Emphasis A2

A. I do like pizza.
B. She does like cats.
C. I did finish my homework.
D. I did it myself.

MEANING: Common elements of PRONUNCIATION

meaning: A. I DO like pizza.
- The speaker wants to make B. She DOES like cats.
sg. stronger or clearer. C. I DID finish my homework.
- The sentence shows that sg. D. I did it MYSELF.
is really true.
- The speaker may want to
correct someone or show
that sg. is important.
- The emphasis often shows a
strong feeling or opinion.
- The sentence focuses on one
important part (eg. the
person or the action).
FORM TIME REFERENCE
The sentences use different Emphasis structures do not have a
grammatical structures to create fixed time reference.
emphasis. These structures allow The time depends on the tense used
the speaker to highlight a specific in the sentence.
part of the sentence.
They can refer to:
Common patterns include: - the present (eg. I do like it.)
- subject + do/does/did + base - the past (eg. I did finish my
verb homework.)
- subject + verb + reflexive
pronoun (myself, yourself, The emphasis itself does not change
etc.) the time meaning of the sentence,
only the focus.
Although the structures are
different, they all serve the same
purpose: to give extra focus to one
element.

FUNCTION CONCEPT QUESTIONS

A. strong opinion The basic concept questions are
B. confirming sg. similar, but each focus on a slightly
C. correcting/insisting different function.
D. emphasising personal A. I do like pizza.
action / who did the action Do I like pizza? (yes)
Am I saying it normally or
strongly? (strongly)
Maybe someone thinks I don’t
1
 like pizza? (yes)
Am I correcting that idea?
(yes)
B. She does like cats.
Does she like cats? (yes)
Maybe someone thinks she
doesn’t? (yes)
Am I confirming or correcting?
(yes)
Is this strong or neutral?
(strong)
C. I did finish my homework.
Did I finish my homework?
(yes)
Maybe someone thinks I
didn’t? (yes)
Am I correcting them? (yes)
Is this about the past? (yes)
D. I did it myself.
Did I do it alone? (yes)
Did anyone help me? (no)
Am I emphasising who did it?
(yes)
Am I proud or making it clear?
(yes)
USE SITUATIONS
These sentences are common in These forms are best taught one by
everyday spoken English. Speakers one, because learners can get
use them to make their meaning confused.
stronger and clearer. First, practise:
- strong opinions (I do like it)
They are often used when: - correcting (I did finish it)
- we want to show a strong - personal emphasis (I did it
opinion myself)
- we want to confirm sg. is Later, learners can practise them
true together.
- we want to correct someone Learners will mostly use these in:
- we want to emphasise who - everyday conversations
did sg. - giving opinions
- correcting misunderstandings
- talking about themselves

AWARENESS RAISING TASKS:

2
 Emphasis C1

A. It was John who broke the window.

B. What I really need is a long holiday.
C. Never have I seen such a beautiful
place.
D. Only then did I understand the problem.

MEANING: Common elements of PRONUNCIATION

meaning: A. It was JOHN who broke the
- The speaker highlights a window.
specific element of the B. What I really NEED is a long
sentence and makes it more holiday.
important than the rest. C. Never have I SEEN such a
- The sentence shows a beautiful place.
contrast (eg. John, not D. Only then did I UNDERSTAND
someone else). the problem.
- The speaker may want to
correct, clarify or emphasise
key information.
- The emphasis can express a
strong attitude, evaluation or
reaction.
- The structure controls the
focus of information in the
sentence.
FORM TIME REFERENCE
The sentences use different Emphasis structures do not have a
grammatical structures to create fixed time reference.
emphasis. These structures allow The time depends on the tense used
the speaker to highlight a specific in the sentence.
part of the sentence.
They can refer to:
Common patterns include: - the past (eg. It was John who
- It-cleft (It + be + broke the window.)
emphasised element + - the present (eg. What I need is
who/that + clause) a holiday.)
- Wh-cleft (What + clause + - completed experience (eg.
be + emphasised element) Never have I seen…)
- Inversion after negative
expressions (Never have I …, The emphasis itself does not change
Rarely do we …) the time meaning of the sentence,
- Inversion after limiting only the focus.
expressions (Only then did I
…, Only later did she…)

Although the structures are

different, they all serve the same
purpose: to give extra focus to one

3
element.

FUNCTION CONCEPT QUESTIONS

A. contrast / correction The basic concept questions are
B. highlighting key information similar, but each focus on a slightly
C. strong emotional reaction different function.
D. emphasising sequence or A. It was John who broke the
realisation window.
Did someone break the
window? (yes)
Who broke it? (John)
Is this new information or
correction? (correction)
Am I focusing on John or the
reaction / someone else?
(John)
B. What I really need is a long
holiday.
Do I need something? (yes)
What do I need? (a long
holiday)
Is this the most important
information? (yes)
Am I emphasising the need or
something else? (the need)
C. Never have I seen such a
beautiful place.
Have I seen this before? (no)
Is this common or unusual?
(very unusual)
Is the feeling strong? (yes)
Am I emphasising experience?
(yes)
D. Only then did I understand
the problem.
Did I understand immediately?
(no)
When did I understand? (later)
Is the timing important? (yes)
Am I emphasising the moment
of understanding? (yes)
USE SITUATIONS
These sentences are common in These forms are best introduced
both spoken and written English, separately, as they involve different
especially at higher levels. structures (clefts, inversion, etc.).

They are used when: Later, learners can practise them

- we want to organise together to improve flexibility and
information clearly fluency.

4
 - we want to highlight key
ideas Learners will use these in:
- we want to sound more - presentations
formal or expressive - essays and formal writing
- we want to add emphasis in - storytelling
arguments or narratives - argumentation and discussion

They are more frequent in formal

speech and writing than in casual
conversation.