"“—...- CHAPTER 3: TEACHING INVERSION IN KIEN THUY HIGH SCHOOL SOME INSTRUCTIONAL STRATEGIES AND IMPLICATIONS .... Ilow to teach grammar especially how to teach Fnglish inversion for
Types of inversion
Subject-auxiliary inversions
Subject-auxiliary inversion is a key indicator of the interrogative mood in English However, it also appears in various other constructions, such as tag questions, conditional sentences, negative imperatives, and exclamations For instance, it is commonly used in Yes/No questions.
(12) Will she be here tomorrow? (a)
Have you ever been to Thailand? (by
Aux § Vv b Subject-auxiliary inversion with question words
(13) When will she be here’?
Au 3 V tm Subject-auxiliary inversion after negative adverbials
In formal and literary language, negative adverbials at the beginning of a clause lead to subject and auxiliary inversion, emphasizing the statement and creating a surprising or striking effect This construction lends a formal tone to sentences However, if a less formal impression is desired, negative adverbials can be placed later in the sentence, following the normal order.
= Time adverbials: never, seldom, hardly (ever), rarely, scarcely whcr/ boforo; no sòner than
(14) Never do they go out at night (a)
Seldom does she help me do housework (b)
Hardly had everybady taken their seats when Dr Les began her lecture
(Martin Hewings 4dvanced Grammar in use (Third edition), p.200)
Only + a time expression such as: only afier, only when, only later, only once, only then
Only after his father’s death, did he realize what he meant
Expression with nat: not only, not until, not since, not for once moment, not any, not | noun
Not only is he good at Chemistry but he can also play football very
Not until my niece was five years old could she speak Vietnamese
It can be seen in examples (15), (16) inversion occurs after a clause beginning with only after/ if” when or not until a2 a8) as) a omit
Only + preposition phrases such as: only by, only with, only in
Only by working hard can you pass the driving test,
Prepasition | no such as: under no circumstances, in ne circumstances, at no time, in no way, on no account, on no condition, for no reason, no longer
Under no circumstances should you let children alone at night (a)
For no reason must you cheat in the university entrance exam (b)
Little does my sister understand me
Subject-auxiliary inversion in conditional sentences
Using inversion in conditional sentences in formal situations, people the word ifin if clause and keep main clause
Type 0: Should + S + V (bare infinitive), ¥ (bare infinitive) +
(20) If he appears, please tell him to wait for me
Inversion: Should he appear, please tell him to wait for me
Type 1: Should + S) + V (hare infinitive), S2 + will/ can‘ shall + V (bare infinitive)
(21) IfThave free time, I will go shopping
Inversion: Should I have tree time, T will go shopping
Type 2: Were | Si | (lo P} , 52 | would’ could’ might | V (bare infinitive)
(22) Mf Lwere you, | wouldn’t do that silly thing again
Inversion: Were I you, I wouldn't do that silly thing again
(23) If Thad more time, my graduation paper would be beltar
Inversion: Were / io have more time, my graduation paper would be
Type 3: Haa + S1 + ¥ (past participle), 82 + would/could/ mighi/ have + V
(24) Ifshe had work hard, she would have passed the driving test yostorday
Inversion: [fad she worked hard, she would have passed the driving test yesterday
Mixed type: Had + 51 + ¥ (past participle}, S2 + would? could/ might — V
(25) Had she known that you were in hospital, she would visit you now
€ Subject-auxiliary inversion in comparisons with “as” and “than”
(26) My mother cooks better than do I (a)
Paper was invented in China, as was the process of printing (b}
(Martin Hewings Advanced Grammar in use (Vhird edition), p.198)
# Subject-auxiliary inversion with “neither/ nor” and “so”
(27) John: Ido not like cats
Tlove swimming - So does my brother
& Subject-auxiliary inversion in negative imperatives
Don’t everyone move! h Subject-auxiliary inversion in exclamations
(29) Oh my Gud, is he stupid!
13.2.2 Subject-verb inversion a Subject-verb inversion with adverbial phrases of place, direction and fime
Adverbs of place and direction typically appear at the end of a sentence; however, they can be positioned at the beginning for emphasis on location This structure is often found in formal descriptive writing or reports It's important to note that when the subject is a pronoun (such as she, he, it, I, you, we, or they), we do not invert the subject and verb.
(30) On the sofa sat the gueen, (Don’t say “On the sofa sat she.”) (a4)
There are some dilliculties cncountered by high school students (c)
Aof place V 8 here, at the summit, stood the castle in its medieval splendor (d)
Aof place A of place V8 A of place
In speech, the terms "there" and "here" are used with subject-verb inversion to indicate movement of people or objects towards or away from the speaker For instance, in the example provided, Tom's car is moving closer to the speaker's location.
(31) Next to the bookshelf'is a table
(32) First comes love, then comes marnage fa)
Af first there was silence Then came a voice that Tknew (b)
We can put first, next, now or then in front position with the verb come to introduce a new event when the subject comes after the verb like examples
In English sentence structure, when an adverbial of time is followed by a comma, the verb typically follows the subject For instance, the correct phrasing is "At first, there was silence Then, a voice came that I knew." Additionally, subject-verb inversion occurs in constructions such as "So that "
(33) So happy was I that bought flowers for everyone in the class
So popular is the play thar the theatre is likely to be full every night.(b) cov 5
€ Subject-verb inversion with “Such that ”
(34) Such is the popular of the play chat the thealre is likely lo be Lull every night
Vv 3 a Subject-verb inversion in quotation
(35) “I have been working for your company for twenty years”, said
Inversion commonly occurs in two clause types: SVA and SVC, where the standard structure follows the order of subject, verb, and adverbial or complement To emphasize the theme of the clause, the verb precedes the subject.
Tlowever, the example (35) is a different types of inversion with verbs of saying
Ilartvigson and Jakobsen (1974) analyzed the dialogue mechanisms in three novels and identified a tendency for straightforward order, particularly with personal pronoun subjects and complex verbs, including phrasal verbs and those with direct or indirect objects They observed that inversion predominantly occurs with the verbs "say," "ask," and "answer." Additionally, inversion is more probable when the subject is post-modified or when the verb is a simple form of "be," as illustrated in the example, “I was busy,” was his reply.
@ Subject-verb inversion with present participle
(36) Sitting at the kitchen table ways our uncle
# Subject-verb inversion with past participle
(37) Hidden in the cellar were several barrels of wine
When a sentence features a subordinate clause as the subject, it can exhibit a non-canonical structure known as extra-position In this construction, the subordinate clause is moved to the end of the sentence, and a dummy pronoun "it" is placed at the beginning in the default subject position This extra-positioning is exclusively applicable to subordinate clauses.
(38) What she iold him is unclear.
Summary
Chapter 1 is theoretical knowledge I will use and analyze in chaplor 2
This article focuses on diverse teaching methods, specifically emphasizing grammar instruction It highlights three major approaches: teaching grammar through structures, rules, and examples; utilizing visual aids; and incorporating practice, all of which should be combined flexibly Additionally, the article provides foundational knowledge on English inversion, detailing its types, structures, and illustrative examples Two primary types of inversion are discussed: subject-auxiliary inversion and subject-verb inversion, with comprehensive presentations and illustrations for clarity.
SURVEY 1N KIEN THUY HIGH SCHOOL
Kien ‘Thuy High School " bitin ob
Kien Thuy High School, established in August 1965 in a suburban district of Haiphong, has grown to include 30 classes, with 9 dedicated to grade 12 Despite its origins during a time of war and economic challenges, the school boasts a staff of 86, including 3 English masters, and well-equipped facilities, including a dedicated foreign language practice room However, due to its location, the knowledge level of students may differ from that of their urban counterparts, potentially leading to varied academic outcomes.
The participants of this survey are students in grade 12 including 25 specialized and 25 non-spevialized English studenls of Kien Thuy High
School All of them are currently reviewing and preparing for the High
‘The purposes of this survey are to examine first teaching methods of inversion in high school to find which the best methods should be used in
English inversion Sccond, the high schoolers’ inlercsting Ievels in inversion lesson Third, how effectively students can do inversion exercises and use it in translating inlo Vietnamese, communication
This article presents an analysis of survey data, offering insights and recommendations for teachers and students to enhance the teaching and learning of inversion structures It aims to improve effectiveness in handling exercises, translating into Vietnamese, and facilitating better communication.
222 The design of the survey questionnaire
The survey questionnaire comprises twelve questions categorized into three main purposes: the first section focuses on teaching methods to evaluate teachers' approaches in inversion lessons; the second section assesses students' attitudes towards learning English inversion; and the final section consists of inversion exercises designed to measure the effectiveness of teaching methods and students' abilities The complete questionnaire can be found in Appendix 1.
The initial questions aim to identify the methods teachers employ in teaching English inversion The first question examines the use of teaching aids, such as projectors, pictures, or videos, which serve as valuable tools to engage students and enhance classroom management These visual media not only facilitate comprehension but also make lessons more interesting and dynamic The second question addresses the role of student discussions in lessons, highlighting that discussions are a crucial component of effective learning.
Quantitative methods prioritize objective measurements and statistical analysis of data obtained through surveys, polls, and questionnaires, or by manipulating existing statistical data with computational techniques This type of research centers on collecting numerical data to generalize findings across different groups or to elucidate specific phenomena.
Using quantitatrve method is to investigate and determine the relationship among teaching methods, attitude and ability of students with the total participants of 50 grade-12 students
Afler conducting a survey questionnaire with filly high school students I present the result in following tables
Both deductive Question | Yes No | Deductive | Inductive and inductive
First, table (2.4.1a) shows the teachers using teaching aids such as projectors, loudspeakers or pictures in grammar lesson is low with 10 percent
The discussion during inversion lessons is minimal, with group work and games rarely utilized The predominant teaching method is the deductive approach, accounting for 66% of the instruction, while the inductive method represents only 10%, and a combination of both methods makes up 24%.
It is obvious that teaching through visual is not paid attention much
Discussion and games are not appeared in inversion lesson, which causes the interest of students in the grammar lesson
Table 2.4.1b reveals the attitudes of high school students towards the inversion lesson, showing that only fifteen students expressed interest, while 18 and 17 students found the lesson boring and very boring, respectively This indicates that the majority of the fifty students do not perceive the lesson as engaging or centered around their needs.
Table 2.4 illustrates student performance on inversion exercises, revealing that 22 students answered between 4 to 5 questions correctly, while 12 students answered between 2 to 3 questions correctly Additionally, 7 students answered all questions correctly, whereas 9 students answered none correctly.
Seven students who answered all questions correctly preferred the "inductive" teaching method in question 4 In contrast, 17 out of 21 students who answered between one to three questions correctly were taught using the "deductive" method and found the lesson to be quite boring.
18 oul of 22 students, who answer corcetly [rom 4 to 5, [vel the lesson boring, and the others feel interesting
The analysis reveals a connection among three tables, focusing on teaching methods and aids The absence of projectors, loudspeakers, and visual materials, such as pictures and videos, renders inversion lessons less engaging Effective teaching aids are crucial for clearly and impressively conveying knowledge to students Additionally, using loudspeakers to control the classroom environment can hinder student interaction and communication with their peers.
To enhance classroom engagement, teachers can maintain their vocal clarity while utilizing projectors to efficiently display relevant images and videos, as students are often more attentive to visual and auditory stimuli Traditional grammar lessons frequently lack interactive elements like discussions, group work, and games, leading to student boredom The teaching method significantly influences student learning, with many educators favoring the deductive approach in grammar instruction, including inversion lessons This method begins by presenting rules, followed by examples and practice, positioning the teacher as the focal point for introducing new content While effective for lower-level students who benefit from structured guidance or are accustomed to conventional teaching styles, this approach may not foster independent rule discovery.
Students often find inversion lessons unengaging due to a lack of interactive elements such as discussions, group work, or games This absence of entertainment makes it difficult for them to maintain attention during the 45-minute sessions, leading to a clear disinterest in the material The use of a deductive teaching approach further contributes to this issue, as students remain passive, confined to their seats, merely listening and taking notes This teaching style is a significant factor in their lack of interest in the lesson.
Third is abulilics of students in solving exercises The percentage of students who can answer one question even not correctly takes account 18
25 while the percentage of students answering all question corcetly is lower,
4% The major of students can answer correctly from 3 to 5
The survey indicates that teaching methods significantly influence students' attitudes and their ability to complete exercises Consequently, it is essential to reform current teaching approaches to adopt a student-centered methodology.
Chapter 2 is about the survey conducted in Kien Thuy High School The goals are to investigate the teaching methods, the abilities of students in learning and practicing inversion exercises as well as communicating using inversion In this chapter, first ] presented the introduction about the condition of Kien ‘Thuy and the participants im the survey Second, methodology is quantitative used to analyze data Last is findings and discussion of teaching methods, attitude and ability of high school in Kien Thuy High School ‘Ihe main method which teachers use is deductive The major of students feel the aversion lesson quile boring because they du not have chances lo discuss, work in group or take part in games A number of students who cannot do inversion exercises lake account about 10 percent Through the survey, we can find some instructional stralegics 1 improve icaching inversion in high school.
CHAPTER 3: TEACHING INVERSION LN KIEN THUY
HIGH SCHOOL: SOME INSTRUCTIONAL STRATEGIES
3.1 Techniques to introduce inversion theory
Based on the analyzed data, the following instructional strategies are designed to assist classroom teachers in adjusting their methods to enhance student engagement in class activities and improve their ability to perform inversion exercises effectively.
Methodology " testes cetecseteesenes fete 2
‘The purposes of this survey are to examine first teaching methods of inversion in high school to find which the best methods should be used in
English inversion Sccond, the high schoolers’ inlercsting Ievels in inversion lesson Third, how effectively students can do inversion exercises and use it in translating inlo Vietnamese, communication
This article presents an analysis of survey data, offering insights and recommendations for teachers and students on effectively teaching and learning inversion concepts It focuses on improving exercise handling, translation into Vietnamese, and enhancing communication skills.
222 The design of the survey questionnaire
The survey questionnaire comprises twelve questions categorized into three main purposes Firstly, it assesses teaching methods employed by instructors during inversion lessons Secondly, it evaluates students' attitudes towards learning English inversion Lastly, it includes inversion exercises aimed at investigating the effectiveness of teaching methods and students' abilities The complete questionnaire can be found in Appendix 1.
The initial three questions aim to identify the methods teachers employ when teaching English inversion The first question addresses the use of teaching aids, such as projectors, pictures, or videos, which serve as supportive tools to engage students and enhance classroom management These visual media help students grasp the content while making the learning experience more interesting and dynamic The second question focuses on whether students engage in discussions during lessons, emphasizing that discussion is a crucial activity in every lesson.
Quantitative methods prioritize objective measurements and the statistical analysis of data obtained through surveys, polls, and questionnaires, or by manipulating existing statistical data This research approach emphasizes the collection of numerical data, enabling generalizations across populations to explain specific phenomena.
Using quantitatrve method is to investigate and determine the relationship among teaching methods, attitude and ability of students with the total participants of 50 grade-12 students
Afler conducting a survey questionnaire with filly high school students I present the result in following tables
Both deductive Question | Yes No | Deductive | Inductive and inductive
First, table (2.4.1a) shows the teachers using teaching aids such as projectors, loudspeakers or pictures in grammar lesson is low with 10 percent
The discussion in inversion lessons is notably minimal, with group work and games seldom utilized The predominant teaching method is deductive, accounting for 66% of the approach, while inductive methods represent only 10%, and a combination of both methods makes up 24%.
It is obvious that teaching through visual is not paid attention much
Discussion and games are not appeared in inversion lesson, which causes the interest of students in the grammar lesson
Table 2.4.1b reveals that only fifteen high school students expressed interest in the inversion lesson, while 18 and 17 students found it boring and very boring, respectively This indicates that out of fifty students surveyed, none felt that the lesson was engaging or centered around their needs.
Table 2.4 reveals the students' performance on inversion exercises, indicating that 22 students answered between 4 to 5 questions correctly, while 12 students answered between 2 to 3 questions correctly Additionally, 7 students answered all questions correctly, whereas 9 students answered none or only one question correctly.
In a recent study, it was found that 7 students who answered all questions correctly preferred the "inductive" teaching method, while 17 out of 21 students who only answered 1 to 3 questions correctly were taught using the "deductive" method and reported finding the lesson quite boring.
18 oul of 22 students, who answer corcetly [rom 4 to 5, [vel the lesson boring, and the others feel interesting
Effective teaching methods are crucial for engaging students, yet the absence of essential aids like projectors, loudspeakers, and multimedia resources such as pictures and videos can make lessons less interesting Teaching aids significantly enhance the clarity and impact of knowledge delivery Additionally, the use of loudspeakers for classroom management may inhibit student interaction, limiting their ability to communicate with peers.
Teachers can maintain their vocal health during lessons by utilizing projectors, which save time and enhance engagement through images and videos However, grammar lessons often lack interactive elements like discussions, group work, and games, leading to student boredom The teaching method significantly influences student learning, with many teachers employing a deductive approach that begins with presenting rules, followed by examples and practice This teacher-centered method may be effective for lower-level students who require a solid foundation or are used to traditional teaching styles and may struggle to discover rules independently.
The excitement of students during the inversion lesson is notably lacking, as they find it uninteresting The absence of engaging elements such as discussions, group work, or games contributes to their disinterest Despite being able to focus for the 45-minute duration, it is clear that their engagement is minimal The use of a deductive teaching approach further diminishes student involvement, as they remain seated, passively listening and taking notes This method is a key factor in the students' lack of interest in the lesson.
Third is abulilics of students in solving exercises The percentage of students who can answer one question even not correctly takes account 18
25 while the percentage of students answering all question corcetly is lower,
4% The major of students can answer correctly from 3 to 5
The survey reveals that teaching methods significantly influence students' attitudes and their ability to complete exercises Consequently, there is a need to reform current teaching strategies to adopt a student-centered approach.
Chapter 2 is about the survey conducted in Kien Thuy High School The goals are to investigate the teaching methods, the abilities of students in learning and practicing inversion exercises as well as communicating using inversion In this chapter, first ] presented the introduction about the condition of Kien ‘Thuy and the participants im the survey Second, methodology is quantitative used to analyze data Last is findings and discussion of teaching methods, attitude and ability of high school in Kien Thuy High School ‘Ihe main method which teachers use is deductive The major of students feel the aversion lesson quile boring because they du not have chances lo discuss, work in group or take part in games A number of students who cannot do inversion exercises lake account about 10 percent Through the survey, we can find some instructional stralegics 1 improve icaching inversion in high school.
CHAPTER 3: TEACHING INVERSION LN KIEN THUY
HIGH SCHOOL: SOME INSTRUCTIONAL STRATEGIES
3.1 Techniques to introduce inversion theory
The analyzed data highlights instructional strategies designed to assist classroom teachers in adjusting their methods to enhance student engagement and participation in class activities, ultimately improving their ability to perform inversion exercises effectively.
Effective teaching methodology is crucial for improving language learning quality, necessitating reform in teaching methods Teachers often employ a mix of various techniques during lessons, predominantly utilizing deductive and inductive methods for grammar instruction Each approach has its advantages and disadvantages, and the choice of method depends on specific circumstances, often allowing for a flexible combination of both, though one usually takes precedence Research indicates that a learner-centered approach significantly boosts learner autonomy and engagement, enhancing language skills Therefore, when focusing on a student-centered approach, it is recommended that English inversion be taught using the inductive method.
To introduce the inversion theory, there are three main parts in version lesson
They arc: inversion defimuon, the function of mversion and types of inversion
3.11 ‘Techniques to introduce definition of inversion
Summary
Chapter 2 is about the survey conducted in Kien Thuy High School The goals are to investigate the teaching methods, the abilities of students in learning and practicing inversion exercises as well as communicating using inversion In this chapter, first ] presented the introduction about the condition of Kien ‘Thuy and the participants im the survey Second, methodology is quantitative used to analyze data Last is findings and discussion of teaching methods, attitude and ability of high school in Kien Thuy High School ‘Ihe main method which teachers use is deductive The major of students feel the aversion lesson quile boring because they du not have chances lo discuss, work in group or take part in games A number of students who cannot do inversion exercises lake account about 10 percent Through the survey, we can find some instructional stralegics 1 improve icaching inversion in high school.
CHAPTER 3: TEACHING INVERSION LN KIEN THUY
HIGH SCHOOL: SOME INSTRUCTIONAL STRATEGIES
3.1 Techniques to introduce inversion theory
Based on the analyzed data, the following instructional strategies are designed to support classroom instructors in refining their methods, thereby enhancing student engagement and participation in class activities, and ultimately improving their performance in inversion exercises.
Effective teaching methodology is crucial for improving language learning quality, necessitating continuous reform by educators Various teaching methods are employed during lessons, with a predominant focus on two main approaches to teaching grammar: deductive and inductive methods Each method has its advantages and disadvantages, and the choice of which to use depends on several factors, often allowing for a flexible combination of both Research indicates that a learner-centered approach significantly enhances learner autonomy, fosters active engagement, and improves language skills To support this student-centered approach, English inversion should be taught using the inductive method.
To introduce the inversion theory, there are three main parts in version lesson
They arc: inversion defimuon, the function of mversion and types of inversion
3.11 ‘Techniques to introduce definition of inversion
Inversion refers to a sentence structure where the logical subject is placed after the verb According to Birner and Betty (1996), one effective method for teaching this concept is through a deductive approach, where teachers provide definitions and examples to clarify the term "inversion."
Inversion, as defined by Fagleson (1983), refers to the rearrangement of the subject and verb or operator from their typical order in statements This concept is often illustrated by teachers using model sentences to clarify its meaning Canonically, post-verbal constituents appear in clause-initial positions, highlighting the significance of structure in sentence formation.
Teachers can utilize the inductive method by encouraging students to write sentences that include statements and interrogatives, allowing them to analyze the elements of these sentences Additionally, by providing students with two sentences—one in normal word order and one in inversion—teachers can prompt comparisons between the two structures This approach enables students to explore inversion terms creatively Ultimately, the teacher serves as the authority who provides clear definitions.
3.1.2 Techniques (v introduce the function of inversion
The deductive technique involves teaching the functions of inversion in the English language, highlighting its grammatical structure and common usage Inversion typically occurs in interrogative statements, where verbs precede subjects, and in exclamatory sentences, where objects come before verbs and subjects, often introduced by a wh-word Examples include "What a beautiful picture it is!" and "How wonderful the weather is today!" Additionally, writers often employ inversion in literature to create unique artistic effects.
‘Teachers may let students compare the difference between two sentences to determine the functions of inversion in sentences
3.13 Techniques to introduce types of inversion
Teachers show the table of types of inversion, but just also show the titles not including examples Technique to introduce sorts of inversion is group work
Group work is a widely adopted method in foreign language teaching that enhances educational objectives while fostering students' communication and collaboration skills Given the limited time teachers have to develop speaking abilities in English lessons, group work provides ample opportunities for students to interact, learn from peers, and gain knowledge As George Bernard Shaw famously stated, "If you have an apple and I have an apple, we exchange these apples, then you and I will still each have one apple But if you have an idea and I have an idea, we exchange these ideas, then each of us will have two ideas." This illustrates how group work creates an ideal setting for students to share and expand their understanding.
Group work usually involves groups of students formally working together on projects or assignment, though it may sometimes take place in formal classroom scttings
(htps:Zwww.tcd.ie/CAPSL/TIC/guidelines/teaching/group-work.php)
Group work in the classroom involves students collaborating on designated tasks, whether in a formal setting or at home This approach encompasses various teaching and learning activities that require students to work together in pairs, small groups of three to six, or larger teams focused on specific objectives By integrating inductive methods with group work, educators can enhance the learning experience and foster cooperation among students.
To effectively apply this method, five key principles must be followed The first principle is dependence, where each student in a group must share their ideas and comments to address the assigned tasks Additionally, members should encourage and support one another, as the success of the group reflects the achievements of each individual The second principle is responsibility, emphasizing that all members must take accountability for their tasks and outcomes.
To effectively understand and execute tasks, clear communication and interaction among group members are essential Each member should take responsibility for specific tasks, which can be divided into detailed components Collaborative discussions and the exchange of ideas are crucial for reaching a consensus Additionally, developing group skills enhances overall teamwork and productivity.
Students must develop essential skills such as leadership, communication, decision-making, and conflict resolution to effectively work in groups Successful group dynamics involve understanding the task, identifying goals, delegating specific responsibilities among members, evaluating individual contributions, and reflecting on outcomes to enhance performance and achieve objectives.
As stated above, the lead-in part of the lesson, teacher gives task for each student in the class In group work, teachers give some tasks for cach group
In an inversion lesson, teachers organize the class into groups of 3 to 4 students, typically forming 8 to 10 groups Each group is tasked with creating sentences that illustrate various major and sub-types of inversion.
The teacher actively observes the class, circulating among each group to correct their mistakes After 2-3 minutes, the teacher showcases examples on the board, effectively combining the inductive method with group work.
Teacher prepared some cards In the lesson, divide the class inta 7 groups with the following tasks:
Group 1: Make 5 Wh-questions and identify which is subject, verb, auxiliary and other elements in cach sentence
Group 2: Make 5 yes/no questions and identify which is subject, verb, auxiliary and other elements in each sentence
Group 3 Make 5 present simple or present perfect sentonees using these words: “never, seldom, hardly (ever), rarely and scarcely”
Group 4: Make 3 sentences starting with “Only” and a time expression
Group 3: Make 3 scnlences starting with “Not only bul also/ not until/ not any/ not for once moment”
Group 6: Make 4 conditional sentences with 4 types
Dialogue 1 John: I don’t like cats
While all groups are doing their tasks, teacher goes around the class and gives encouragement and corrections
After 5 minutes, teacher will call each group to present their tasks After each group’s presentation, teacher tells the class to rewrite those sentences using inversion Remember to draw the way of making a question of group 1 to help students to invert the subject and auxiliary
All in all, the following chart will present the procedures of group works activities