Savingampnbsptheampnbspearth（TheampnbspFifthampnbspPeriod）

　　the fifth period
　　inversion
　　teaching aim:
　　learn and master the use of inversion.
　　teaching important point:
　　help tile students to make a summary of all kinds of inversion.
　　teaching difficult point:
　　help the students know in which cases full inversion is used and in which cases partial inversion is used.
　　teaching methods :
　　revision; summary; explanation and inductive methods.
　　teaching aids:
　　a projector and the blackboard
　　teaching procedures :
　　step greetings
　　greet the whole class as usual.
　　step ii revision and lead-in
　　t: in unit 9, we＂ve learnt some sentences in inverted word-order. now, i＂ll show
　　you some sentences on the screen. please tell which are in natural or normal word-order and which are in inverted word-order. look at the screen and compare them carefully.
　　(show the following on the screen.)
　　out rushed the boy.
　　the boy rushed out.
　　only in this way can we lose weight.
　　we can lose weight only in this way.
　　t: who can tell us which are in normal word-order?
　　s: i know. the second sentence in each pair is in normal word-order.
　　t: how do you know?
　　s: if the predicate comes after the subject, it is in normal word-order.
　　t: very good. so the first sentence in each pair is in inverted word-order. in the first pair, the whole predicate of the first sentence comes before the
　　subject, in the second pair, part of the predicate of the first sentence comes
　　before the subject. now, please look at the screen.
　　(show the following on the screen and make brief explanation if necessary. )
　　word-order
　　natural word-order : s+ v
　　inverted word-order v+s
　　auxiliary/modal + s+v
　　step hi summary and explanation
　　t: if the predicate verb is placed before the subject, the sentence is said to be
　　in inverted word-order. such a word-order is called inversion. we use inversion for two reasons. one for the need of the grammatical structure of a given type of sentence, the other for emphasis of a certain part of a sentence. inversion happens in questions, and in a number of other cases. there are two main kinds of inversion. in some cases the whole verb comes before the subject. this kind of inversion is called full inversion. and in most cases, an auxiliary verb or a modal verb comes before the subject and the rest of the predicate verb comes after. if there＂s no auxiliary or modal verb, ＂do＂＂does＂ or ＂did＂ should be added. this kind of inversion is called partial inversion. now, let’s make a summary of the inverted cases. please look at the screen. in these cases, the whole predicate comes before the subject.
　　(show the following on the screen.)
　　1. in the construction there be for existence e. g. there are some books on the table.
　　there＂s a boy in the classroom.
　　note: some other verbs can be used with ＂there＂ besides ＂to be＂, such as: live, exist, remain, come, arise, appear, enter, follow and so on.
　　e. g. there came shouts for help from the river. ＂. there remains nothing to be done.
　　2. when the sentence begins with one of the adverbs, such as here, there, now, then, out, away, up, down, off, back, over.
　　e. g, there goes the bell!
　　in rushed the children.
　　note: when the subject is a personal pronoun, inversion can＂t be used.
　　e. g. there he comes.
　　out he ran.
　　3. when the sentence begins with ＂such＂ for referring back, which means personor thing of a special kind.
　　e. g. such was albert einstein.
　　such are the facts.
　　note: the predicate must agree with the subject after it in person and number.4. when the sentence begins with a long adverbial expression of place, especiallya prepositional phrase denoting place.
　　e. g. between the two buildings stands a tall tree.
　　south of the city lies a steel factory.
　　note: some intransitive verbs like ＂come＂＂lie＂＂stand＂＂walk＂ often follow
　　after the adverbial expressions of place.
　　5. the whole or part of the direct speech is placed at the beginning, followed by
　　verbs of reporting like ＂answered john＂＂said the old lady＂, which tell you who spoke or how they spoke.
　　e. g. ＂help!＂ shouted the boy.
　　＂i＂ve had enough ,＂said john.
　　note: ①when the subject is a pronoun, the verb normally comes after it.
　　e. g. ＂you are,＂i answered.
　　②when the verb of reporting is followed by an indirect object or an adverbial, the verb normally comes after the subject, inverted word-order is impossible
　　e. g. ＂why?＂ the teacher asked him.
　　＂both, sir.＂ he answered proudly.
　　6. to balance the sentence structure or to link the sentence closely.
　　e. g. they reached a farmhouse, in front of which sat a small boy.
　　inside the pyramids are the rooms for the bodies of the kings and queens. note: pay attention to the ＂agreement＂.
　　t: in the following cases, part of the predicate comes before the subject.
　　look at the screen.
　　(show the following on the screen.)
　　1. to avoid repetition, ＂so, neither nor＂ can be placed at the beginning of a sentence which says that people (or thing or situation)are the same as others that have just been mentioned.
　　e. g. (1)--my mother is ill this week.
　　--so is my sister.
　　(2)--i can＂t speak french.
　　--nor can i.
　　(3)--my husband never touches a drying-up cloth.
　　--neither does mine.
　　note: ＂so＂ can also be used in a different sense, to introduce surprised agreement with what has been said, which means ＂ yes, indeed! you＂re quite right. ＂in this case, the same subject is mentioned. inversion is not used.
　　e. g. --that＂s isabel, look!
　　--so it is.
　　2. in sentences beginning with negative expressions like never, seldom hardly, scarcely, barely, rarely, little, not, nowhere ,by no means, in no way, at!
　　no time, neither… (nor).
　　e. g. hardly do i think it possible.
　　by no means shall we give up.
　　neither will theory do without practice; nor will practice do without theory.
　　note: when ＂little＂ which does press negative is used as an adjective before the subject, natural word-order is used.
　　e. g. little franz often played truant.
　　3. in sentence structures like ＂not only…, but (also) …; no sooner…than…; hardly/scarcely…when…; not until…;so…that…; such…that…＂.
　　e. g. not only did we lose all our money, but we also came close to losing ourlives.
　　hardly had i arrived when i had a new problem to cope with.
　　no until all the fish died in the river did the villagers realize how
　　serious the problem was.
　　so fast does light travel that it is difficult for us to imagine its
　　speed.
　　note: in all these sentences, inversion happens in the main clause, not in the subordinate clause.
　　4. when ＂only＂ is used to modify an adverbial which is placed at the beginningof the sentence.
　　e. g. only in this way can you succeed.
　　only then did i realize that i was wrong.
　　note: when ＂only＂ is used for emphasis of a subject, normal word-order is
　　used.
　　e. g. only john knows the answer.
　　5. in some special forms of unreal conditional clauses, when ＂if＂ is left out, the structure ＂were (should, had) i (you/he ,etc)＂ are used instead of ＂if i (you/he, etc.) were (should, had)＂.that is to say, inversion can be used
　　instead of ＂if＂.
　　e.g. were he (= if he were) here now ,could ask him.
　　should he (= if he should)
　　come, tell him to ring me up.
　　had you (= if you had ) not helped me, i’d have failed.
　　note: if there＂s no：＂were＂ ＂had＂ or＂should＂in the unreal conditional
　　clauses, inversion can＂t be used.
　　6. in questions
　　e. g. have you seen john?
　　note: inversion is not always used in questions. like the following cases: (1) in a special question, if the subject is expressed or modified by an
　　interrogative word ,the subject comes before the predicate.
　　e. g. what happened to mary?
　　how many people are listening to the lecture?
　　(2)in some other cases:
　　e. g. you＂ve seen john?
　　i wondered whether he＂d seen john.
　　7. in sentences expressing ＂blessing＂ or＂concession＂.
　　e. g. may you succeed!
　　may you gain still greater success!
　　cost what it may, i＂ll stick it out.
　　note: in ＂long live the people!＂, inversion is used with the whole verb fore
　　t: now, let＂s look at the screen, there＂s another kind of inversion you should
　　remember.
　　(show the following on the screen.)
　　in an adverbial clause introduced by＂as＂ or ＂though＂.
　　structure:
　　predicative
　　adverbial +as(though) +subject +…
　　verb
　　e. g. much as i like it, 1 will not buy it.
　　try as she might, she failed.
　　child as he was, he had to make a living.
　　note: (1)when the adverbial clause is introduced by ＂though＂, inverted and natural word-order are both possible.
　　e. g. though she is young, she knows a lot.
　　young though she is, she knows a lot.
　　(2)when the predicative is a countable noun in singular, ＂a＂ or ＂an＂ should be left out.
　　e. g. hero as he is, he has some shortcomings.
　　step iv practice and consolidation
　　t: now, let＂s do some exercises. please look at the screen. finish them by yourself first and then check your answers in pairs.
　　(show the following on the screen.)
　　i．choose the best answers:
　　1. if you don＂t go there,________.
　　a. so won＂t i b. nor do i
　　c. neither shall i d. so don＂t i
　　2.--he has passed the exam.
　　--_____________.
　　a. so have i b. so i have
　　c. i have so d. so did i
　　3. hardly the bus station when the bus started.
　　a. has she arrived at
　　b. had reached she
　　c. did she arrive at
　　d. had she reached
　　4. it rain, the crops would be saved.
　　a. were to b. would
　　c. should d. could
　　5. listen!¬______________.
　　a. there the bell goes
　　b. the bell goes there
　　c. the bell goes there
　　d. there goes the bell
　　6. at no time_________ beat student.
　　a. teachers can＂t
　　b. i will teachers
　　c. teachers will not
　　d. can＂t teachers
　　7. not until 7:00________.
　　a. he got up
　　b. he didn＂t get up
　　c. did he get up
　　d. didn＂t he get up
　　8. the film,1 would have told you something about it.
　　a. have i seen b. had i seen
　　c. should i see d. i had seen
　　9. after that we never saw her again, nor from her.
　　a. did we hear b. we heard
　　c. had we heard d. we have heard
　　10. he is unhappy,________.
　　a. so is she b. neither is she
　　c. so isn＂t he d. nor isn＂t she
　　(a moment later, check the answers with the whole class.)
　　suggested answers:
　　1~5 cadcd 6~10 bcbaa
　　ii. choose the best answers:
　　1.--do you know jim quarreled with his brother?
　　--i don＂t know,
　　a. nor don＂t i care
　　b. nor do 1 care
　　c. i don＂t care, neither
　　d. 1 don＂t care also
　　2. not until i began to work __ how much time i had wasted.
　　a. didn＂t 1 realize b. did i realize
　　c. i didn＂t realize d. i realized
　　3. little about his own safety, though he was in great danger himself.
　　a. does he care
　　b. did he care
　　c. he cares
　　d. he cared
　　4. not only polluted but __________ crowded.
　　a. was tile city; were the streets
　　b. the city was; were the streets
　　c. was the city; the streets were
　　d. the city was; the streets were
　　5. so that no fish can live in it.
　　a. the lake is shallow
　　b. shallow the lake is
　　c. shallow is the lake
　　d. is the lake shallow
　　6. ＂it was careless of you to have left your clothes outside all night.＂＂my god!____________________＂
　　a. so did i b. so i did
　　c. so were you d. so did you
　　7.--david has made great progress recently.
　　-- , and______________
　　a. so he has; so you have
　　b. so he has; so have you
　　c. so has he; so have you
　　d. so has he; so you have
　　8. only by practising a few hours every day______ be able to master the language.
　　a. you can b. can you
　　c. you will d. will you
　　9. not until all the fish died in the river ________ how serious the pollution was.
　　a. did the villagers realize
　　b. the villagers realize
　　c. the villagers did realize
　　d. didn＂t the villagers realize
　　10. , he doesn＂t study well.
　　a. as he is clever
　　b. he is as clever
　　c. clever as he is
　　d. as clever he is
　　(a moment later, check the answers. )
　　suggested answers:
　　1--5 bbbcc 6--10 bbdac
　　step v summary and homework
　　t: in this class, we have revised and summarized all kinds of different inversions. after class, please go over what we＂ve learnt about inversion. besides, you should do more practice to master it better. so much for today. see you tomorrow.
　　ss: see you tomorrow.
　　step vi the design of the writing on the blackboard
　　unit 9 saving the earth
　　the fifth period
　　inversion
　　i. full inversion: v+s
　　ii. partial inversion: aux/mod + s + v
　　iii.
　　predicative
　　adverbial + as(though) + subject +…
　　verb
　　step vii record after teaching