What I d o n 't u n dersta n d fi2J is how it g ot there f!

I
Cl eft sentences
A cleft sentence is divided into two parts, allowing us to focus particular attention on
information in one part of the sentence. Cleft sentences are common in speech. In these examples
the focus is on 'my gold necklace':
What I lost was my gold necklace.

A what- cleft (sometimes called a pseudo-cleft) has what + subject + verb in the first clause
followed by be + the focus.

It was my gold necklace that I lost.

An it- cleft has it + be + the focus in the first clause and is followed by a relative (that or who)
clause.

What- clefts typically have a fall-rising tone at the end of the what- clause and a falling tone in
the other part of the sentence. Remember that the tone begins on the last prominent syllable of
the speech unit:
A: I can't get the cha i n back on m y bike.
B: WHAT you need to DO &21 is take the WHEEL off SI .
I hadn't seen Don s ince h e went to A ustral i a . . .
. . . and what surPRISED me about him S2I was his ACcent SI .
I know there's a pool o f water i n the k i tchen, but . . .
. . . what I DON'T understand Ii2J is how it GOT there fil .

Notice that the order of information in the cleft sentence can often be reversed, but that the two
parts keep the same tone:
I know there's a pool of water in the k i tchen, but . . .
. . . how it GOT there SI is what I DON'T understand &:::2!J .

We can use all instead of what if we want to emphasise that only one thing is done:
A: P a u l hasn't spoken to me s ince I scratched his car.
B: ALL you've got to SAY fi2.l is that you're SORry SI .

It- clefts typically have a falling tone in the clause beginning with it. Tone choice in the relative
clause depends on meaning in context (see Unit 3 9 ) :
A : Pity about t h e flowers. They m u st h a v e been eaten b y sn a i l s .
B: I t was the FROST fil that KILLED them fi2.l . �__
__ _I this information
I thought the science e x a m would be hard . . . is �not news'

. . . but it was the MATHS fil that I found DIFficult &Zl .

She wa lked i n to a clearing i n the forest . . .
. . . and it was THEN fil that she SAW him fiI . -- __
__
_
this information
I went over to K a rcn's house . . . is 'news'

. . . but it was her FAther &1 who ANswered the DOOR &1 .

English Pronunciation in Use (Advanced)

 Section C Pronunciation in conversation

Exercis es
42 . 1 Listen to each A pa rt. Press 'pa use' befo re each B pa rt a n d rea d it a l o u d usi n g the i ntonation ma rked.
C68 Then press 'play' a g a i n a n d com p a re you r pro n u nciation with what fol lows.
1 A: Do you want some tea ?
B: what I'd REAlly like fi2I is a GLASS of WAter 151 .
2 A: I see your neighbours keep goats.
B: what I obJECT to &:21 is the AWful SMELL 151 .
3 A: What's for breakfast?
B: what I USually have IS:.2!I is COFfee and TOAST ti .
4 A: What are you having for your birthday ?
B: what I'm HOPing for 521 is a NEW comPUter 151 .

Now d o the sa me with these. Before you answer, th i n k about where the fa l l-risi ng a n d fa l l i n g tones sta rt.
S A: My train to work was late yet again.
B: What you should do is write and complain.
6 A: All the plants in my garden are dying.
B: What we want is some rain.
7 A: What did you get from the butcher's ?
B: All they had left were these sausages.
8 A: What's the view like from your bedroom window?
B: All I can see is a block of flats.

42.2 G ive t h e a n swers i n exercise 42 . 1 a g a i n . This time, however, reverse t h e order o f the i n formation.
The fi rst two a n swers a re g iven with i nto nation ma rked.
1 A: Do you want some tea ?
B: A GLASS of WAter rsil is what I'd REAlly like S2J .
2 A: I see your neighbours keep goats.
B: The AWful SMELL 151 is what I obJECT to 521 .

42 .3 Expa n d t h e n otes t o m a ke it- cl eft responses. Then d ra w a fa l l i n g ton e i n t h e cla use beg i n n i n g with
it and then either a fa l l i n g o r fa l l - risi n g to ne, as a p p ropriate, i n the relative clause.
EXAMPLES
A: Your idea of having a street party was a really good one. , .
,
B: (my daughter - suggested it) 1+ waS t1Atj J�r wfto suqq.� .. -t.
A: Why were you staring at that woman ?
B: (her eyes - looked strange) 1+ waS fte-r e-�fta+ looke-J �e-.
1 A: How is Dan getting on in Sydney?
B: (his brother - went to Australia)
2 A: You looked uncomfortable during the meeting.
B: (my back - aching)
3 A: I suppose the Liberals will raise taxes now they are in government.
B: (the Democrats - won the election)

C69 Now l i sten a n d check you r a nswers. Then l isten a g a i n a n d repeat the B pa rts.

Fol low up: Make a conscious effort to use what- clefts and it- clefts in your speech, especia l ly in i nformal
contexts. Perhaps you could even plan ahead to use some i n a particu lar conversation.

English Pronunciation in Use (Advanced) 91