using games to improve the students english writing skill at ha van mao high school

PART I:

INTRODUCTION

1.1. Rationale
English is one of the necessary subjects for students in general, and it is
more important for high school students because it is not only a compulsory subject
at school but also a subject of decision in the important contests as high school
exams and university entrance exams. It is considered as a main key to open the
treasure of human knowledge. Like other languages, there are ways to emphasize in
English. Knowledge of inversion is an emphasized way which is quite popular in
English. For students, it is not easy to understand this form of emphasic and
distinguish the differences in different situations. As soon as students entered High
school, teachers had to think about how to systematize elementary knowledge in
English in order that students could be easily master these elements . During the
teaching process, I found that Inversion is one of the basic and important
knowledge sections, but this knowledge was not fully synthesized in reference
books and textbooks are only mentioned few simple structures. While most of the
exams for high school students have sentences related to inversion, most of
students are embarrassed when they encounter these types of exercises.
Therefore, I chose the topic "Systematizing the use of Inversion to prepare for
GCSE examination at Ha Van Mao Upper Secondary School" to provide a
relatively complete system of using this topic to help students learn more
effectively.
In my initiative experience, I focused on the theory of Inversion. In each
section, there is a simple, easy-to-understand example. Next is the exercise
assignments arranged from easy to difficult levels.
1.2. Aims of the study
This study is conducted to help students of Ha Van Mao upper secondary school
to understand Inversion more clearly. Furthermore, it is hoped that students learn
how to use inversion phenomenon. To summarize the above, my study is aimed at:

- Providing the theretical background about English inversion
- Analyzing the types of the Inversion and its specific usages
- Some difficulties posibly encountered by students at Ha Van Mao upper
secondary school when using inversion.
- Suggesting some feasible solutions to help teachers and students at the
school improve the quality of teaching and learning English skills,
especially in mastering English grammar rules.
1.3. Scope of the study
Given the rationale and the aims of the study , it is necessary to limit the study
to the areas which are manageable. Benefits of summarizing the knowledge
involved with Inversion create the effectiveness of students’ learning and grammar
which focus on two factors: developing students’s motivation and understanding of
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the lesson. The subject under the study are the 12 th – form students at Ha Van Mao
upper secondary school.
1.4. Methods of the study
To complete this study, the following steps implemented:
- Collected references and books related to English grammar are analyzed in
details to form the theoretical background this paper.
- The available theory concerning to Inversion is studied and followed in my
study paper.
- Ideas of some possible difficulties are got from my understanding the
English learning and teaching Ha Van Mao upper secondary school as well
as my gained experiences in training course.
PART II: DEVELOPMENT
CHAPTER 1. SCIENTIFIC BACKGROUND

1.Theoretical background

Nowadays, English is a language widely used in the world. It is the official
language of many countries and many people use it as a second language.It is used
as the language of many important fields, such as: aviation, sports, business,
engineering, etc. It can be easily seen that we need to master English to be able to
have better access to human knowledge, and with international integration.
Therefore, equipping students with good knowledge of this language and the skills
to use it is very important.
Inversion is regarded as one of the essentially grammatical sections in English.
It is generally understood as a way to reverse certain words or phrases at the
beginning of a sentence. Then the verb form in the sentence is like a question but
the sentence has no "?" And the purpose is not to ask but is to emphasize. There are
also cases when verbs are often reversed in front of the subject without the need for
verbs. For having the knowledge system to students adequately on Inversion, I
have also refered to many different books. In this study, I am focusing on the
following key issues:
- Distinguish between island and question.
- Inverted structures.
- Homework exercises and answers.
2. Practical background
To master the knowledge of any subject, learners must meet some basic
requirements. First of all, they have to understand basic elements. Next, students
have to apply that knowledge to do the tasks given by their teachers. Learning
English is the same, it requires learners systematize fully and remember correctly.
Knowledge of Inversion has always been a challenge for students because of its
diversity.
In teaching practice, we can see that not all students master or systemize the
knowledge related to this topic.
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There are many reasons why students can not master this knowledge well. The
first reason is because of the English learning environment. Primarily, students
often practise writing to memorize grammatical structures and do not pay attention
much on practising speaking. The second one is that students themselves are not
aware of the necessity of learning English subject and learn English as a
compulsory task. The limited ability of the students for absorbing English lessons is
also considered as a reason students can not achieve high results whereas some
students have tried to spend much time on learning English. The fourth reason is
because students do not know how to systematize the knowledge accordingly so
that they can master the basic content of a lesson.
It is a fact that students try to remember the formula mechanically, or think
carelessly and sometime do not find out the nature of the problem clearly to infer
basic conclusions.
Therefore, teachers should provide a fairly complete knowledge system to their
students , and help them understand carefully the knowledge learned.
CHAPTER 2. THE REALITY OF TEACHING AND LEARNING THE KNOWLEDGE
OF INVERSION AT HA VAN MAO UPPER SECONDARY SCHOOL

1. Advantages:
For students in general and at Ha Van Mao upper secondary school, teaching
and learning have been received the attention of teachers, administrators and the
whole students’ parents because most of them have realized the importance of
mastering English. Therefore, more and more equipments for foreign language
teaching and learning have been gradually improved . English teachers are fostered
to improve their teaching quality and reference books for this subject are also rich
and diverse.
In recent years, Thanh Hoa Department and Training has allowed English
teachers to set up the curriculum for schools. Therefore, teachers can focus on
important knowledge areas or the knowledge that their students need tutoring.
2. Difficulties

As far as disadvantageous aspects are concerned, the teaching and learning the
knowledge of inversion in my school have some common difficulties :
- There are many structures which confuse students
- Teaching and learning facilities are limited.
- Some students are not really aware of the importance of English, so they have
not worked hard and their background knowledge is not good.
- Teachers have not yet encouraged students' self-study, and students’s learning
at school doesn’t recieve lots of attention from parents.
- Theories and exercises on this topic are not introduced in textbooks. The
grammar books and reference books also do not fully systemize this section.
Therefore, teachers and students have difficulty in the knowledge system as well as
finding practical exercises.
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CHAPTER 3. THE USE OF INVERSION IN ENGLISH.
1. DISTRIBUTION BETWEEN INVERSION AND INTERROGATIVE.

Inversion is a form of reversing the position of a subject and a verb or a
auxiliary verbs in a sentence when certain words or phrases are placed at the
beginning of a sentence. The end of the sentence without the "?" with the purpose is
not to ask but to emphasize.
Here is an example of Inversion:
No sooner had we left our school than it started to rain.

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There comes the bus.

Below is an example of interrogative:
Last year I opened
bookshop.
Oh really? Were you successful ?

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2. Inversion structures
2.1. Inversion with negative adverbs.
Never
Never before
Never in one’s life
Never again
+ auxiliary + S + V(infinitive)
Rarely
Seldom
Little
Hardly ever
Eg: - Never in mid-summer does it snow.
- Little do we know about her.
2.2. Inversion with NO and NOT
No + Noun +auxiliary + S + V(infinitive)
Not any + Noun + auxiliary + S + V(infinitive)
Eg: - No money shall I lend you from now on.
- Not any money shall I lend you from now on.
2.3. Inversion with NEITHER, NOR and SO
Neither
Nor
+ auxiliary + S

So
Eg: - My father likes football. So does my brother.( My brother likes football too.)
- She didn’t see the film on TV last night. Neither did I. / Nor did I.(I didn’t
see the film on TV last night either)
2.4. Inversion with ONLY
Only once
Only later
+ auxiliary + S + V(infinitive)
Only then
Only by/in/with/at…+ Noun/V+ing
Eg: - Only by working hard could he feed the family.
- Only later did I know who he was.
- Only in this bookshop can you buy this book.
Only when
Only after + clause + auxiliary + S + V(infinitive)
Only if
Eg:

- Only after he had graduated, did he start looking for a job.
- Only after all guests had gone home, could we relax.
2.5. Inversion with some phrases
At no time
On no occasion
On no account
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Under / in no circumstances + auxiliary + S + V
For no reason
In no way

No longer
Not for one moment
Eg: - Under no circumstances is the money to be paid.
- On no condition shall we accept their proposal
2.6. No sooner ……. than ……
No sooner + had + S + Vpp + than + S + Vsp + 0
Hardly + had + S + Vpp + when + S + Vsp + 0
Scarcely + had + S + Vpp + when + S + Vsp + 0
Scarcely + had + S + Vpp + when + S + Vsp + 0
Eg: - Hardly had I arrived home when I had a new problem to cope with.
- Scarcely had we started lunch when the doorbell rang.
- No sooner had she handed in her paper than she realized her careless
mistakes.
- Barely had he gone out of the house when his boss telephoned.
2.7. Not only ….. but ….. also …..
Not only + auxiliary + S + V + but ….. also ….. .
+ but ………… as well.
+ but …………… too.
Eg: - Not only does he sing well but he also plays musical instruments perfectly.
- Not only did they rob but they smashed everything, too.
- Not only is he good at English but he also draw very well.
2.8. Inversion with NOT UNTIL
Not until + adverb of time / clause + auxiliary + S + V
Eg: - Not until 10 o’clock will I come home.
= It’s not until 10 o’clock that I will come home.
= I won’t come home until 10 o’clock.
- Not until I got home did I know that I had lost my key.
= I didn’t know that I had lost my key until I got home.
2.9. Inversion with NO WHERE
No where … + auxiliary + S + V

Eg: - No where do I feel as comfortable as I do at home.
- No where could we find him.
2.10. Inversion with SO … THAT …; SUCH … THAT …
So + adj/adv + auxiliary + S + V + that + clause
Eg: - So dark is it that I can’t write.
= It is so dark that I can’t write.
- So difficult was the exam that few students passed it.
So + adj + a/an + noun + clause + that + clause
Eg: So nice a day it was that all of us wanted to go out for a picnic.
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So little
So few
So much
So many + ( noun ) + auxiliary + S +V + that + clause
Eg: - So much did he drink that he didn’t know the way to his home.
Such + be + noun + that + clause
Eg: - Such was the force of the storm that all the trees were uprooted.
2.11. Inversion with HERE and THERE
Here + be / main Verb + noun
There
Eg: - Here comes the bus.
- Here are the answers.
- There goes the bus.
Note:
Here + pronoun + be / main Verb
There
Eg: - Here he comes.
- There they arrive.

* There are some idiomatic expressions with HERE and THERE.
Here you are. = This is for you.
Here are you. = Someone has found you.
Here we are. = We’ve arrived at the expected place.
There you are = That supports what I’ve said.
2.12. Inversion with adverbs / adverbial phrases of place
Adverb / adverbial phrase of place + main Verb + noun
Eg: - At the end of September came several bad storms.
- Behind my house lies a river.
2.13. Inversion with prepositions
Down
In
From
+ verbs of motion + S
Over
Up
Away
Eg: - Down poured the rain.
- Away went the runner.
Note:
- Away they went.
2.14. Inversion with conditional sentences.
Type 1:
If clause = should + S +V
Eg: - If she comes late, she will miss the train.
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= Should she come late, she will miss the train.
- I will give him your message if I meet him.

= I will give him your message should I meet him.
Type 2:
If clause = Were + S + ( to V )
Eg: - If I were you, I would work harder.
= Were I you, I would work harder.
- If I knew her, I would invite her to the party.
= Were I to know her, I would invite her to the party.
Type 3:
If clause = had + S + ( not ) + past participle
Eg: - If my parents hadn’t encouraged me, I wouldn’t have passed the exam.
= Had my parents not encouraged me, I wouldn’t have passed the exam.
2.15. Inversion with adverbs of order. ( first, second…)
Eg: - First came the ambulance.
2.16. Inversion with verbs SAY, ASK, … in reported speech.
Eg: - “What do you mean?” Henry asked / asked Henry.
But: - “What do you mean?” he asked.

3. Inversion exercises and keys.
Exercise 1. Rewrite these sentences, putting the underlined part in the first
position.
1. She rarely smiles at me.
2. You can buy this book only in this shop.
3. She never in life feels happy.
4. My teacher is no longer teaching in this school.
5. He never smokes in bed.
6. She has never seen such a beautiful sight.
7. I know little about computer.
8.The rich man seldom help the poor.
9. They rarely talk in class.
10. She has made good progress only within two months.

11.They no longer work here.
12. It is hot enough to sit outside only in summer.
13. We have never been to London.
14. It is seldom wise to say to much about oneself.
15. We rarely eat out.
Exercise 2. Choose the best answer.
1. Not only __ but she is also very intelligent.
a. she is beautiful b. beautiful she is c. is she beautiful d. beautiful is she
2. Seldom __ the guitar.
a. he plays
b. does he play c. he doesn’t play
d. he does play
3. Hardly __ the family.
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a. does he feeds
b. he can feed
c. can he feed
d. can feed he
4. Often __ a meeting.
a. do we have
b. we do have
c. have we
d. we have
5. Only at weekends__ my kids to Water Park.
a. I don’t take
b. do I take
c. I take
d. I do take

6. So old __ that she can’t dance.
a. she isn’t
b. she is
c. isn’t she
d. is she
7. Never __ the work been so easy.
a. is
b. does
c. have
d. has
8. Nowhere __ such cooperative staff.
a. you can find
b. you find
c. can you find
d. you do find
9. Seldom __ a newspaper.
a. buys Anna
b. does Anna buy
c. Anna does buy d. Anna buys
10. Only by saving money, __ a house.
a. he buy
b. he can buy
c. buy he
d. can he buy
11. Not even once __ the truth.
a. he tells
b. he has told
c. has he told
d. do he tell
12. No sooner __ than he begins to be washed.

a. is a human being born
b. was a human being born
c. a human being born
d. a human being had been born
13. Seldom ___ treated like that.
a. I have been
b. am I
c. I am
d. I had been
14. Never before __ such a disaster.
a. They suffer
b. they have suffered
c. they suffered
d. have they
suffered
15. Only once a day __ home.
a. we can speak
b. can we speak
c. we speak
d. we can’t speak
Exercise 3. Rewrite the sentences, beginning with the word or phrase given.
1. He had never been so happy before.
- Never ………………………………………………………..
2. I have never heard such nonsense.
- Never ………………………………………………………..
3. Public borrowing has seldom been so high.
- Seldom ………………………………………………………
4. She has never seen such a mess in her life.
- Never ………………………………………………………..
5. They had seldom participated in such a fascinating ceremony.

- Seldom ………………………………………………………
6. They little suspected that the musical was going to be a runaway success.
- Little …………………………………………………………
7. The embassy staff little realized that Tet was a secret agent.
- Little …………………………………………………………
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8. I had hardly apologized when the door closed.
- Hardly ……………………………………………………….
9. The shop can in no way hold responsibility for customers’ lost property.
- In no …………………………………………………………
10. The couple had no sooner arrived than the priest started the ceremony.
- No sooner ……………………………………………………
11. Tom only understood the meaning of the comment when he saw his wife’s face.
- Only ………………………………………………………….
12. The restaurant can not accept animals under any circumstances.
- Under …………………………………………………………
13. The artist rarely paid any attention to his agent’s advice.
- Rarely ………………………………………………………...
14. Her grief was so great that she almost fainted.
- So ……………………………………………………………..
15. He got down to writing the letter as soon as he returned from his walk.
- No sooner ……………………………………………………..
Exercise 4. Supply the correct form of the verbs in the brackets.
1. Never before I ( accept ) a bribe.
2. Not only they ( rob ), they ( smash ) everything too.
3. Not until he ( get ) home he ( realize ) that he ( lose ) his wallet.
4. On no account this switch ( must ) ( touch ).
5. Only by shouting he ( be ) able ( make ) himself heard.

6. Only when he ( remove ) his dark glasses I (realize ) who he was.
7. No sooner the burglars ( leave ) the building than someone ( ring ) the bell.
8. Not once the great reptile ( surface ).
9. Not since his childhood Jeff ( be ) back to the village.
10. Not until we ( prepare ) dinner together I ( notice ) she ( wear ) a new ring on
her finger.
11. Seldom we ( have ) any time for ourselves.
12. Rarely he ( meet ) such a beautiful girl.
13. Hardly ever they ( manage ) to meet unobserved.
14. Look. There the children ( go ).
15. Only then she ( realize ) her mistake.
Exercise 5. Rewrite these sentences, using inversion.
1. We can get experience only by experiencing.
2. He had hardly left the room when the telephone rang.
3. Bill never talks about his background.
4. The distances between the planets are so immense that it’s impossible for us to
measure.
5. They not only refused to give me a helping hand but also made faces at me.
6. The director was so angry that none of his employees dared to utter a word.
7. If I were the Prime Minister, I’d reduce taxes.
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8. The lecturer had no sooner begun to talk than many people booed.
9. The new monument stands near the Town Hall.
10. If she had met him before, she might have married him.
Exercise 6. Complete the sentence with suitable words.
1. Never … so many people working so hard.
2. In no way … such a discreet man betray our secrets.
3. On no account … be revealed to our competition.

4. Only in Britain … the notion of a gentleman’s agreement be understood.
5. Not only … the piano brilliantly but she also sings well.
6. Never in my life … so humiliated.
7. Under no circumstances … the fire doors be locked.
8. Not once during her entire life … in trouble with the law.
9. Not only … rather naïve but he also seems to be very sensitive.
10. Seldom … any assistance or advice.
ANSWER KEY
Exercise 1.
1. Rarely does she smile at me.
2. Only in this shop can you buy this book.
3. Never in life does she feel happy.
4. No longer is my teacher teaching in this school.
5. Never does he smoke in bed.
6. Never has she seen such a beautiful sight.
7. Little do I know about computer.
8. Seldom does the rich man help the poor.
9. Rarely do they talk in class.
10. Only within two months has she made good progress.
11. No longer do they work here.
12. Only in summer is it hot enough to sit outside
13. Never have we been to London.
14. Seldom is it wise to say too much about oneself.
15. Rarely do we eat out.
Exercise 2.
1.C
2.B 3.C 4.A 5.B 6.D 7.D 8.C 9.B 10.D
11.C 12.A 13.B 14.D 15.B
Exercise 3.
1. Never had he been so happy before.

2. Never have I heard such nonsense.
3. Seldom has public borrowing been so high.
4. Never in her life has she seen such a mess.
5. Seldom had they participated in such a fascinating ceremony.
6. Little did they suspect that the musical was going to be a runaway success.
7. Little did the embassy staff realize that Tet was a secret agent.
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8. Hardly had I apologized when the door closed.
9. In no way can the shop hold responsibility for customers’ lost property.
10. No sooner had the couple arrived than the priest started the ceremony.
11. Only when he saw his wife’s face did Tom understand the meaning of the
comment
12. Under no circumstances can the restaurant accept animals.
13. Rarely did the artist pay any attention to his agent’s advice.
14. So great was her grief that she almost fainted.
15. No sooner had he returned from his walk than he got down to writing the letter.
Exercise 4.
1. have I accepted
2. did they rob; smashed
3. got; did he realize; had lost
4. must this switch be touched
5. was he; to make
6. removed; did he realize
7. had the burglars left; rang
8. has the great reptile surfaced
9. has Jeff been
10. were preparing; did … notice; was wearing
11. do we have

12. does he meet
13. have they managed
14. go the children
15. did she realize
Exercise 5.
1. Only by experiencing can we get experience.
2. Hardly had he left the room when the telephone rang.
3. Never does Bill talk about his background.
4. So immense are the distances between the planets that it’s impossible for us to
measure.
5. Not only did they refuse to give me a helping hand but they also made faces at
me.
6. So angry was the director that none of his employees dared to utter a word.
7. Were I the Prime Minister, I’d reduce taxes.
8. No sooner had the lecturer begun to talk than many people booed.
9. Near the Town Hall stands the new monument.
10. Had she met him before, she might have married him.
Exercise 6.
1. have I seen
2. would/could
3. must/should/can this
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4. could/can
5. does she play
6. have/had I been
7. should/must
8. has she been
9. is he

10. have I received
WRITTEN TEST ( OPTION )
Time allowed: 45 minutes
I. Choose the best answer. ( 5 points )
1. Never __ me again.
a. will she love
b. she loves
c. she won’t love
d. she will love
2. Not only __ but she also intelligent.
a. she is beautiful
b. beautiful she is
c. is she beautiful
d. beautiful is she
3. No sooner __ out than it rained.
a. did I go
b. I went
c. had I gone
d. I had gone
4. Seldom __ the guitar.
a. he plays
b. does he play
c. he doesn’t play
d. he does play
5. Hardly __ a word when her son came back.
a. couldn’t she say
b. she could say
c. she couldn’t say
d. could she say
6. Often __ a meeting.

a. do we have
b. we do have
c. have we
d. we have
7. Many a time __ he wants to marry me.
a. said he
b. he said
c. has he said
d. he has said
8. Only at weekend __ my kids to Water Park.
a. I don’t take
b. do I take
c. I take
d. I do take
9. So old __ that she couldn’t dance.
a. she wasn’t
b. she was
c. wasn’t she
d. was she
10. __ here yesterday, you would have met her.
a. Were you
b. You were
c. Had you been
d. You had been
11. On the battle field __.
a. the tank did lie
b. the tank lays
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c. did the tank lie
d. lay the tank
12. Nowhere __ such cooperative staff.
a. you can find
b. you found
c. you could
d. can you find
13. Never before __ in an earnest attempt to resolve their differences.
a. have the leaders of these two countries met
b. the leaders of these two countries have met
c. have the leaders of these two countries meet
d. met the leaders of these two countries
14. Only by studying hard __ this exam.
a. can you pass
b. you can pass
c. pass you can
d. can pass you
15. Seldom __ a newspaper.
a. buy Anna
b. does Anna buy
c. bought Anna
d. Anna does buy
16. Out __ from its tiny cage.
a. does the bird fly
b. fly the bird
c. did the bird fly
d. flew the bird
17. It was __ a victory that even Smith’s fans couldn’t believe it.
a. such surprising
b. too surprising

c. so surprising
d. surprising enough
18. Such __ that we all felt numb.
a. a cold weather was
b. was a cold weather
c. cold the weather
d. was cold weather
19. __ that he felt he didn’t need to revise any more.
a. So confident was that arrogant student of passing
b. Such was the confidence of that arrogant student on passing
c. So confident in passing was that arrogant student
d. Such confidence in passing did that arrogant student have
20. Not until __ himself seriously ill.
a. he had complete the task did he find
b. had he completed the task did he find
c. had he completed the task he found
d. did he completed the task he had
21. Never before __ such a disaster.
a. They suffer
b. they have suffered
c. they suffered
d. have they
suffered
22. Only once a day __ home.
a. we can speak
b. can we speak
c. we speak
d. we can’t speak
23. Hardly __ out when it started to rain
a. they went

b. they had gone
c. had they gone
d. did they gone
24. Not until she was twenty __ how to read.
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a. does she know
b. did she know
c. she knew
d. she knows
25. Only when you are allowed __ the motorbike.
a. can you use
b. you can use
c. don’t you use
d. you use
II. Complete the sentence with suitable words. (1 point)
1. No sooner had Martin sat down … the telephone rang.
2. … only did he refuse to help me but he also laughed at me.
3. … I the Prime Minister, I’d reduce taxes.
4. … angry was the director that none of his employees dared to utter a word.
5. Not until he got home … he remember about the gun.
III. Rewrite these sentences, using inversion structure. (4 points)
1. They only understood what was happening when they heard the news on TV.
2. She never at any time said that she was allergic to cats.
3. The restaurant can’t accept animals under any circumstances.
4. The matter could be explained in no other way.
5. We had hardly started when it began to rain.
6. I have seldom heard such beautiful singing.
7. I shall never forget your kindness.

8. I saw only then the danger we were in.
9. He didn’t realize that he had lost the key until he got home.
10. They not only robbed, they smashed everything too.
KEY
I.
1. A
6. A
11. D
16. D
2. C
7. C
12. D
17. C
3. C
8. B
13. A
18. D
4. B
9. D
14. A
19. A
5. D
10.C
15. B
20. A
II.
1. than
2. Not
3. Were
4. So

5. did
III.
1. Only when they heard the news on TV did understand what was happening
2. At no time did she say that she was allergic to cats.
3. Under no circumstances can the restaurant accept animals.
4. In no other way could the matter be explained.
5. Hardly had we started when it began to rain.
6. Seldom have I heard such beautiful singing.
7. Never shall I forget your kindness.
8. Only then did I see the danger we were in.
9. Not until he got home did he realize that he had lost the key.
10. Not only did they rob, they smashed everything too.
CHAPTER 4. VERIFYING THE SOLUTION OF THE STUDY
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Although students sometimes encounter this kind of Inversion exercises in the
textook, workbook or even in the examination tests, they are very confused when
aggregated assignments involving in the knowledge from Inversion. One of the
reasons students feel difficul is that they can not be able to systematize knowledge
fully. I have conducted for some groups of students in my school to do a synthesis
exercise, and the results of their homework is not good.
Results verified solutions that are implemented with 114 students at 3 classes of
12A1, 12A3, and 12A5 at Ha Van Mao upper secondary school in the academic
year : 2018- 2019 are following: ( See appendix on page:
For the 1st homework results (when students are not full system)

Class Number of
students
12A1

35
12A3
38
12A5
38

Very
Good
2 5.7%
1 2.6%
0
0%

Moderately
good
7
20%
6
15.7%
4
10.5%

Average
17
16
17

48.5%
42.1%
44.7%

Weak
9
15
17

25.8%
39.6%
44.8%

However, by applying new approach, I acommodated the students with the
system which is quite adequate knowledge related to this verb and helped them to
understand and differentiate the usage of verbs, and then assigned similar tasks to
students , the results received were more positive.
For the 2nd homework results (after the full system)
Class Number of Very Good
students
12A1
35
9 25.7%
12A2
38
6 15.7%
12A3
38
4 10.5%

Moderately
good
17

48.5%
15
39.4%
14
36.8%

Average
8
14
15

23%
36.8%
39.4%

Weak
1
3
5

2.8%
8.1%
13.3%

PART III: CONCLUSION
1. Important issues mentioned in the initiative
In this initiative, I have fully systematized the theory of inversion in English.
Besides, there are special cases of inversion knowledge and the knowledge related
to inversion. Attached to the theory is a rich exercise section from easy to difficult
levels.

2. Practical effectiveness of the initiative
From the knowledge system that I wrote in my initiative and drew experiences
in the process of teaching , I found myself more confident when teaching students
this part of knowledge. My students are no longer confused when doing these
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exercises. They feel more active, more excited and most of them do their
homework with better results.
3. Recommendations
In the process of teaching English at the upper secondary school level, I have
recognized that a lot of students can not easily understand and remember the
knowledge that teachers impart. When being asked for their ability to access
English at the upper secondary school, even some good English students at lower
secondary school have supposed that mastering English knowledge at higher levels
becomes more and more difficult. Moreover, as the experts say that the language
still has the arbitrariness rather than the natural science subjects bacause the rule
itself has many exceptions. Learning a foreign language is not only merely just on
books but it also requires sound environment effectively. It is to be communicating
with native speakers, or at least students must also regularly use it for daily
communication. However, it is difficult for teachers as well as pupils to do it.
Therefore, the students feel learning a foreign language is difficult.
As a teacher of English , I always try to help my students systematize a fairly
full knowledge so that they can easily remember, understand and review when
necessary.
In this initiative, I re-systemized what I have accumulated and learned from the
years of teaching and reference from colleagues. Previously, when we have not
taught this topic, Inversion is a difficult concept and sometimes makes students
confused how to use it in various cases. However, they can be able to grasp fully
the relative usages, distinguish the differences and the systematize the knowledge

to remember logically. Of course, knowledge is infinite and language changes over
time. Therefore, I am looking forward to the leadership equiping us with equipment
and materials to help us have better teaching conditions and learning with high
effectiveness .I also look forward to receiving the contributions from professionals,
English teachers for my study to make it better .
XÁC NHẬN CỦA TỔ TRƯỞNG
CHUYÊN MÔN

Thanh Hãa, ngµy 26 th¸ng 4 N¨m
2019
Cam kÕt kh«ng copy
DƯƠNG NGỌC

LỊCH
XÁC NHẬN CỦA THỦ TRƯỞNG
ĐƠN VỊ

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REFERENCES
1. A.J. Thomson and A.V. Martinet A practical English Grammar, Oxford
University Press
2. Chu Xuân Nguyên Ngữ pháp tiếng Anh, World Publishing House, Vietnam
3. Mai Lan Hương, Hà Thanh Uyên Giải thích ngữ pháp, Da Nang Publishing
House, Vietnam
4. Michael A. Pyle, M.A and Mary Ellen Munoz, M.A Toefl, Education Publishing
House, Vietnam
5. Michael Swan Practical English Usage, Oxford University Press
6. Phạm Khuê Ngữ pháp tiếng Anh, Da Nang Publishing House, Vietnam

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