• Quick retrieval from earlier learning (Simple, compound and complex sentences). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. What type of sentence is this? The dog barked whenever the postman came. (simple / compound / complex / compound-complex) → complexPrompt: Count the clauses (each has its own subject and verb).
2. What type of sentence is this? I wanted to go out, but it was snowing. (simple / compound / complex / compound-complex) → compoundPrompt: Count the clauses (each has its own subject and verb).
3. What type of sentence is this? Although the sea was rough, the ferry sailed on time. (simple / compound / complex / compound-complex) → complexPrompt: Count the clauses (each has its own subject and verb).

• Show a sentence with the grammar point used wrongly and ask what sounds odd.
• Share the objective: Parallel structure. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Choose the option that keeps the sentence parallel. Our coach told us to arrive early, to bring water and ___.
• Step 1: Items joined in a list or with paired conjunctions must have the same grammatical form.
• Step 2: Read it through: "Our coach told us to arrive early, to bring water and to stretch before running."
• Step 3: So the answer is: to stretch before running
• Answer: to stretch before running
• 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. Choose the option that keeps the sentence parallel. He spends his weekends reading novels, playing chess and ___. (baking bread / to bake bread / bread baking is done / he bakes bread) → baking breadPrompt: Look at the other items in the list or pair. What grammatical form are they?
2. Choose the option that keeps the sentence parallel. The film was long, confusing and ___. (in a dull way / with dullness / it bored me / dull) → dullPrompt: Look at the other items in the list or pair. What grammatical form are they?

• 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. Choose the option that keeps the sentence parallel. The report was clear, concise and ___. (accurate / accurately / with accuracy / it had accuracy) → accuratePrompt: Look at the other items in the list or pair. What grammatical form are they?
2. Choose the option that keeps the sentence parallel. Our coach told us to arrive early, to bring water and ___. (to stretch before running / that we should stretch / stretch was needed / stretching before running) → to stretch before runningPrompt: Look at the other items in the list or pair. What grammatical form are they?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-9.