• Quick retrieval from earlier learning (Misplaced and dangling modifiers). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which sentence is written correctly, with the describing words next to what they describe? • Barking loudly, the postman ran from the dog. • The postman, barking loudly, was chased by the dog. • Barking loudly, the postman was chased by the dog. • Barking loudly, the dog chased the postman. (Barking loudly, the postman ran from the dog. / The postman, barking loudly, was chased by the dog. / Barking loudly, the postman was chased by the dog. / Barking loudly, the dog chased the postman.) → Barking loudly, the dog chased the postman.Prompt: Look at the opening phrase. Who or what is doing that action?
2. Which sentence is written correctly, with the describing words next to what they describe? • Covered in chocolate, I thought the cake looked delicious. • Covered in chocolate, we ate the cake. • Covered in chocolate, the cake looked delicious. • Covered in chocolate, the children loved the cake. (Covered in chocolate, I thought the cake looked delicious. / Covered in chocolate, we ate the cake. / Covered in chocolate, the cake looked delicious. / Covered in chocolate, the children loved the cake.) → Covered in chocolate, the cake looked delicious.Prompt: Look at the opening phrase. Who or what is doing that action?
3. Which sentence is written correctly, with the describing words next to what they describe? • Having lost the map, the directions were asked for. • Having lost the map, directions were needed. • Having lost the map, a farmer gave the hikers directions. • Having lost the map, the hikers asked for directions. (Having lost the map, the directions were asked for. / Having lost the map, directions were needed. / Having lost the map, a farmer gave the hikers directions. / Having lost the map, the hikers asked for directions.) → Having lost the map, the hikers asked for directions.Prompt: Look at the opening phrase. Who or what is doing that action?

• Show a sentence with the grammar point used wrongly and ask what sounds odd.
• Share the objective: Placing only, just, almost and nearly. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Read the question and choose. Which sentence means that you came close to eating but did NOT eat any? • You ate the almost cake. • You almost ate the cake. • Almost the cake you ate. • You ate almost the cake.
• Step 1: Place limiting words directly before the word they limit: 'only Maya' (no one else), 'almost all' (not quite all).
• Step 2: So the answer is: You almost ate the cake.
• Answer: You almost ate the cake.
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Read the question and choose. Which sentence means that you ate MOST of the cake but not quite all? • You ate all of the almost cake. • You almost ate all of the cake. • Almost you ate all of the cake. • You ate almost all of the cake. (You ate all of the almost cake. / You almost ate all of the cake. / Almost you ate all of the cake. / You ate almost all of the cake.) → You ate almost all of the cake.Prompt: Only, just, almost and nearly limit the word that comes right after them.
2. Read the question and choose. "I almost failed every test." What does this mean? (I failed most of the tests. / I failed all of the tests. / I didn't take the tests. / I came close to failing, but I passed every test.) → I came close to failing, but I passed every test.Prompt: Which word comes straight after the limiting word?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Read the question and choose. Which sentence says that a few minutes ago she arrived? • She has arrived just. • She has just arrived. • She just has arrives. • Just she has arrived. (She has arrived just. / She has just arrived. / She just has arrives. / Just she has arrived.) → She has just arrived.Prompt: Only, just, almost and nearly limit the word that comes right after them.
2. Read the question and choose. "We only have ten minutes." What does this mean? (We have exactly ten clocks. / We have ten minutes and nothing else to do. / Only we have ten minutes; others don't. / We have no more than ten minutes.) → We have no more than ten minutes.Prompt: Which word comes straight after the limiting word?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-7.