• 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 fox crept through the frosty field. (simple / compound / complex / compound-complex) → simplePrompt: Count the clauses (each has its own subject and verb).
2. What type of sentence is this? You can walk, or you can take the bus. (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 ___. (to bake bread / baking 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 report was clear, concise and ___. (accurate / it had accuracy / with accuracy / accurately) → accuratePrompt: 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. Our coach told us to arrive early, to bring water and ___. (stretch was needed / stretching before running / to stretch before running / that we should stretch) → to stretch before runningPrompt: 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 / dull / it bored me / with dullness) → dullPrompt: 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.