Speaking:
What Really Happened?
Grouping:
Time:
Pairs or small groups
20 minutes
Aim
Students will practice using cleft sentences to emphasize key details while describing events.
Materials
• A set of situation cards (e.g., a robbery, a job interview, a surprise party).
Preparation
• Prepare and print situation cards with short event descriptions.
Activity Breakdown
1. Each group takes a situation card.
2. One student describes what happened, while others ask questions.
3. The speaker must respond using cleft structures to emphasize different details.
4. Groups rotate and discuss another event.
Instructions
1. Pick a card and read the situation.
2. Describe what happened using cleft sentences.
3. Answer your group’s questions with cleft sentences.
4. Swap roles and repeat.
5. Share your most interesting story with the class.
Concept Checking Questions
• Are we emphasizing the subject, object, or time? (Any part)
• What structure do we use to emphasize a noun? (It was… that…)
Examples
• It was the security guard who caught the thief.
• What really surprised me was how confident she was.
Extensions/Varations
• Easier: Provide sentence starters.
• Harder: Remove prompts and ask students to create their own stories.
Error Correction
• The teacher monitors for correct cleft sentence formation and provides feedback.
Writing:
Emphasizing the Right Thing
Grouping:
Time:
Individual, then peer review
30 minutes
Aim
Students will rewrite a formal text to emphasize different elements using cleft structures.
Materials
• A short formal text (e.g., a company announcement).
Preparation
• Prepare a formal text that can be rewritten using cleft sentences.
Activity Breakdown
1. Students read the formal text.
2. They identify sentences that could be rewritten for emphasis.
3. They rewrite the text using cleft structures.
4. Pairs exchange and provide feedback.
Instructions
1. Read the formal text.
2. Find sentences that could be rewritten for emphasis.
3. Rewrite them using cleft structures.
4. Exchange your text with a partner for feedback.
5. Share one strong sentence with the class.
Concept Checking Questions
• Are we making the meaning clearer or just changing focus? (Changing focus)
• Can we emphasize different parts of the same sentence? (Yes)
Examples
• It was the CEO who announced the policy change.
• What customers disliked most was the delay in service.
Extensions/Varations
• Harder: Students write their own announcements from scratch.
• Easier: Provide a word bank of cleft sentence structures.
Error Correction
• The teacher provides written feedback on sentence clarity and impact.
Listening:
Revealing the Truth
Grouping:
Time:
Pairs
25 minutes
Aim
Students will listen to statements and transform them using cleft sentences.
Materials
• A list of factual statements (e.g., Shakespeare wrote Hamlet).
Preparation
• Prepare factual statements related to history, literature, or famous events.
Activity Breakdown
1. The teacher reads a factual statement.
2. Students rewrite the sentence using a cleft structure.
3. Pairs compare their versions.
4. Some students share their answers with the class.
Instructions
1. Listen to the factual statement.
2. Rewrite it using a cleft sentence.
3. Compare your sentence with a partner.
4. Choose one sentence to share with the class.
5. Discuss different ways to emphasize the sentence.
Concept Checking Questions
• Does the sentence focus on a specific part of information? (Yes)
• Can we emphasize different elements? (Yes)
Examples
• It was Shakespeare who wrote Hamlet.
• What changed history was the invention of the printing press.
Extensions/Varations
• Harder: Students create their own factual statements.
• Easier: Provide sentence stems.
Error Correction
• The teacher corrects errors and highlights different emphasis points.
Reading:
Find the Emphasis
Grouping:
Time:
Small groups
20 minutes
Aim
Students will analyze a text to identify and rewrite sentences using cleft structures.
Materials
• A short news article with key details.
Preparation
• Choose an article with clear details that can be rewritten with cleft sentences.
Activity Breakdown
1. Students read the article.
2. They underline key details.
3. They rewrite some sentences using cleft structures.
4. Groups compare and discuss their changes.
Instructions
1. Read the article carefully.
2. Underline key details.
3. Rewrite sentences using cleft structures.
4. Compare your changes with a partner.
5. Discuss how emphasis changes meaning.
Concept Checking Questions
• What part of the sentence are we emphasizing? (It varies)
• Can we change emphasis without changing meaning? (Yes, but it affects focus)
Examples
• It was in 1969 that humans first landed on the moon.
• What shocked the world was the sudden resignation of the prime minister.
Extensions/Varations
• Harder: Students write their own news stories.
• Easier: Provide sample cleft sentence structures.
Error Correction
• The teacher checks students’ rewrites for correct structure and clarity.