Choose the correct verbs.
Had I been a bit more organised, (nothing) I would have finished early tonight.
This is a subjunctive sentence, without if. In the first clause, you put the auxiliary verb before the subject, Had I, and then the rest of the sentence stays the same. The second part is a normal clause where the verbs follow the subject I would have finished.
Conditional Sentence
As is typical for many languages, full conditional sentences in English consist of a condition clause or protasis specifying a condition or hypothesis, and a consequence clause or apodosis specifying what follows from that condition. The condition clause is a dependent clause, most commonly headed by the conjunction if, while the consequence is contained in the main clause of the sentence. Either clause may appear first.
Different types of conditional sentences (depending largely on whether they refer to a past, present or future time frame) require the use of particular verb forms (tenses and moods) to express the condition and the consequence. In English language teaching the most common patterns are referred to as first conditional, second conditional and third conditional; there is also a zero conditional and mixed conditional.
Subject–auxiliary Inversion
Subject–auxiliary inversion involves placing the subject after a finite auxiliary verb, rather than before it as is the case in typical declarative sentences (the canonical word order of English being subject–verb–object).
Note that forms of the verb be are included regardless of whether or not they function as auxiliaries in the sense of governing another verb form.
A typical example of subject–auxiliary inversion is given below.
- Sam has read the paper. - Statement
- Has Sam read the paper? - Yes–no question formed using inversion
Here the subject is Sam, and the verb has is an auxiliary. In the question, these two elements change places (invert). If the sentence does not have an auxiliary verb, this type of simple inversion is not possible. Instead, an auxiliary must be introduced into the sentence in order to allow inversion:
- Sam enjoys the paper. - Statement with the non-auxiliary verb enjoys
- *Enjoys Sam the paper? - This is idiomatically incorrect; simple inversion with this type of verb is considered archaic
- Does Sam enjoy the paper? - The sentence formulated with the auxiliary does now allows inversion. For details of the use of do, did and does for this and similar purposes.
For exceptions to the principle that the inverted verb must be an auxiliary, see below.
It is also possible for the subject to invert with a negative contraction (can't, isn't, etc.). For example:
- He isn't nice.
- Isn't he nice? - The subject he inverts with the negated auxiliary contraction isn't.
Compare this with the uncontracted form Is he not nice? and the archaic Is not he nice?.
Subject–verb Inversion in English
Subject–verb inversion in English is a type of inversion where the subject and verb (or chain of verbs, verb catena) switch their canonical order of appearance, so that the subject follows the verb(s), e.. A lamp stood beside the bed → Beside the bed stood a lamp. Subject–verb inversion is distinct from subject–auxiliary inversion because the verb involved is not an auxiliary verb.
C1 / Advanced
A CEFR C1 level English language user is considered to be at Advanced level. A C1 level English language user is expected to have the following abilities:
- Can understand a wide range of demanding, longer texts, and recognize implicit meaning
- Can express themselves fluently and spontaneously, almost effortlessly.
- Can use language flexibly and effectively for social, academic and professional purposes.
- Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.
- Can understand specialized articles and longer technical instructions, even when they do not relate to their field.
- Can use the language effectively and appropriately in their professional and academic life.
At C1 level, English language users are expected to have a high level of fluency and comprehension, with the ability to understand and produce complex language with ease. They should be able to communicate effectively in a variety of settings, both social and professional, using the language flexibly and appropriately. They should also be able to understand specialized texts and technical instructions with little difficulty.
Difficulty: Hard
Hard difficulty. Difficulty levels represent author's opinion about how hard a question or challenge is.