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EMPHATIC STRUCTURES (With Practice and Key)

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586 views

EMPHATIC STRUCTURES (With Practice and Key)

Uploaded by

AliciaM7
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Emphatic structures

We can use different structures for emphasis:

1 inversion after certain negative adverbs or phrases.

Only when you are actually in that position do you realise you have to be acutely aware
of everything you say and do.

2 cleft sentences introduced with it using relative pronouns.

It’s the lead vocalist who’s the one with the star quality.

3 use an auxiliary verb when we would not normally use it.

It does get pretty draining.

4 cleft sentences introduced with what.

What was challenging was to come up with an original idea.

Emphatic structures

cleft sentences

it clefts (it + be + phrase + defining relative clause)

We use it clefts when we want to change the normal sentence structure in order to
emphasise or focus on certain information.

It was Nigel Harwood who sang the opening song at the award ceremony.

It was at the award ceremony that Nigel Harwood sang the opening song.
It was the opening song that Nigel Harwood sang at the award ceremony.

The important information is directly after it + be. It can:

● emphasise the subject of the defining relative clause.


It was Mark who phoned the council last Saturday.
● emphasise the object of the defining clause.
It was the council who Mark phoned last Saturday.
● emphasise the whole phrase.
It was last Saturday that Mark phoned the council.

Note: When the subject of the defining clause is plural, we still use it + be in the
singular.

It was his parents who were applauding the loudest.

wh- clefts

We use wh- clefts to emphasise new or interesting information which usually follows the
wh- clause.

What fascinates me is the way the director creates such clever effects.

We use:

● what (as subject) + verb + be + emphasised word/phrase.


What is interesting is how the writer integrates several storylines.
● what + clause + be + emphasised word/phrase.
What he’s aiming to do is (to) get more qualifications before applying for jobs.

Note: We can also use phrases such as the reason why, the place where, the
person who.

The place where we first met is just round that corner.


emphatic auxiliaries

We use do/does/did in positive present and past simple structures, when we want to
emphasise an action in the present simple or past simple.

We do get some strange looks when we travel in Ben’s bright orange car!

We did have a good time when we went to Greece, didn’t we?

Note: to emphasise actions or events using different verb forms, we stress the auxiliary.

I am trying! I have checked the words in the dictionary. I shall be at the concert.

inversion after adverbs/adverbial phrases with a negative


meaning

We use inversion after adverbs or adverbial phrases to focus on and give emphasis to
what we’re saying (adverb/adverbial phrase + modal auxiliary + subject):

No sooner had we got on the motorway than we broke down.

Never before had we seen such a beautiful sunset.

Little did I know what would be waiting for me when I got home.

Not until we’d finished the meal did he tell us the news.

In no way would I expect you to delay things just for me.

Only when I'd read the book did I understand the dedication.
Scarcely/Hardly/Barely had I opened the door when my brother shouted for me to
help with the cleaning.

Note: Using negative adverbs and phrases to front an inverted sentence is more often
used in formal or written English. This is especially true of sentences using inversion
after so and such.

So steep was the cliff that he struggled to climb it.

Such hardship did they suffer that few reached the age of thirty.

PRACTICE

KEY
1 were we late for the match, missed our team scoring a first goal
2 will Jack ever get promotion in this job
3 did the interviewer ask me about my work experience
4 had we started the test, than I began to feel sick
5 am I ever going to get to university
6 have I won a prize at a raffle

KEY
1 is (cleft sentence introduced with what; present tense to match say)
2 do (auxiliary verb for emphasis in a cleft sentence with what)
3 is (cleft sentence introduced with it)
4 What (cleft sentence with what)
5 was (verb of subject: The season that stands out in my memory)
6 little (negative adverb before inversion)
7 Only (phrase before inversion)
8 does (auxiliary verb for emphasis within cleft sentence)
KEY
1. No way
2. Not only
3. No sooner
4. What
5. Never
6. What
7. Not once
8. No circumstances
KEY
1. Than
2. Way
3. Seldom/rarely
4. No
5. What
6. Only
7. That
8. Does

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