English lesson plan · 12th grade (Year 13 in England) · 45 minutes

Cleft sentences for focus: It was… who…, What… is…

Grammar

CCSS L.11-12.3.AEngland: A-level English LanguageEngland: AP LanguageEngland: GCSE English Language (AO5 crafting)

Objective and success criteria

Students will: Cleft sentences for focus: It was… who…, What… is….

I can answer questions on today's skill on my own, without help.
I can explain each step and say why it works.
I can check my answer and spot a mistake.

Before and after

Needs first: Inversion for emphasis: Never have I…, Not only did she…; Syntax for effect (GCSE/AP)

Leads to: the next skill in this area.

Materials: Sentence strips, Highlighters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 5 min

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.

Choose the correct form to complete the emphatic sentence. In no way ___ responsible for the delay. (are we / we were being / we be / we are) → are wePrompt: Does the sentence start with a negative or limiting word (never, rarely, not only, only then, little, hardly)?
Is this sentence correct in formal written English? Only by working together we could be solve this problem. (correct / incorrect) → incorrectPrompt: Does the sentence start with a negative or limiting word (never, rarely, not only, only then, little, hardly)?
Is it right that a child should go hungry in a country this rich? What is the purpose of this rhetorical question? (To ask the reader for information. / To introduce a new character. / To show the writer does not know the answer. / To make the reader reflect and agree that the situation is wrong.) → To make the reader reflect and agree that the situation is wrong.Prompt: Think about how the sentence makes you read: faster, slower, with more emphasis?

Hook · 5 min

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.

I do: model it · 10 min

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.

We do: guided practice · 10 min

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

Which part of this sentence is being emphasised by its structure? It was Maya who broke the school record. (the school record / Maya / broke / It) → MayaPrompt: In 'It was X who/that…', X is the focus.
Read the question and choose. Emphasise WHERE they met: "They met in Lisbon." • It was they who met in Lisbon. • What they met was Lisbon. • Lisbon, they met there it. • It was in Lisbon that they met. (It was they who met in Lisbon. / What they met was Lisbon. / Lisbon, they met there it. / It was in Lisbon that they met.) → It was in Lisbon that they met.Prompt: Put the element you want to emphasise straight after 'It is/was…', or at the end after 'What… is/was'.

You do: independent practice · 10 min

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

Exit ticket · 5 min

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

Read the question and choose. Emphasise WHEN the shop opens: "The shop opens at nine." • The shop, it opens at nine. • What opens at nine is the shop. • It is at nine that the shop opens. • It is the shop that opens at nine. (The shop, it opens at nine. / What opens at nine is the shop. / It is at nine that the shop opens. / 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'.
Which part of this sentence is being emphasised by its structure? All I wanted was a quiet weekend. (I / a quiet weekend / wanted / all) → a quiet weekendPrompt: In 'It was X who/that…', X is the focus.

Watch out for

Naming the feature but not using it in their own sentences.
Thinking a sentence is right because it sounds right when spoken casually.

Support and stretch

Support

Review first: Inversion for emphasis: Never have I…, Not only did she….
Use concrete materials: sentence strips.
Give the first step of each question, or a partly worked example to finish.
Pair with a confident partner for the guided practice.

Stretch

Explain a common mistake in writing and how to fix it.
Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

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

Free lesson plan from eurekami.com/lesson-plan-builder

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Cleft sentences for focus: It was… who…, What… is…

Name

Date

Score/ 8

1
Question 1
Which part of this sentence is being emphasised by its structure? It was Maya who broke the school record.
- A. the school record
- B. Maya
- C. broke
- D. It
2
Question 2
Read the question and choose. Emphasise WHERE they met: "They met in Lisbon." • It was they who met in Lisbon. • It was in Lisbon that they met. • Lisbon, they met there it. • What they met was Lisbon.
- A. It was they who met in Lisbon.
- B. It was in Lisbon that they met.
- C. Lisbon, they met there it.
- D. What they met was Lisbon.
3
Question 3
Which part of this sentence is being emphasised by its structure? It's the noise that I can't stand, not the crowds.
- A. stand
- B. I
- C. the crowds
- D. the noise
4
Question 4
Read the question and choose. Emphasise WHO solved the puzzle: "Ana solved the puzzle." • The puzzle was solved. • It was Ana who solved the puzzle. • What Ana solved was the puzzle. • Ana, she solved the puzzle.
- A. The puzzle was solved.
- B. It was Ana who solved the puzzle.
- C. What Ana solved was the puzzle.
- D. Ana, she solved the puzzle.
5
Question 5
Which part of this sentence is being emphasised by its structure? It was not the price but the quality that worried us.
- A. worried
- B. us
- C. the quality
- D. the price
6
Question 6
Read the question and choose. Emphasise WHY the match was cancelled: "The match was cancelled because of the snow." • 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.
- A. What was cancelled was the match.
- B. It was the match that was cancelled because of snow.
- C. It was because of the snow that the match was cancelled.
- D. The snow, it cancelled the match.
7
Question 7
Which part of this sentence is being emphasised by its structure? The person who deserves the credit is Leo.
- A. deserves
- B. the credit
- C. the person
- D. Leo
8
Question 8
Read the question and choose. Emphasise WHERE they met: "They met in Lisbon." • What they met was Lisbon. • It was in Lisbon that they met. • It was they who met in Lisbon. • Lisbon, they met there it.
- A. What they met was Lisbon.
- B. It was in Lisbon that they met.
- C. It was they who met in Lisbon.
- D. Lisbon, they met there it.

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