Write the sentence " who is the funniest person in your family and why" on the WB. Tell sts to think about the funniest person in their family, the person that make them laugh most, and the reason why they laugh to him/her. Tell sts to talk about this person in pairs, tell their pairs a memory about this person, and take notes about the funniest person in their pairs families.

Write the sentences “ What has also changed is the way people laugh” and “The thing that American producers liked most was the fact that the laff box allowed them to simulate an audience” on the WB. Tell sts that they are going to listen these two sentences and identify where there is a pause in these sentences. After the listening, ask sts the place of pauses. Tell sts that they are going to listen again but this time they will try to find the stressed words in each sentence. After the listening, get FB. Ask sts the reason why the speaker stressed those words. Try to elicit the function and form of cleft sentences.

Explain that it is possible to emphasize a particular part of a sentence using cleft sentences. Get sts' attentions to the sentences on the WB from the previous stage and ask them to write the usual way of saying these sentences. Get the answers and if no one says the correct usual way, give it then write it on the WB. Point out the changes between the usual ways and the cleft sentences. Write the general form of cleft sentences on the WB: " it is/was + person/ thing + relative clause what/ the thing that + clause + is/ was.." Drill the sentences on the WB to draw sts' attention on the stresses in the sentences. Try to get some sample sentences from sts and change these sentences into cleft sentences.

Divide sts into pairs( the same pairs as in the lead in activity). Ask students to write cleft sentences by using the information they gained from the lead-in activity. Tell them to check the answers with their pairs. Monitor sts and correct them if they make a mistake. Get WCFB and make some general error-corrections on the board if necessary.

Give sts the cleft sentences HO. Tell them to write cleft sentences by using the information in the HO. When they finish, tell them to compare their answers in pairs. Tell them to practice reading the sentences aloud in pairs. Monitor sts during the all parts of the task. At the end, hear some good examples from sts as a whole class.

Tell sts to read the text in the box and fill the gaps using the information in the box. When they finish tell them to check their answers in pairs. Monitor them during the task.