MEETING 17

GERUNDS VS INFINTIVES

A. LEARNING OBJECTIVES
In this meeting, the students will learn about gerunds vs infinitives. By the end
of the course, the students are expected to be able to:
1.1. Understand the differences of gerunds and infinitives as subject.
1.2. Understand the differences of gerunds and infinitives as direct object.

B. MATERIAL DESCRIPTION
1.1. Gerunds and infinitives as subject
a. Gerunds and infinitives as subjects sometime have equivalent
meaning.
Examples:
• To study English is important.
• Studying English is important.

b. In other cases, we choose an infinitive or gerund by the meaning of

an action. We often use gerunds to describe an actual, vivid, or
fulfilled action. We often use infinitives to describe potential,
hypothetical, or future events.
Examples:
ACTUAL POTENTIAL
Taking an English course last To take an English course next
year was my best decision. year would be my best decision.
Choosing a major according To choose a major based on
my passions was quite hard. interests or passions could be
hard.
Writing a thesis before I For some students, to write a
graduated was very thesis as the requirement to
challenging. graduate is really terrifying.
1.2. Gerunds and infinitives as direct object
As we know that certain verbs are followed by gerund and certain verbs
are followed by infinitive. In this meeting, we focus on certain verbs which
can be followed by either gerunds or infinitives.
a. Verbs followed by a gerund or infinitive with little to no change in
meaning.
Can’t bear I couldn't bear seeing those animals suffer.
I couldn't bear to see those animals suffer.
Can’t stand I couldn't stand seeing those animals suffer.
I couldn't stand to see those animals suffer.
Continue I continued conducting research on
literature.
I continued to conduct research on literature.
Hate I hate dancing, so don't ask me to
I hate to dance, so don't ask me to
Like I like getting up early in summer.
I like to get up early in summer.
Love I love getting up early in summer.
I love to get up early in summer.
Prefer If you prefer walking, it will take you 30
minutes to school.
If you prefer to walk, it will take you 30 minutes
to school
Propose I will propose conducting research on
linguistics.
I will propose to conduct research on
linguistics.
Begin • She began singing.
• She began to sing.
When "begin" is used in non-continuous
tenses, you can either use a gerund or an
infinitive.
 • She is beginning to sing.
When "begin" is used in continuous tenses,
an infinitive is used.
Start • Marge started talking really fast.
• Marge started to talk really fast.
When "start" is used in non-continuous
tenses, you can either use a gerund or an
infinitive.

• Marge is starting to talk really fast.

When "start" is used in continuous tenses,
an infinitive is used

b. Verbs followed by e gerund or infinitive with a change in meaning

1) FORGET
• She forgot reading the book when she was a kid.
When "FORGET" is used with a gerund, it means "to forget
that you have done something." The sentence above means
that she read the book when she was a kid, and that she has
forgotten that fact.

• She forgot to pay the rent this month.

When “FORGET” is used with an infinitive, it means "to forget
that you need to do something." the sentence above means
that she forgot that she needed to pay the rent.

2) NEED
• The house needs cleaning.
 When "NEED" is used with a gerund, it takes on a passive
meaning. The sentence above means "the house needs to be
cleaned."

• He needs to call his boss.

• We needs him to call his boss.
"NEED" is usually used with an infinitive or an object + an
infinitive

3) REGRET
• I regretted being late to the interview.
"REGRET" is normally used with a gerund.

• We regret to inform you that your position at the company is

being eliminated.
"REGRET" is sometimes used with infinitives such as "to
inform." in the sentence above, "we regret to inform you"
means "we wish we did not have to tell you (bad news)."

4) REMEMBER
• I remember attending the meeting yesterday.
When "REMEMBER" is used with a gerund, it means "to
remember that you have done something." the sentence
above means that I attended the meeting, and that I remember
the fact that I did that.

• He remembered to turn off the lights before he left.

When "REMEMBER" is used with an infinitive, it means "to
remember that you need to do something." The sentence
above means that he remembered that he needed to turn the
lights off.
5) STOP
• He stopped smoking for health reasons.
"STOP" is normally used with a gerund.

• He stopped to rest for a few minutes.

When "STOP" is used with an infinitive, the infinitive takes on
the meaning of "in order to." in the sentence above, he
stopped in order to rest for a few minutes.

6) TRY
• She can't find a job. She tried looking in the paper, but there
was nothing. She tried asking friends and family, but nobody
knew of anything. She also tried going shop to shop, but
nobody was hiring.
"TRY + GERUND" means to try or to experiment with different
methods to see if something works.

• She tried eating the snake soup, but she didn't like it.
"TRY + GERUND" is often used when you experiment with
something, but you do not really like it or want to do it again.

• She tried to climb the tree, but she couldn't even get off the
ground.
When you try to do something, you want to do it, but you do
not succeed in actually doing it, “TRY + INFINITIVE” is used .
In the sentence above, an infinitive is used because she
cannot successfully climb the tree.

• Try not to wake the baby when you get up tomorrow at 5 AM.
An infinitive is also used if you are asking someone to try
something they may or may not be able to accomplish.
C. EXERCISE
1.1. Exercise 1: Gerund vs Infinitive as Subject
Instructions: Replace the verb in parentheses with either gerund or
infinitive. Where possible, you may replace it with both gerund and
infinitive and make whatever change is needed.
a. (investigate) ………………… the mater will only cause the
government embarrassment.
b. (live) …………………. at home would save that student a lot of
money.
c. (inherit) …………………. money one doesn’t expect is a pleasant
surprise.
d. (he, insult) …………………. the officer resulted in his arrest.
e. (the children, take) …………………. so long to dress always annoyed
their mother.
f. (entertain) …………………. the troops is the only thing the singer
does now.
g. (plant) …………………. a garden takes skill and patience.
h. (save) …………………. face is more important in some cultures than
in others.
i. (type) …………………. that long report will be expensive.
j. (rebuild) …………………. the cathedral that was bombed will cost a
great deal of money.
k. (ship) …………………. our products to Indonesia will take over a
month.
l. (overlook) …………………. our own faults is easy to do.
m. (he, do) …………………. that requires a lot of courage.
n. I think (work) …………………. at Altacreat without my husband would
be dreadful.
o. (play) …………………. golf every day would be my idea of a happy
retirement.

1.2. Exercise 2: Gerund vs Infinitive as Direct Object

Instructions: Complete the sentences with the gerund or infinitive forms
of the verbs given in parentheses. In some sentences both are possible.
a. I was very tired. I tried (keep) __________________ my eyes open
but I couldn’t.
b. I rang the doorbell but there was no answer. Then I tried (knock)
__________________ on the door, but there was still no answer.
c. We tried (put) __________________ the fire out but we were
unsuccessful.
d. Sue needed to borrow some money. She tried (ask)
__________________ Gerry but he was short of money too.
e. We stopped (study) _______________ because we were tired.
f. Please leave me alone. I'm trying (concentrate) _______________
g. I need a change. I need (go) __________________ away for a while.
h. I regret (tell) ______________ Julie my secret; now she has told
everyone.
i. I regret (tell) ________________ you the train has been delayed.
j. The windows are dirty. They need (clean) __________________ .
k. Why are you leaving now. You don't need (go) __________________
yet, do you?
l. You should stop (smoke)________________, it's not good for your
health.
m. We stopped (have) _________________ a rest because we were
really sleepy.
n. Finally I remembered (bring) ______________ your book! Here it is.
o. Do you remember (eat) ____________ steak in that little restaurant
in Rome?
p. Have we studied this before? I've forgotten (learn)
________________ it.
q. I forget (lock) _______________ the door, but I'm sure I must have
locked it.
r. They will stop (have) _____________ lunch at twelve.
s. Please don't forget (pick up) ________________ some juice on your
way home.
t. I remember (go) __________________________ to the beach as a
child.
 MEETING 18

ABSOLUTE CONSTRACTION

A. LEARNING OBJECTIVES
In this meeting, the students will learn about absolute constructions. By the end
of the course, the students are expected to be able to:
1.1. Understand the general forms of absolute constructions with participles.
1.2. Understand the perfect forms of absolute constructions.
1.3. Understand absolute constructions without participles.
1.4. Understand WITH absolute constructions.

B. MATERIAL DESCRIPTION
The terms “absolute” refers to a free grammatical element within a sentence. It
usually has no connecting word that relates it to the rest of the sentence.
Absolute constructions are also called nominative absolutes because they
include a noun “subject.”
This construction usually appears at the beginning or end of a sentence and is
set off from the rest of the sentence with a comma. It is made negative by
placing not before the predicate.

1.1. The general forms of absolute constructions

Examples:
• Tears were streaming down her face.
• The child ran home to be comforted by her mother.
• Tears streaming down her face, the child ran home to be comforted
by her mother.

• Their plot was discovered.

• The conspirations had to flee for their lives.
• Their plot discovered, the conspirations had to flee for their lives.
 • The girl walked along gracefully.
• The huge basket on her head did not seem to be a heavy burden at
all.
• The girl walked along gracefully, the huge basket on her head not
seeming to be a heavy burden at all.

1.2. The perfect forms of absolute constructions

The perfect forms refer to time completed before that of the main verb.
If there is no desire to emphasize the completion of one time before
another, the general forms may also be used.
Examples:
• The floods had made the highway impassable.
• All cars were detoured to the side roads.
• The floods having made the highway impassable, all cars were
detoured to the side roads.

• His knife wounds had been treated by the doctor.

• The young man was released from the hospital.
• His knife wounds having been treated by the doctor, the young man
was released from the hospital.

• The guerrillas had been causing disturbances for some time.

• The government sent their armed forces to the area to wipe them out.
• The guerrillas having been causing disturbances for some time, the
government sent their armed forces to the area to wipe them out.

1.3. Absolute constructions without participles

BEING is implied in absolute constructions without participle. However,
it tends to be omitted.
Examples:
• The bus was late.
• He missed the meeting.
The bus being late, he missed the meeting.
 The bus late, he missed the meeting.

• Her husband was out of work.

• She decided to get a job herself.
Her husband being out of work, she decided to get a job herself.
Her husband being out of work, she decided to get a job herself.

1.4. WITH absolute constructions

The word WITH (or its negative WITHOUT) may initiate an absolute
construction, making the construction technically a prepositional phrase.
WITH often suggests some degree of cause.
Examples:
• The police were on all sides of them and ready to shoot.
• The bank robbers finally surrendered.
With the police on all sides of them and ready to shoot, the bank
robbers finally surrendered.

• The ocean looks very beautiful.

• The moonlight glimmers on its surface.
The ocean looks very beautiful, with the moonlight glimmering on its
surface.

C. EXERCISES
1.1. Exercise 1: The general forms of absolute constructions
Instructions: Combine each set of sentences by changing the italicized
sentence to an absolute construction.
a. The man began to pour out from the factory.
She watched to see which one was her husband.
______________________________________________________
b. His health was regained.
He was happy to return to work.
______________________________________________________
c. Their air conditioner was not working properly again.
 They decided to buy a new one.
______________________________________________________
d. His eyes were finally open to her hypocrisy.
He wondered how he could ever have been deceived by her wiles.
______________________________________________________
e. The rain began to make everyone uncomfortable.
They decided to continue their dinner indoors.
______________________________________________________
f. The judge dismissed the charge against the man.
There was no conclusive evidence that he had committed the felony.
______________________________________________________
g. The labor dispute was finally settled.
The pilots began to fly the planes again.
______________________________________________________
h. His hotel room was not yet ready.
He had to wait until the maid finished cleaning it.
______________________________________________________
i. His eyes burned from the smog.
He felt he could not go out again that day.
______________________________________________________
j. The required documents did not arrive on time.
They had to postpone the investigation.
______________________________________________________

1.2. Exercise 2: The perfect forms of absolute constructions

Instructions: Combine each set of sentences by changing the italicized
sentence to an absolute construction.
a. The interest rate had been lowered.
More people began to take out loans from the bank.
______________________________________________________
b. Her car had stopped suddenly in the midst of heavy traffic.
She became frightened and did not know what to do.
______________________________________________________
c. The had no more money left for the food.
 The last of their money had been spent for the rent.
______________________________________________________
d. Their reservation had been made months in advance.
They were annoyed to find that the hotel had no record of it.
______________________________________________________
e. The temperature had been falling rapidly in the last in the last few
days.
The growers were afraid they would lose their entire orange crop.
______________________________________________________
f. Classes had been cancelled because of bad weather.
The children watched television all day long.
______________________________________________________
g. He was able to leave on early train.
His meeting had ended sooner than was expected.
______________________________________________________
h. Traffic had been delayed because of an accident.
They missed the first half of the play.
______________________________________________________
i. The children had not had dinner yet.
Their mother quickly began to prepare something from them.
______________________________________________________
j. The lifeboats had been lowered.
The passengers got off the sinking ship.

1.3. Exercise 3: Absolute constructions without participles

Instructions: Change the italicized sentences to absolute constructions.
Omit the verbs in the absolutes. Set off the constructions with commas.

a. The once busy factories are now completely idle.

Many people left the town to find work elsewhere.
______________________________________________________
b. His eyes were wide open in astonishment.
 The young boy watched his physics teacher magnetize one object
after another.
______________________________________________________
c. The long hot summer was over.
They looked forward to some beautiful full days.
______________________________________________________
d. The country was in a state of chaos because of the prolonged was.
Many homeless children wandered from village to village in search
of food.
______________________________________________________
e. Her youngest son was already a famous doctor.
She boasted about him to all her friends.
______________________________________________________
f. Their rent was in arrears.
They were asked to move.
______________________________________________________
g. The once wealthy man was now a pauper.
He lived by himself in a small furnished room.
______________________________________________________
h. His fortune was the largest in the world.
He could buy anything but happiness.
______________________________________________________
i. The tourist saw a small boy approaching them.
His clothes were almost in rags, his face was pale and emaciated.
______________________________________________________
j. The patient was not yet out of danger.
Her doctor decided to keep her in the hospital for another week.
______________________________________________________
 MEETING 19

ABSTRACT NOUN PHRASES

A. LEARNING OBJECTIVES
In this meeting, the students will learn about abstract noun phrases. By the end
of the course, the students are expected to be able to:
1.1 Understand “subjects” in abstract noun phrases.
1.2 Understand “object” in abstract noun phrases.
1.3 Understand adjective-from-adverb in abstract noun phrases.
1.4 Understand abstract noun phrases as the alternatives for dependent
clauses.

B. MATERIAL DESCRIPTION
1.1. “Subjects” in abstract noun phrases
“Subjects” in abstract noun phrases are used in the same was as
“subjects” in gerund phrases.
Examples:
• People trust in the government. This is crucial to establish norms of
compliance toward taxes.
• The trust in the government is crucial to establish norms of
compliance toward taxes.

• She argued about the existence of aliens. This cannot be proven.

• Her argument about the existence of aliens cannot be proven.

• The money disappeared. The police were immediately notice about

this.
• The police were immediately about the disappearance of the money.

1.2. “Objects” in abstract noun phrases

In an abstract noun phrase, an original direct object often takes OF
phrase form, or less frequently, possessive form.
 Examples:
• The prisoner will get the execution. This will cause much public
disapproval.
• The execution of the prisoner will cause much public disapproval.
• The prisoner’s execution will cause much public disapproval.

1.3. Adjective-from-adverb in abstract noun phrases

-LY adverbs are changed to adjective in abstract noun phrases. These -
LY adverbs appear originally as modifiers of verbs.
Examples:
• They interrupted his speech continually. This made him mad.
• Their continual interruption of his speech made him mad.

• He is extremely selfish. This will destroy his career.

• His extreme selfish will destroy his career.

• She is very generous. She is known for this.

• She is known for her great generosity.

1.4. Abstract noun phrases as the alternatives for dependent clauses

The abstract noun phrase may be the equivalent of a noun clause or an
adverbial clause.
Examples:
Adverb clause
• After the Germans were defeated by the Allies, a peace treaty was
signed at Versailles.
• After the defeat of the Germans by the Allies, a peace treaty was
signed at Versailles.

• He was chosen to be the next leader because he was capable to

manage the company.
• He was chosen to be the next leader because of his capability to
manage the company.
 Noun clause
• He promised that the prisoners would be quickly released.
• He promised the quick release of the prisoners.

• In 1776 the American colonies proclaimed that they were

independent.
• In 1776 the American colonies proclaimed their independence.

C. EXERCISE
1.1. Exercise 1: Abstract noun phrases
Instructions: Make an abstract noun phrase out of the words in
parentheses. Use an OF phrase “object” and begin the phrase with THE
or the possessive of a personal pronoun.

a. Many people have condemned (employ, slave labour).

______________________________________________________
b. Many civil disorders resulted from (assassinate, president)
______________________________________________________
c. They were arrested for (possess, marijuana)
______________________________________________________
d. (Separate, Church and State) is a principle recognized by the
American Constitution.
______________________________________________________
e. Soon after (destroy, old temple), a new one was built in the same
place.
______________________________________________________
f. The teacher was explaining (pronounce, vowels, English)
______________________________________________________
g. (seize, Bastille) was the beginning of the French Revolution.
______________________________________________________
h. (apply, hot compresses) will reduce the swelling.
 ______________________________________________________
i. They are always complaining about (they lack, money)
______________________________________________________
j. (solve, problem) is to hire more workers.
______________________________________________________

1.2. Exercise 2: Adjective-from-adverb in abstract noun phrases

Instructions: Form an abstract noun phrase from the words in
parentheses. Be careful of the change in form from adverbs to
adjectives.

a. (he, replied, sharply, her question) hurt her very much.

______________________________________________________
b. In this state, there is (officials, are elected, annually).
______________________________________________________
c. (he, was very successful) has made him very arrogant.
______________________________________________________
d. (patient, recovered, quickly) surprised even the doctors.
______________________________________________________
e. Because of (she, was, very indignant, his remark) she refused to
speak to him again.
______________________________________________________
f. (they, attended, theatre, frequently) has been noticed by some
actors.
______________________________________________________
g. (company, arrived, unexpectedly) disconcerted the hostess.
______________________________________________________
h. The poor widow thanked him for (he, was, extremely, generous).
______________________________________________________
i. (prices, increased , sharply) will lead to (higher wages, will be
demanded, inevitably).
______________________________________________________
 j. The customs officials are requiring (baggage, be inspected,
thoroughly)
______________________________________________________

1.3. Exercise 3: Abstract noun phrases as the alternatives for

dependent clauses
Instructions: Change the italicized clauses to abstract noun phrases.

a. Before the incandescent lamp was invented by Edison, gas was used
to light the homes and the streets.
______________________________________________________
b. Although he was frequently absent from school, the sick boy was able
to all assignments.
______________________________________________________
c. Until they were rescued at sea, the men took turns in rowing the boat.
______________________________________________________
d. She has become very moody and depressed since her husband died.
______________________________________________________
e. The boy was fired because he was very inefficient.
______________________________________________________
f. Although his doctor had warned him, he still continued to smoke.
______________________________________________________
g. Because someone discovered gold in California in 1848, many
people rushed there hoping to get rich.
______________________________________________________
h. Although the building had been condemned by the health authorities,
people continued to live in it.
______________________________________________________
i. Because the defendant refused to answer some of the questions in
the court, some people felt that he was guilty.
______________________________________________________
j. After she was divorced from her husband, she went on a long trip.
______________________________________________________
 MEETING 20

APPOSITIVE PHRASE

A. LEARNING OBJECTIVES
In this meeting, the students will learn about appositive phrase. By the end of
the course, the students are expected to be able to:
1.1. Understand how to change adjective clause into appositive phrase.
1.2. Understand complements of appositive nouns.

B. MATERIAL DESCRIPTION
1.1. Changing adjective clause into appositive phrase
Adjective containing a form of BE may be reduced to appositive phrase
by retaining only the complement after BE.
Examples:
• The young man, who is now a lawyer in a large firm, has lost much
of his old ambition.
• The young man, now a lawyer in a large firm, has lost much of his
old ambition.

• The person who is responsible for the damage will have to pay for it.
• The person responsible for the damage will have to pay for it.

This kind of reduction of adjective clauses is similar to the reduction in

participial phrase.
Example:
• The guests, who were angry at their hosts’ rude behaviour, left
without saying good bye.
• The guests, angry at their hosts’ rude behaviour, left without saying
good bye.

• The guests, who had come to our house, left without saying good
bye.
 • The guests, coming to our house, left without saying good bye.

• The guests, who were invited to our house, left without saying good
bye.
• The guests, invited to our house, left without saying good bye.

1.2. Complements of Appositive Nouns

Appositive nouns may be followed by complements: adjective clause,
participial phrase, and prepositional phrase. Look at the following
examples:
• New York, a city which has seven million people, has always
fascinated me.
• New York, a city housing seven million people, has always fascinated
me.
• New York, a city of seven million people, has always fascinated me.

C. EXERCISE
1.1. Exercise 1: Identifying Appositive Phrases
Instructions: Observe each sentence below. Write AP in the space if
the sentence contains appositive phrase and write AC if it contains
adjective clause.

a. Oceanography, which is the study of the ocean, often requires

courage. ________
b. Many oceanographers work underwater at great depths, which is a
dangerous environment. ________
c. Without supplies of the gas oxygen, humans cannot work for more
than a few minutes below the surface of the water. ________
d. Tanks of compressed air, which is part of the equipment of scuba
divers, enable these divers to go lower and stay longer underwater.
________
 e. In 1715, English diver, John Lethbridge, used wood and leather to
create the first diving suit. ________
f. The first safe device for underwater breathing, the aqua-lung, was
invented in 1943. ________
g. Jacques-Yves Cousteau, who was a famous spokesperson for
oceanographic research, was one of the inventors. ________
h. In 1953, the two Piccards descended 10,300 feet under the
Mediterranean Sea in the bathyscaphe Trieste. ________
i. In 1960 Jacques and U.S. Navy officer, Don Walsh, took an even
more dangerous ride in the Trieste. ________
j. The scientists descended to 35,810 feet an incredible 6.8 miles which
was below the surface of the Pacific Ocean. ________

1.2. Exercise 2: Changing adjective clause into appositive phrase

Instructions: Combine each pair of sentences by changing the italicized
sentence into adjective clause. Then reduced it into appositive phrase.

a. We want to see the person. He is in charge of the purchasing

department.
______________________________________________________
b. Jane is finishing high school this year. She is their eldest daughter
______________________________________________________
c. The lecturer on data processing is Professor Nelson. He is an expert
in computer technology.
______________________________________________________
d. The volcano erupted again with great violence. It has been dormant
for over a hundred years.
______________________________________________________
e. The Browns began to call all their friends. They were back from their
long trip
______________________________________________________
f. The old man talks nothing but his former accomplishments. He was
a famous athlete in his youth
______________________________________________________
 g. The young queen tried to be worthy of her heritage. She was proud
of her royal blood
______________________________________________________
h. Mathematics no longer interests him. It was once his favourite subject
______________________________________________________
i. We will hire anyone. He/she is willing to work hard.
______________________________________________________
j. Students should always do their work in a place. It is conducive to
study.
______________________________________________________

1.3. Exercise 3: Complements of Appositive Nouns

Instructions: Change the words in parentheses to a “complements.”

a. Philadelphia, the City (Brotherly Love), is actually no more friendly

than any other cities.
______________________________________________________
b. Mr. Olson, the man (he, sold, my, car) is a very honest dealer.
______________________________________________________
c. Sally, the girl (she, sits, next, me, class) is very pretty.
______________________________________________________
d. The best student, the one (he, gets, highest grades) will receive a
prize.
______________________________________________________
e. My uncle, the only person (he, does, this kind, work), is out of town
now.
______________________________________________________
f. He will always revere the memory of his mother, a saintly woman
(she, taught, fellowmen)
______________________________________________________
g. One of Shakespeare’s most powerful works is King Lear, a play (it,
deals, ingratitude, a man’s daughter).
______________________________________________________
h. Ten Main Street, the address (the envelope), proved to be incorrect.
 ______________________________________________________
i. John, the one (he, just, accomplished, piano, course), performed a
breathtaking concerto at the concert last night.
______________________________________________________
j. The lecturer the one (she, won, the prestigious award, for his
research) is my role model.
______________________________________________________
 MEETING 21

INVERSION AND CLEFT SENTENCE

A. LEARNING OBJECTIVES
In this meeting, the students will learn about inversion. By the end of the course,
the students are expected to be able to:
1.1. Understand inversion.
1.2. Understand types of inversion
1.3. Understand cleft sentences

B. MATERIAL DESCRIPTION
1.1. Inversion
A very effective way to make our language more emphatic is by inverting
the order of a sentence. Emphasis through inversion usually appears in
the written language and is considered formal in register. We use
inversion in several different situations in English. Inversion just means
putting the verb before the subject. We usually do it in question forms,
for example:
(+) You are so sleepy.
(?) Are you so sleepy?

In most English verb tenses, when we want to use inversion, we just

move the verb to before the subject. If there is more than one verb,
because a verb tense has auxiliary verbs for example, we move the first
verb. There are two verb tenses where we just change the places of the
verb and subject:
• Present simple with 'be': am I / are you / is he
• Past simple with 'be': were you / was she

With other verb tenses, we change the place of the subject and the
auxiliary verb (the first auxiliary verb if there is more than one). We do
not move the other parts of the verb:

• Present continuous: am I going / are you going

• Past continuous: was he going / were they going
• Present perfect: have we gone / has she gone
• Present perfect continuous: has she been going / have they been
going
• Past perfect: had you gone
• Past perfect continuous: had he been going
• Future simple: will they go
• Future continuous: will you be going
• Future perfect: will they have gone
• Future perfect continuous: will she have been going
• Modal verbs: should I go / would you go

There are two tenses where we need to add do / does / did to make the
question form. This is usually still called inversion.

• Present simple with any verb except 'be' (add 'do' or 'does'): do you
go / does he go
• Past simple with any verb except 'be' (add 'did'): did we go / did they
go

Of course, we use inversion in questions. But we also sometimes use

inversion in other cases, when we are not making a question. Remember
that we use inversion to emphasize or to make sentences more
formal. Look at the following example:

1. I have never seen such a beautiful sunset.

2. Never have I seen such a beautiful sunset.

In sentence 1 the normal word order is evident. In sentence 2 inversion

is used to emphasise the fact that in your whole life this is the most
beautiful sunset you have seen.

Now, let’s find out when we can use inversion.

1.2. Types of Inverted Sentences
a. After a negative adverb or adverb phrase at the beginning of the
sentence.
Examples:
Normal sentence: I have seldom seen such beautiful scenery.
Inversion: Seldom have I seen such beautiful scenery.

Here are some negative adverbs and adverb phrases that we often
use with inversion:
• Hardly ➔ Hardly had I got into bed when the telephone rang.
• Never ➔ Never had she seen such a beautiful sight before.
• Seldom ➔ Seldom do we see such an amazing display of dance.
• Rarely ➔ Rarely will you hear such beautiful music.
• Only then ➔ Only then did I understand why the tragedy had
happened.
• Not only … but ➔ Not only does he love chocolate and sweets
but he also smokes.
• No sooner ➔ No sooner had we arrived home than the police
rang the doorbell.
• Scarcely ➔ Scarcely had I got off the bus when it crashed into
the back of a car.
• Only later ➔ Only later did she really think about the situation.
• Nowhere ➔ Nowhere have I ever had such bad service.
• Little ➔ Little did he know!
• Only in this way ➔ Only in this way could John earn enough
money to survive.
• In no way ➔ In no way do I agree with what you're saying.
• On no account ➔ On no account should you do anything without
asking me first.

b. In conditionals with 'had' 'were' and 'should'

We have already discussed this last meeting.
Examples:
 • Normal conditional: If we were there, this problem wouldn't
happen.
• Conditional with inversion: Were we there, this problem wouldn't
happen.

• Normal conditional: If we had arrived sooner, we could have

prevented this tragedy!
• Conditional with inversion: Had we arrived sooner, we could have
prevented this tragedy!

c. an adverbial expression of place at the beginning on the

sentence.
Examples:
Normal Sentence: All the money was on the table.
Inversion: On the table was all the money.

Normal Sentence: A portrait of the Duke was above the fireplace.

His mother sat in an armchair.
Inversion: Above the fireplace was a portrait of the Duke. In an
armchair did his mother sit.

d. after 'so + adjective … that'

Examples:
Normal sentence: The girl was so beautiful that nobody could talk of
anything else.
Inversion: So beautiful was the girl that nobody could talk of anything
else.

Normal sentence: The food was so delicious that we ate every last
bite.
Inversion: So delicious was the food that we ate every last bite.
 Normal sentence: Mary worked so hard that she was able to build a
house at the age of 30.
Inversion: So hard did Mary work that she was able to build a house
at the age of 30.

1.3. Cleft Sentences

Cleft means divided. In a cleft sentence, information which could be
given in one clause is divided into two parts, each with its own verb. This
way you give extra emphasis to part of the sentence. Here are the
structures of cleft sentences:
a. Cleft sentence with IT
Use it + is/was + emphasised language + relative clause:
Examples:
My brother gave the book to George yesterday.
• It was my brother that gave the book to George yesterday.
• It was the book that my brother gave to George yesterday.
• It was George that my brother gave the book yesterday.
• It was yesterday that my brother gave the book to George.

Note: You can also use "Who" instead of "That" when the subject
is a person.
Example:
It was my brother who gave the book to George yesterday.

b. Cleft sentences with WHAT

Use what … be / … be what to emphasise the noun.
Example:
I like free lunch.
• What I like is free lunch.
• Free lunch is what I like.

Use what … do / did + be to emphasise the verb.

Examples:
 You have to fill this application form.
• What you do is fill this application form.

He applied for a new job.

• What he did was applied for a new job.

Notice that when the verb in the what clause is in the past, the verb to
be is also in the past.

c. Cleft sentences with WHERE, WHY, and WHEN

Cleft sentences include the reason why, the place where, and the day
when which are usually linked to the clause that we want to focus on with
IS or WAS.
Examples:
I have come to discuss my future with you.
• The reason why I have come is to discuss my future with you.

The jewels are hidden under the floor at 23 Robin Hood Road.
• The place where the jewels are hidden is under the floor at 23
Robin Hood Road.

The Second World War ended on 7 May 1945 in Europe.

• The day when the Second World War ended in Europe was 7 May
1945.

d. Cleft sentences with THING

Cleft sentences with THING can emphasize the noun and the verb. The
structure is THE THING ….. IS/ WAS….
Examples:
I like the holiday.
• The thing I like most is the holiday.

You have to talk to the manager.

• The best thing to do is talk to the manager.

C. EXERCISE
1.1. Exercise 1: Inversion
Instructions: Using inversion, rewrite the following sentences. Use the
bold word or phrases as the beginning of the sentence.
Examples:
• You come to realise the significance of the murder only in the last
few pages of the book.
• Inversion: Only in the last few pages of the book do you come to
realise the significance of the murder

• We will not consider you for the basketball team until you grow up.
• Inversion: Not until you grow up will we consider you for the
basketball team.

1. The matter could be explained in no other way.

______________________________________________________
2. I have seldom heard such beautiful singing.
______________________________________________________
3. Peter did not realize that he had lost his keys until he got home.
______________________________________________________
4. If Mr Chan had been kinder to his employees, his business would not
have collapsed.
______________________________________________________
5. If an emergency should arise, dial 999.
______________________________________________________
6. The gang knew little that the police had them under surveillance.
______________________________________________________
7. You will not be allowed to enter the auditorium under any
circumstances once the play has started.
______________________________________________________
8. He would never play in front of a live audience again.
______________________________________________________
 9. Amy had not enjoyed herself so much since she went to the circus
as a child.
______________________________________________________
10. I have never seen such a terrible performance of Hamlet.
______________________________________________________
11. The new park was hardly finished when vandals destroyed the
flowerbeds.
______________________________________________________
12. Theresa allowed to leave hospital only after seeing the doctor.
______________________________________________________
13. The old woman not once thanked me for helping her.
______________________________________________________
14. The passengers knew little that the driver was really an undercover
police officer.
15. If you had listened to my advice, you would have succeeded in your
business.
______________________________________________________

1.2. Exercise 2: Cleft Sentences

Instructions: Rewrite the following sentences as cleft sentences.
a. I love the French fries in this restaurant.
______________________________________________________
b. Sign your name here and here.
______________________________________________________
c. My brother has to wear a uniform and check everyone’s identity
______________________________________________________
d. There was a sudden crash and all the lights went out.
______________________________________________________
e. They need to tell their teacher not me.
______________________________________________________
f. I want to hear the facts, not everyone’s opinion!
______________________________________________________
g. I like the special effects in this movie.
______________________________________________________
h. You need to see the manager about your complaint.
______________________________________________________
i. I’m waiting because I’d like to get tickets for the concert.
______________________________________________________
j. The museums in London are free.
______________________________________________________