Speaking:
What Really Happened?
Grouping:
Time:
Pairs → Small groups
15 minutes
Aim
Students will practice forming and using cleft sentences by recounting real and fictional events with emphasis.
Materials
• A set of mystery story prompts (e.g., A valuable painting has disappeared. What really happened?).
• A whiteboard with example cleft sentence structures.
Preparation
• Write these example structures on the board:
• What surprised me was how quickly they solved the case.
• It was the butler who stole the painting.
Activity Breakdown
1. Students choose or receive a mystery scenario.
2. They discuss and create a backstory using cleft sentences.
3. They take turns explaining what really happened to the group.
Instructions
1. Choose a mystery prompt.
2. Discuss what really happened.
3. Use cleft sentences to emphasize key details.
4. Present your version of the event.
5. Listen to others and ask follow-up questions.
Concept Checking Questions
• “Do cleft sentences add emphasis or make a sentence shorter?” (Add emphasis).
• “Which phrase starts an it-cleft sentence?” (It was…).
• “Which phrase starts a what-cleft sentence?” (What… is…).
Examples
• What I find most surprising is that the thief was the detective!
• It was the locked door that made the crime seem impossible.
Extensions/Varations
• Harder: Students write their own mystery prompts.
• Easier: Provide sentence frames for support.
Error Correction
• Teacher notes common mistakes for discussion after the activity.
Writing:
Emphasizing My Story
Grouping:
Time:
Individual → Peer review
20 minutes
Aim
Students will write a personal or fictional story using cleft sentences for emphasis.
Materials
• A worksheet with sentence starters (e.g., What shocked me most was…).
• A model paragraph.
Preparation
• Provide a sample paragraph with cleft structures.
Activity Breakdown
1. Students write about a memorable experience using at least three cleft sentences.
2. They check their grammar and structure.
3. They swap with a partner for feedback.
4. They revise their writing.
Instructions
1. Think of an important personal event.
2. Write about it using three cleft sentences.
3. Check your grammar and structure.
4. Swap with a partner and give feedback.
5. Revise your paragraph.
Concept Checking Questions
• “Does a cleft sentence always start with ‘it’?” (No, ‘what’ can also be used).
• “Why do we use cleft sentences in storytelling?” (To emphasize key details).
Examples
• What changed my life was moving abroad for a year.
• It was my best friend who helped me during that time.
Extensions/Varations
• Harder: Write a longer story focusing on emotions.
• Easier: Use fill-in-the-blank structures.
Error Correction
• Teacher provides structured feedback on writing.
Listening:
The Interview
Grouping:
Time:
Pairs → Whole class discussion
15 minutes
Aim
Students will listen to an interview where someone uses cleft sentences to emphasize key details.
Materials
• Audio clip of an interview (e.g., It was my grandmother who inspired me to become a doctor.).
• A worksheet with true/false and gap-fill exercises.
Preparation
• Prepare a short dialogue where someone explains an event using cleft sentences.
Activity Breakdown
1. Students listen to the interview twice.
2. They fill in the missing cleft sentences.
3. They discuss their answers in pairs.
4. They summarize the key points using cleft sentences.
Instructions
1. Listen to the interview.
2. Fill in the gaps with cleft sentences.
3. Compare your answers with a partner.
4. Discuss the most important points.
5. Summarize the interview using cleft sentences.
Concept Checking Questions
• “Does the speaker use cleft sentences to add detail or remove detail?” (Add detail).
• “Can cleft sentences be used in past, present, and future tenses?” (Yes).
Examples
• What influenced me the most was my childhood in a small town.
• It was in 2010 that she won her first award.
Extensions/Varations
• Harder: Students create their own interviews.
• Easier: Provide multiple-choice listening questions.
Error Correction
• Teacher reviews common errors and discusses why certain forms are used.
Reading:
Hidden Details
Grouping:
Time:
Pairs → Small groups
15 minutes
Aim
Students will analyze a text with cleft sentences and rewrite sentences for emphasis.
Materials
• A short story or article with cleft sentences.
• A worksheet asking students to rewrite normal sentences as cleft sentences.
Preparation
• Provide a passage with natural use of cleft sentences.
Activity Breakdown
1. Students read the passage and underline cleft sentences.
2. They rewrite standard sentences as cleft sentences.
3. They compare their revisions in groups.
4. They discuss how emphasis changes meaning.
Instructions
1. Read the passage carefully.
2. Underline the cleft sentences.
3. Rewrite normal sentences using cleft structures.
4. Compare your changes with your partner.
5. Discuss how emphasis changes meaning.
Concept Checking Questions
• “Do cleft sentences highlight important information?” (Yes).
• “What structure does an it-cleft sentence follow?” (It was + subject + that…).
Examples
• Before: John won the race because of his training.
• After: It was John’s training that helped him win the race.
Extensions/Varations
• Harder: Students write their own cleft sentence paragraphs.
• Easier: Provide sentence starters for guidance.
Error Correction
• Teacher provides model answers for discussion.