English Grammar Level 4 - Traditional Grammar Spine - Lesson 17 - Emphatic Structures: Do/Does/Did and So...That

Welcome back. In this lesson, you will learn emphatic structures: using do/does/did for emphasis, and so...that and such...that to emphasize degree and result. These structures add natural stress and intensity to spoken and written English.

Learning objective

By the end of this lesson, you will use emphatic do/does/did and so/such...that structures correctly to add emphasis, with at least 80% accuracy.

1. Emphatic do / does / did

In affirmative sentences, add do, does, or did before the base verb to add strong emphasis, often to contradict a doubt or contrast with an earlier negative statement.

• I do like your idea. (emphasizing agreement, perhaps after seeming hesitant)
• She does understand the risk. (contradicting a doubt that she doesn't understand)
• He did call you; check your messages again. (insisting something happened, against doubt)

The verb after do/does/did returns to its base form.

2. So + adjective/adverb + that

Use so + adjective/adverb + that + clause to emphasize a high degree of a quality and its result.

• The movie was so boring that I fell asleep.
• She spoke so quickly that nobody understood her.
• It was so cold that the lake froze.

3. Such + (a/an) + adjective + noun + that

Use such + (a/an) + adjective + noun + that + clause with the same meaning as "so," but before a noun phrase rather than directly before an adjective or adverb.

• It was such a boring movie that I fell asleep.
• They are such generous people that everyone loves them.
• It was such heavy rain that the streets flooded.

Compare: so + adjective (no noun) vs. such + (a/an) + adjective + noun.

• The food was so delicious that we ordered more. (so + adjective, no noun)
• It was such delicious food that we ordered more. (such + adjective + noun)

4. Vocabulary for this lesson

5. Guided speaking practice

Practice these emphatic structures aloud with strong stress on "do/does/did," "so," and "such."

• Someone doubts you did your homework: "I ___ my homework!"
• Describe something extremely good using so...that.
• Describe something extremely good using such...that.
• Insist that someone really does understand something.

6. Guided listening practice

Listen or read aloud. Identify the structure: emphatic do, so...that, or such...that.

1. She does know the answer; she's just shy.
2. It was such an exciting match that nobody left early.
3. The traffic was so bad that we missed our flight.
4. I did tell you about the meeting yesterday.

7. Controlled practice

Complete each sentence with the correct emphatic structure.

1. He ___ enjoy the concert, even though he didn't say much.
2. It was ___ funny joke that everyone burst out laughing.
3. The exam was ___ difficult that half the class failed.
4. She ___ finish the report; I saw it on her desk.

Answer key: 1. did 2. such a 3. so 4. did

8. Independent practice

Write six sentences using emphatic structures: two with do/does/did, two with so...that, and two with such...that.

Quick summary

• Emphatic do/does/did + base verb adds strong emphasis to affirmative sentences, often to contradict doubt.
• So + adjective/adverb + that emphasizes degree and result.
• Such + (a/an) + adjective + noun + that has the same function before a noun phrase.

Assessment check

Open Practice this lesson and complete all 15 questions. A score of 12 out of 15 meets the 80% lesson target.

Exit ticket

Write one sentence using "so...that" or "such...that" about something in your own experience.

Homework

1. Write eight sentences using emphatic structures, covering all three types in this lesson.
2. Rewrite three plain sentences from something you've written before, adding emphasis with do/does/did, so...that, or such...that.
3. Explain why "It was so an interesting book" is incorrect, and provide the correct version.