Cleft sentences

Cleft sentences are an important feature of English grammar. They allow speakers and writers to emphasise particular information, such as a person, place, time, reason or thing. They are especially useful in spoken English, academic writing and situations where we want to clarify or contrast information.

This guide explains the main types of cleft sentences, provides examples and practice exercises, and includes a 60-minute lesson plan for English language teachers.

Part 1: Understanding Cleft Sentences

1. What Is a Cleft Sentence?

A cleft sentence is a sentence that divides a single idea into two parts to give special emphasis to a particular piece of information.

Compare these sentences:

The second sentence emphasises Sarah. It suggests that Sarah, rather than somebody else, broke the window.

Cleft sentences do not necessarily change the basic meaning of a sentence. Instead, they change the focus by making one part of the information more prominent.

2. Types of Cleft Sentences

There are several types of cleft sentences in English. The most common are it-clefts, wh-clefts and all-clefts.

A. It-Cleft Sentences

The basic structure of an it-cleft is:

It + be + emphasised information + that/who + clause

We use this structure to emphasise a particular element of a sentence.

Examples:

It-clefts can emphasise different types of information.

Information emphasisedExample
PersonIt was Maria who won the competition.
ThingIt was the red jacket that I bought.
TimeIt was last night that he arrived.
PlaceIt was in Madrid that they met.
ReasonIt was because I was tired that I left early.

We generally use “who” when emphasising a person and “that” when emphasising a thing, time or place. “That” can also refer to people in many it-cleft sentences.

B. Wh-Cleft Sentences (Pseudo-Clefts)

Wh-cleft sentences often begin with “what”, although other wh-words can also be used.

The basic structure is:

What + clause + be + emphasised information

Examples:

Wh-clefts present information in two stages. First, they introduce what we are talking about. Then, they provide the key information.

Compare:

Other wh-cleft structures include:

C. All-Cleft Sentences

All-clefts emphasise the only thing that is needed, wanted or done.

The basic structure is:

All + clause + be + emphasised information

Examples:

These structures are particularly useful in conversation when we want to emphasise a simple or limited need, desire or action.

3. How to Transform Ordinary Sentences into Cleft Sentences

Follow these three steps.

Step 1: Identify the information you want to emphasise.

Original sentence: Tom bought the tickets on Monday.

Suppose we want to emphasise Tom.

Step 2: Choose the appropriate cleft structure.

We can use an it-cleft:

It was + emphasised information + who/that + clause.

Step 3: Rewrite the sentence.

It was Tom who bought the tickets on Monday.

Here are some more examples:

Ordinary sentenceCleft sentence
Emma found my keys.It was Emma who found my keys.
I need a new laptop.What I need is a new laptop.
He left because he was ill.It was because he was ill that he left.
They met at the station.It was at the station that they met.
She wants a new job.What she wants is a new job.

4. Common Mistakes

Mistake 1: Using the wrong relative word

Incorrect: It was John which called me.

Correct: It was John who called me.

Explanation: “Who” is the natural choice when referring to a person in this structure.

Mistake 2: Using the wrong verb form

Incorrect: What I need are a holiday.

Correct: What I need is a holiday.

Explanation: The whole “what I need” clause functions as the subject, so the usual verb form here is singular.

Mistake 3: Using an inappropriate linking word

Less suitable for standard cleft practice: It was yesterday when I saw him.

Preferred: It was yesterday that I saw him.

Explanation: The standard it-cleft pattern uses “that” to introduce the remaining clause when emphasising a time.

5. Practice Exercises

Exercise A: Choose the Correct Answer

  1. Which sentence emphasises Sarah?
    • A. It was Sarah who broke the vase.
    • B. What Sarah broke was the vase.
    • C. All Sarah broke was the vase.
  2. Complete the sentence: What I want ___ a cup of tea.
    • A. are
    • B. is
    • C. be
  3. Which sentence emphasises the time?
    • A. It was him who met on Friday.
    • B. It was on Friday that I met him.
    • C. What I met him was Friday.
  4. Complete the sentence: It was James ___ helped us.
    • A. which
    • B. where
    • C. who
  5. Which sentence is a wh-cleft?
    • A. It was a holiday who I needed.
    • B. What I need is a holiday.
    • C. All I need are a holiday.

Exercise B: Rewrite the Sentences

Rewrite each sentence using the cleft structure indicated.

  1. Lisa gave me the book. (Emphasise Lisa.)
  2. I want to improve my English. (Begin with “What”.)
  3. We stayed at home because it was raining. (Emphasise the reason.)
  4. He needs more practice. (Begin with “What”.)
  5. All I want is to spend time with my family. (Rewrite as an ordinary sentence.)

6. Answer Key

Exercise A

  1. A — It was Sarah who broke the vase.
  2. B — What I want is a cup of tea.
  3. B — It was on Friday that I met him.
  4. C — It was James who helped us.
  5. B — What I need is a holiday.

Exercise B: Suggested Answers

  1. It was Lisa who gave me the book.
  2. What I want is to improve my English.
  3. It was because it was raining that we stayed at home.
  4. What he needs is more practice.
  5. I want only to spend time with my family.

Other answers may be possible if they preserve the intended meaning and use the cleft structure correctly.

7. Writing Challenge

Write a paragraph of 100–150 words about an important experience, a person who has influenced you, or a goal you hope to achieve.

Include at least:

Underline the cleft sentences and identify the information each one emphasises.

Key takeaway: Cleft sentences help us organise information and draw attention to what matters most. Understanding their structure and purpose allows us to communicate more clearly and expressively in English.

Part 2: Lesson Plan — Teaching Cleft Sentences

Level: B1–B2 (intermediate to upper-intermediate)

Duration: 60 minutes

Grammar focus: It-clefts, wh-clefts and all-clefts

Skills: Grammar, speaking, writing and reading

Learning Objectives

By the end of the lesson, students will be able to:

Lesson Stage 1: Warm-Up and Lead-In (5 minutes)

Teacher activity

Write the following sentences on the board:

Ask students:

  1. What difference do you notice between the two sentences?
  2. Which sentence places more emphasis on Maria?
  3. Why might a speaker choose the second sentence?

Student activity

Students discuss the questions in pairs before sharing their answers with the class.

Assessment

Check whether students recognise that the second sentence highlights a particular piece of information.

Lesson Stage 2: Presentation (10 minutes)

Teacher activity

Introduce the three main cleft structures.

It-cleft:
“It was Anna who called.”

Wh-cleft:
“What I need is a break.”

All-cleft:
“All I want is some help.”

Explain the structure of each type and highlight the information being emphasised.

Student activity

Students identify the cleft structure and explain which information is emphasised in each example.

Assessment

Ask oral questions to check understanding of the form and function of the structures.

Lesson Stage 3: Guided Practice (10 minutes)

Teacher activity

Model how to transform ordinary sentences into cleft sentences.

Example:

Original: I met Peter at the library.

To emphasise Peter:
“It was Peter who I met at the library.”

To emphasise the place:
“It was at the library that I met Peter.”

Provide students with three additional sentences to transform.

Student activity

Students rewrite the sentences individually and compare their answers in pairs.

Assessment

Check word order, relative words and verb forms. Correct errors and explain the relevant grammar rules.

Lesson Stage 4: Controlled Practice (10 minutes)

Teacher activity

Give students a short worksheet containing gap-fill exercises, multiple-choice questions and sentence transformations.

Student activity

Students complete the exercises independently before checking their answers with a partner.

Assessment

Review the answers as a class and address common mistakes.

Lesson Stage 5: Communicative Production (15 minutes)

Teacher activity

Put students into pairs and give them the following discussion questions:

  1. What is the best thing about your city?
  2. Who has influenced you the most?
  3. What do you want to achieve this year?
  4. When was the last time you learned something new?

Encourage students to use cleft sentences when answering.

Student activity

Students interview their partners and report two interesting answers using cleft structures.

For example:

“What my partner enjoys most is spending time with friends.”

“It was his grandmother who influenced him the most.”

Assessment

Monitor students’ accuracy, fluency and appropriate use of emphasis. Provide feedback after the activity.

Lesson Stage 6: Review and Exit Ticket (10 minutes)

Teacher activity

Ask students to complete three final tasks:

  1. Define a cleft sentence in their own words.
  2. Rewrite an ordinary sentence as an it-cleft.
  3. Write one original wh-cleft sentence.

Student activity

Students complete the tasks independently and submit their answers before leaving.

Assessment

Use their responses to determine whether the lesson objectives have been achieved.

Resources and Materials

Differentiation

For learners who need additional support:

For learners who need a greater challenge:

Homework

Write a paragraph of 100–150 words about an important experience, a person who has influenced you, or a goal you hope to achieve.

Include at least two it-cleft sentences, two wh-cleft sentences and one all-cleft sentence.

Underline the cleft sentences and identify the information each one emphasises.

Teacher Assessment Checklist

At the end of the lesson, consider whether students can:

Final Teaching Tip

Focus on the communicative purpose of cleft sentences rather than simply asking students to memorise grammatical formulas. Students are more likely to use these structures naturally when they understand how they help speakers correct misunderstandings, contrast information and highlight what matters most.