• 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. Only then ___ how serious the problem was. (we realised / realised we / we did realise / did we realise) → did we realisePrompt: 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? Seldom do a team come back from four goals down. (correct / incorrect) → incorrectPrompt: 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 shows the writer is uncertain. / It creates a humorous tone. / It shows she was walking quickly.) → 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's the noise that I can't stand, not the crowds. (the noise / stand / the crowds / I) → the noisePrompt: 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." • What Ana solved was the puzzle. • The puzzle was solved. • Ana, she solved the puzzle. • It was Ana who solved the puzzle. (What Ana solved was the puzzle. / The puzzle was solved. / 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'.

• 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.

• 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 in 1969 that people first walked on the Moon. (people / in 1969 / the Moon / walked) → in 1969Prompt: 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'.

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