• 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. Rarely ___ snow in this part of Spain. (it / it does / does it / is it) → does itPrompt: 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? Under no circumstances should the door be opened. (correct / incorrect) → correctPrompt: Does the sentence start with a negative or limiting word (never, rarely, not only, only then, little, hardly)?
3. The city never sleeps; its lights burn, its engines growl, its people hurry. What is the effect of the three parallel clauses after the semicolon? (They change the tense to the future. / They suggest the writer dislikes lists. / The rule-of-three rhythm conveys the city's constant energy. / They make the city seem empty and calm.) → The rule-of-three rhythm conveys the city's constant energy.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? What we need is more time. (what / need / we / more time) → more timePrompt: In 'It was X who/that…', X is the focus.
2. Read the question and choose. Emphasise WHAT annoys you: "His constant lateness annoys me." • It is me whom his lateness annoys. • Me, his lateness annoys. • What annoys me is his constant lateness. • His constant lateness, it annoys me. (It is me whom his lateness annoys. / Me, his lateness annoys. / What annoys me is his constant lateness. / His constant lateness, it annoys me.) → What annoys me is his constant lateness.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? All I wanted was a quiet weekend. (all / a quiet weekend / wanted / I) → a quiet weekendPrompt: In 'It was X who/that…', X is the focus.
2. Read the question and choose. Emphasise WHO solved the puzzle: "Ana solved the puzzle." • The puzzle was solved. • What Ana solved was the puzzle. • Ana, she solved the puzzle. • It was Ana who solved the puzzle. (The puzzle was solved. / What Ana solved was the puzzle. / Ana, she solved the puzzle. / It was Ana who solved the puzzle.) → It was Ana who solved the puzzle.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.