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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.
  1. Choose the correct form to complete the emphatic sentence. In no way ___ responsible for the delay. (we are / we were being / we be / are we) → 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? Rarely is it snow in this part of Spain. (correct / incorrect) → incorrectPrompt: Does the sentence start with a negative or limiting word (never, rarely, not only, only then, little, hardly)?
  3. The door creaked. Silence. Then footsteps — slow, deliberate, closer. What is the main effect of the short sentences and fragments? (They build tension by slowing the pace and focusing on each sound. / They make the passage sound calm and relaxed. / They give lots of background information about the house. / They show the writer did not know grammar rules.) → They build tension by slowing the pace and focusing on each sound.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.
  1. Which part of this sentence is being emphasised by its structure? The person who deserves the credit is Leo. (the credit / Leo / deserves / the person) → LeoPrompt: 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." • It was Ana who solved the puzzle. • What Ana solved was the puzzle. • Ana, she 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. / The puzzle was solved.) → 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'.

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.
  1. Which part of this sentence is being emphasised by its structure? It was not the price but the quality that worried us. (worried / us / the quality / the price) → the qualityPrompt: 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." • Ana, she solved the puzzle. • The puzzle was solved. • What Ana solved was the puzzle. • It was Ana who solved the puzzle. (Ana, she solved the puzzle. / The puzzle was solved. / What Ana solved was 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'.

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

eurekami

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 in 1969 that people first walked on the Moon.

    • A. people
    • B. the Moon
    • C. walked
    • D. in 1969

  2. Question 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. • The snow, it cancelled the match. • What was cancelled was the match. • It was because of the snow that the match was cancelled.

    • A. It was the match that was cancelled because of snow.
    • B. The snow, it cancelled the match.
    • C. What was cancelled was the match.
    • D. It was because of the snow that the match was cancelled.

  3. Question 3

    Which part of this sentence is being emphasised by its structure? All I wanted was a quiet weekend.

    • A. I
    • B. wanted
    • C. a quiet weekend
    • D. all

  4. Question 4

    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.

  5. Question 5

    Which part of this sentence is being emphasised by its structure? What the scientists discovered was a new species of beetle.

    • A. what
    • B. a new species of beetle
    • C. discovered
    • D. the scientists

  6. Question 6

    Read the question and choose. Emphasise WHAT you need: "I need a long holiday." • A long holiday, I need it. • What I need is a long holiday. • I am needing a long holiday. • It is I who need a long holiday.

    • A. A long holiday, I need it.
    • B. What I need is a long holiday.
    • C. I am needing a long holiday.
    • D. It is I who need a long holiday.

  7. Question 7

    Which part of this sentence is being emphasised by its structure? What we need is more time.

    • A. need
    • B. more time
    • C. we
    • D. what

  8. Question 8

    Read the question and choose. Emphasise WHERE they met: "They met in Lisbon." • It was in Lisbon that they met. • What they met was Lisbon. • Lisbon, they met there it. • It was they who met in Lisbon.

    • A. It was in Lisbon that they met.
    • B. What they met was Lisbon.
    • C. Lisbon, they met there it.
    • D. It was they who met in Lisbon.

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

  1. 1. D. in 1969

  2. 2. D. It was because of the snow that the match was cancelled.

  3. 3. C. a quiet weekend

  4. 4. C. It was because of the snow that the match was cancelled.

  5. 5. B. a new species of beetle

  6. 6. B. What I need is a long holiday.

  7. 7. B. more time

  8. 8. A. It was in Lisbon that they met.