.
4) To help the students learn under what conditions we shall use partial
inversion.
b) Ability aims
1) To help the students learn to use inversion properly in real life.
2) To help all the students learn to acquire grammatical rules about inversion
through observing and analyzing.
3) To help develop the students’ test-taking skills in the entrance
examination of college.
c) Emotional aims
1) To help the students learn the core meaning of using inversion.
2) To help the students build up their confidence in expressing themselves
by using inversion.
3) To help enhance the students’ environmental awareness.
2. Teaching important points and difficult points
1) How to help the students learn to properly use inversion.
2) How to help the students get familiar with the rules of using inversion.
3. Teaching methods
the inductive and deductive method
4. Learning strategy
cooperative learning
5. Teaching aids
A computer, a big screen, powerpoint
6. Teaching procedures
StepⅠ Lead-in
1. Show the logo of adidas to the students and ask them to recall its slogan.
2. Show the two editions of slogan of adidas (the usual order edition and the
inversion edition) to the students and ask them to make a comparison so as
to introduce inversion and the necessity and charm of it.
Step Ⅱ Introduction of inversion
1) Ask students three questions:
(1)What is inversion?
(2)Why do we use inversion?
(3)In what conditions shall we use inversion?
2) Ask students to compare two sentences so as to introduce the concept
of full inversion and partial inversion.
1. Impossible is nothing. （full inversion 完全倒装）
…+verb + subject
2. Never shall we forget them. （partial inversion 部分倒装）
…+v.aux/ modal verbs /be + subject + v+…
3) Show two kinds of sentences to the students and ask them to think:
Why do we use inversion?
1. Among the speakers was a great leader, who stressed the need for
equality and fairness. ( to achieve balance)
2. Impossible is nothing. ( to achieve emphasis)
Never shall we forget them. (to achieve emphasis)
4) Discussion 1:
1. Ask students a question: In what conditions shall we use full
inversion?
Show the examples to the whole class: (1) May God bless you!
愿上帝赐福于你！
（partial inversion ）
(2) Long live the king!
国王万岁！
（full inversion ）
Conclusion: In some sentences expressing exclamation or wishes, either
full inversion or partial inversion should be used.
2. Divide the whole class into five groups, give out the hand-outs of
examples to the students and have them discuss the rules about full
inversion according to given examples.
3. Have the reporter in each group present the results of their discussion
in front of the whole class and give complementary explanations about
full inversion to their conclusions.
Examples for Group 1: (1) Out rushed a group of children.
(2) In came Mr Black.
(3) Now comes your turn.
(4) There goes the bell.
Conclusion 1: When adverbs such as “out, in, now, there, here,
down, up, away, then, off” are placed at the beginning of a sentence,
full inversion should be used to achieve emphasis.
Examples for Group 2: (1) At the top of the mountain stands an ancient
tower.
(2) From the bottom of my heart came my inner
voice.
(3) They live in a villa, in front of which stand
some trees.
Conclusion 2: When prepositional phrases which indicate positions are
placed at the beginning of sentences, full inversion should be used to
achieve emphasis or balance.
Examples for Group 3: (1) There is an experienced teacher standing by
the door of the classroom.
(2) There exists a mysterious legend in the ancient
village.
Conclusion 3: “There/Here be” structure is a kind of full inversion. “Be”
can be replaced by “exist, live, stand, lie, seem, appear, remain, happen
etc.”
Examples for Group 4: (1) Among the speakers was a great leader,
who stressed the need for equality and
fairness.
(2) Such is life.
(3)Gone are the days when we studied together.
Conclusion 4: When predictive is placed at the beginning of a sentence to
achieve balance or emphasis, full inversion can be used. The structure of
the whole sentence should be “predictive + link v. + subject”.
Examples for Group 5: His mother said, “Don’t lose heart!”
Said his mother,
She said,
Said she,
“Don’t lose heart!” his mother said.
said his mother.
said she.
she said.
(When this part is being done, students are asked to make choices among
different expressions and then draw a conclusion.)
Conclusion 5: When direct speech is placed at the beginning of a
sentence, full inversion is used to show who said it under the condition
that the nominal phrase （名词性短语）is employed to refer to the person.
Exercises for full inversion:
Exercise A: Try to use full inversion to rewrite the original sentences below.
1. The bird flew away.
Away flew the bird.
2. Your turn to clean the floor comes now.
Now comes your turn to clean the floor.
Exercise B:
1. Fill in the blanks.
Next door to ours __live____ (live) a black couple, who seem to have settled in this
community for quite a long time.
2. Correction
10 miles east of our school lies two modern swimming pools. lies lie
3.Translation
(1)一座湖坐落(lie)在山脚下。
At the foot of the mountain lies a lake.
(2)似乎我的手机有些问题。
There seems something wrong with my mobile phone.
(3)出席会议的有怀特教授还有其他宾客。
Present at the meeting were Professor White and many other guests.
(4)上午传来了他被北京大学录取的消息。
In the morning came the news that he had been admitted to Peking University.
5) Discussion 2:
1. Ask students a question: In what conditions shall we use partial
inversion? (Show the following two sentences and the conclusion after
asking the question.)
The most commonly used form of inversion is in a question.
Did you go to visit the Great Wall?
Where will you go?
2. Have the students in five groups discuss the rules about partial
inversion according to given examples.
3. Have the reporter in each group present the results of their discussion
in front of the whole class and give complementary explanations about
partial inversion to their conclusions.
Examples for Group 1: (1) Never shall I forget the days when we
fought for our dreams.
(2)Hardly did I expect such a surprising result.
(3) In no case shall you betray your best friend.
Conclusion : When negative expressions such as “not, never, hardly,
seldom, little, scarcely, neither, nor, in no way, at no time, in no case,
by no means, under no circumstances” are put at the beginning of a
sentence, partial inversion should be used.
Examples for Group 1: Only by changing the way we perceive the
world, can we have a brand new feeling
towards everything.
Conclusion: When “only+adverbial” structure is placed
at the beginning of a sentence, partial inversion should
be used.
Examples for Group 2: (1) You should be responsible for the result,
so/as should I. 我也要对此负责。
(2) Mike cannot fully convey the concept of
the design, neither/ nor can I.
我也不能解释这个设计理念。
Conclusion: In sentences led by “so/as, neither/nor” to express the
same condition, partial inversion should be used.
Examples for Group 2: Not only does he love art, but also he loves
everything concerning it.
Conclusion: In sentences with the structure “not only…but also”,
partial inversion should be used in the clause led by “not
only” when “not only” is put at the beginning of the
sentence.
Examples for Group 3: Not until we arrive at the destination can we
know whether it is worth the visit.
Conclusion: When “not until” is placed at the beginning of a sentence,
partial inversion should be used in the main clause.
Examples for Group 3: (1) So loudly did he speak that even people in
the next room could hear him.
(2) In such a hurry did he leave that he forget
to lock the door.
Conclusion: In sentences with the structure “so…that/ such…that”,
partial inversion should be used when “so+ adj./ adv.” or
“such…”is put at the beginning of a sentence.
Examples for Group 4: Neither will he study nor will he go to work.
Conclusion: In sentences with the structure “neither…nor…”, partial
inversion should be used in both sentences after
“ neither…” and “nor…”
Examples for Group 4: No sooner had I got home than it began to rain.
past perfect tense simple past tense
Conclusion: In sentences with the structure “no sooner…than…” or
“hardly/scarcely…when…”, partial inversion should be
used in the main clause.
Examples for Group 5: (1) Were I you, I would grasp the opportunity
to have a try in the new field.
(2) Had he taken the advice, he wouldn’t have
had so much trouble.
Conclusion: In unreal conditionals, partial inversion can be used in
the subordinate clauses when “were”, “should” or “had” is
included and “if” is omitted in the subordinate clauses.
= Tired as/though he felt,…
Examples for Group 5: As/Though/Although he felt tired, he still
finishes the work.
= A child as/ though he was,…
As/Though/Although he was a child, he
worked out the problem on his own.
= Much as/ though I admire his courage,…
Though/ Although I admire his courage much,
I don’t think he acted wisely.
= Try as he may, …
Though/Although he may try, he never
succeeds.
Conclusion: In concessive clauses (让步状语从句) led by “although”
or “though”, predicative, adverbial or the root form（原
形） of a verb can be placed before “as” or “though”.
Tip: when the predicative is a noun, the article(冠词） should be
omitted.
Exercises for partial inversion:
Exercise A: Fill in the blanks.
1.我们在哪儿都找不到这本书。
Nowhere could we find the book.
2.他们一进入房子，天就开始下雨。
No sooner had they entered the house than it began to rain.
3. 我们绝不会相信他。
In no way shall we believe him.
Only when Lily walked into the office _did___ she realize that she had
left the contract at home.
The parents didn’t tolerate their kids’ rudeness at the party, nor __did_
they allow themselves to be disobeyed.
如果你明天来的话，请记得带上这些重要文件。
__Should you __come__ tomorrow, please remember to bring some
important documents.
__Were__ you _to__come tomorrow, please remember to bring some
important documents.
Exercise B: Correction.
Only in this way the earth become a good place to live in.
___can/will_
Step Ⅲ Consolidation
Homework:
1. Watch a micro-course video after class to know more about inversion.
2. An exercise about inversion will be handed out to help you consolidate the
knowledge about it.
3. Write a composition by using inversion with the Chinese tips below.
在我的家乡曾经有一条小河，鱼儿在河中游着。每当我看见这条小河，
我就禁不住想起我快乐的童年。现在不仅河中没有了鱼，而且发出难闻
的气味。据说是附近一家化工厂使得河水收到了如此严重的污染。我认
为确实到了政府该采取措施制止污染的时候了。只有拥有蓝天、白云、
绿水我们才能过上幸福的生活。
Step Ⅳ Micro-course Design
Tips for Full Inversion:
Rule 1: When adverbs such as “out, in, now, there, here, down, up, away, then, off…”
are placed at the beginning of a sentence, full inversion should be used to
achieve emphasis.
Examples: 1) Out rushed a group of children.
2) In came Mr Black.
3) Now comes your turn.
4) There goes the bell.
Extended Exercise 1: Try to use full inversion to rewrite the original
sentences below. (Tips will be offered after showing how the
sentence should be changed. )
1. The bus is coming here.
Here is coming the bus.
Here comes the bus.
Tip : Only simple present tense and simple past tense can be used
in full inversion.
2. My best friend has gone out.
Out has gone my best friend.
(Inversion cannot be used in this sentence. )
Tip : Only simple present tense and simple past tense can be used
in full inversion.
3. He goes there. There goes he. / There he goes.
Tip: If the subject of a sentence is a pronoun, full inversion cannot
be used.
Rule 2: When prepositional phrases which indicate positions are placed at the
beginning of sentences, full inversion should be used to achieve emphasis or balance.
Examples: 1) At the top of the mountain stands an ancient tower.
2) From the bottom of my heart came my inner voice.
3) They live in a villa, in front of which stand some trees.
Extended Exercise 2: Try to use full inversion to rewrite the original
sentence below.
He lies under the tree.
Under the tree lies he. / Under the tree he lies.
Tip: If the subject of a sentence is a pronoun, full inversion cannot be
used.
Rule 3: “There/Here be” structure is a kind of full inversion. “Be” can be replaced by
“exist, live, stand, lie, seem, appear, remain, happen etc.”
Examples: 1) There is an experienced teacher standing by the door of the classroom.
2) There exists a mysterious legend in the ancient village.
Extended Exercise 3: Try to use full inversion to rewrite the original
sentence below.
他来了。
There comes he. / There he comes.
Tip: If the subject of a sentence is a pronoun, full inversion cannot be
used.
Rule 4: When predictive is placed at the beginning of a sentence to achieve balance or
emphasis, full inversion can be used. The structure of the whole sentence should be
“ predictive + link v. + subject” . (The predictive can be a prepositional phrase, an
adjective or a past participle.)
Examples:
prepositional phrase
1) Among the speakers was a great leader, who stressed the need for
equality and fairness.
adj.
2) Such is life.
past participle
3) Gone are the days when we studied together.
Tip for Partial Inversion:
Rule: In a sentence led by “so/as, neither/nor” to express the same condition, partial
inversion should be used.
Example: You should be responsible for the result, so/as should I.
我也要对此负责
In this sentence, you and I don’t refer to the same person, so partial inversion
should be used.
You should be responsible for the result.
B: __So/ As I should.___________ 我的确要对此负责。
In this dialogue, you and I are the same person, so partial inversion should not be
used.
Tip: When the person referred in the second sentence is the same person
appearing in the first sentence, partial inversion needn’t to be used.
Step V Blackboard Design
…+verb + subject （full inversion）
…+v.aux/ modal verbs /be + subject + v+…（partial inversion）
Step Ⅵ Teaching Reflection
The teaching design is centered on the teaching material based on students’
learning situation- Students have acquired some scattered knowledge about inversion,
but they don’t have a comprehensive understanding about it. According to the
situation, proper examples are provided to the students so that they can recall what
they’ve learnt. Besides, cooperative learning is advocated among students so that they
can better get involved in the discussion part and draw corresponding conclusions.
What’s more, proper exercises are provided in class for students to consolidate their
command of inversion. Since the time in class is limited, a micro-course of tips for
inversion is provided to the students as supplements to the class teaching. Then,
exercises are also handed out after class to the students for them to help them have a
deeper insight into inversion. Finally, they need to accomplish a composition as a
production.
But it would be better if more interactive real situational activities were set in the
teaching design. Besides, much knowledge is included in inversion, so more
following relative lessons and extended exercises should be offered as supplements.
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