Cleft sentences

We can use a cleft sentence to emphasise
information. Cleft means 'divided’. In cleft sentences, one sentence is divided into two parts, each with its own verb.

Juanita works with Magdaleno.
(one verb)
It’s Magdaleno that Juanita works with.
(two verbs, emphasises Magdaleno)

The following structures are used in cleft sentences.

We can use It + be + that/who to emphasise
a part of a sentence. In this structure, we
emphasise the part of the sentence after the
verb be.
It was Jim who lost his wallet.
(*not Paul*)
It was his wallet that he lost.
(*not his bag*)
It was yesterday that he lost his wallet.
(*not two days ago*)

We can also use What + subject + verb + be. In
this structure, we emphasise the part of the
sentence after what, before the verb be.
What I’d like to know is where it came from!
What you need to do is talk to your manager.

Notice that we use the singular form of be
after It and What in cleft sentences.
It was my parents I had to thank.
NOT It were my parents …
What is most impressive are the songs he
recorded at home.
NOT What are most impressive ...

Effective communication involves using the right words and expressions to make your message clear. Often, people bring up important topics during conversations to ensure everyone is involved. Sometimes, difficulties come up when people misunderstand each other, but it helps to break down the information into simpler parts. Getting across your ideas in a convincing way can strengthen relationships and avoid confusion. When problems arise, it’s useful to iron them out quickly by discussing the issues openly. You might also follow up with someone later if you need more details or want to confirm what was said. Checking in regularly with friends or colleagues shows you care about how things are going. When serious matters come about, being willing to open up and share your feelings can build trust. In group discussions, speaking up is important to make sure your voice is heard. People often talk over points to clarify and understand better.

Performing in front of an audience can feel challenging, but with practice, you can improve your skills. Before a show, artists usually warm up their voices and bodies to prepare for the performance. They often go over their routines several times to make sure everything runs smoothly. During the performance, they need to pull off each scene or song perfectly while keeping the audience engaged. Sometimes unexpected problems come up, like forgetting lines, but performers learn to carry on without interrupting the flow. It’s also important to work out any issues during rehearsals to avoid mistakes during the show. Performers must watch out for signals from their director or other cast members to stay coordinated. After the show, they often talk over what went well and what they might improve next time. Following up with fans or thanking the team who helped out shows gratitude and professionalism. Performing well involves not only talent but also dedication, practice, and the ability to adapt to any situation.

By practicing these phrasal verbs, you can improve how you communicate every day and connect more deeply with others.

1. bring up - To start talking about a subject.
2. come up - To appear or happen, especially unexpectedly.
3. break down - To explain something by separating it into smaller parts.
4. get across - To communicate an idea clearly.
5. iron out - To resolve problems or difficulties.
6. follow up - To take further action after an initial event.
7. check in - To communicate regularly to stay updated.
8. come about - To occur, especially by chance or unexpectedly.
9. open up - To share feelings or thoughts honestly.
10. speak up - To express opinions or feelings openly.
11. talk over - To discuss something thoroughly.
12. warm up - To prepare by doing exercises or practice.
13. go over - To review or practice something carefully.
14. pull off - To succeed in doing something difficult.
15. carry on - To continue despite difficulties.
16. work out - To solve a problem or find a solution.
17. watch out - To be careful or pay attention.
18. help out - To assist or support someone.

Emphatic stress is a way of pronouncing a word or phrase with extra force and emphasis to show its importance or to express strong feelings such as surprise, anger, or insistence. It is very common in spoken English and essential for effective communication.


1. Emphasising auxiliary verbs:
When auxiliary or modal verbs are present, such as *do, does, did, have, has, had, am, is, are, was, were,* or modals like *can, could, will, would, shall, should, may, might, must,* emphatic stress can be placed on these verbs to add emphasis.
- Example: I do want to attend the meeting.

2. Use of "do" for emphasis in affirmative sentences:
To emphasise a positive statement, especially in simple present or past, "do" (or "did") is added before the base verb.
- Example: She does like ice cream.

3. Stressing the main verb:
Although the main verb typically carries the natural stress, it can be further emphasised to highlight the action.
- Example: He gave a brilliant presentation.

4. Stress on contrastive elements:
Words or phrases that contrast with others or are important for the meaning are stressed.
- Example: I want coffee, but she wants tea.

5. Stress to correct or contradict:
When correcting information or contradicting a previous statement, the stressed word shows what is corrected.
- Example: It was you who made the mistake, not me.

6. Emphatic stress in cleft sentences:
In cleft sentences (It is/was ... who/that ... ), the emphasis usually falls on the highlighted element.
- Example: It was Mary who called earlier.

7. Intonation and Length:
Emphatic stress is often marked by higher pitch, louder volume, and longer duration of the stressed word.
- Example: I do want to help you!(said louder and longer)

8. Displaying strong emotions:
Emphatic stress conveys emotions like surprise, anger, disbelief, or enthusiasm.
- Example: I did see that movie!