• Quick retrieval from earlier learning (Inversion for emphasis: Never have I…, Not only did she…; Syntax for effect (GCSE/AP)). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Choose the correct form to complete the emphatic sentence. In no way ___ responsible for the delay. (we be / we were being / are we / we are) → are wePrompt: Does the sentence start with a negative or limiting word (never, rarely, not only, only then, little, hardly)?
2. Is this sentence correct in formal written English? No sooner had she stepped onto the stage than the lights went out. (correct / incorrect) → correctPrompt: Does the sentence start with a negative or limiting word (never, rarely, not only, only then, little, hardly)?
3. She was tired, she was hungry, she was soaked to the skin, and still she walked on. What effect does the long, list-like sentence have? (It piles up her hardships to stress her determination. / It creates a humorous tone. / It shows she was walking quickly. / It shows the writer is uncertain.) → It piles up her hardships to stress her determination.Prompt: Think about how the sentence makes you read: faster, slower, with more emphasis?

• Show a sentence with the grammar point used wrongly and ask what sounds odd.
• Share the objective: Cleft sentences for focus: It was… who…, What… is…. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which part of this sentence is being emphasised by its structure? It was not the price but the quality that worried us.
• Step 1: Cleft sentences split a simple sentence into two parts to spotlight one element: It was Maya who… / What we need is…
• Step 2: The cleft contrasts and focuses on 'the quality'.
• Step 3: So the answer is: the quality
• Answer: the quality
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Which part of this sentence is being emphasised by its structure? It was not the price but the quality that worried us. (the price / worried / us / the quality) → the qualityPrompt: In 'It was X who/that…', X is the focus.
2. Read the question and choose. Emphasise WHY the match was cancelled: "The match was cancelled because of the snow." • It was the match that was cancelled because of snow. • It was because of the snow that the match was cancelled. • The snow, it cancelled the match. • What was cancelled was the match. (It was the match that was cancelled because of snow. / It was because of the snow that the match was cancelled. / The snow, it cancelled the match. / What was cancelled was the match.) → It was because of the snow that the match was cancelled.Prompt: Put the element you want to emphasise straight after 'It is/was…', or at the end after 'What… is/was'.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Which part of this sentence is being emphasised by its structure? It was because of the storm that the ferry was cancelled. (because of the storm / the ferry / it / was cancelled) → because of the stormPrompt: In 'It was X who/that…', X is the focus.
2. Read the question and choose. Emphasise WHEN the shop opens: "The shop opens at nine." • It is at nine that the shop opens. • The shop, it opens at nine. • What opens at nine is the shop. • It is the shop that opens at nine. (It is at nine that the shop opens. / The shop, it opens at nine. / What opens at nine is the shop. / It is the shop that opens at nine.) → It is at nine that the shop opens.Prompt: Put the element you want to emphasise straight after 'It is/was…', or at the end after 'What… is/was'.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-12.