• Quick retrieval from earlier learning (their/there/they're, its/it's, your/you're, whose/who's). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Choose the correct word or words for the gap. When ___ finished, put ___ books away. (you're, you're / your, you're / your, your / you're, your) → you're, yourPrompt: Try expanding the contraction: does 'they are', 'it is', 'you are' or 'who is' make sense?
2. Which sentence is correct? • It's clear that the team has lost its confidence. • It's clear that the team has lost it's confidence. • Its clear that the team has lost it's confidence. • Its clear that the team has lost its confidence. (It's clear that the team has lost its confidence. / It's clear that the team has lost it's confidence. / Its clear that the team has lost it's confidence. / Its clear that the team has lost its confidence.) → It's clear that the team has lost its confidence.Prompt: Check each tricky word one at a time.
3. Choose the correct word or words for the gap. Do you know ___ taken my charger? (who's / whose) → who'sPrompt: Try expanding the contraction: does 'they are', 'it is', 'you are' or 'who is' make sense?

• Show a sentence with the grammar point used wrongly and ask what sounds odd.
• Share the objective: Confusing pairs: then/than, lose/loose, accept/except, quiet/quite. 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 correct word for the gap. If we ___ this match, we're out of the cup.
• Step 1: These pairs sound or look alike but have different meanings and jobs.
• Step 2: 'lose' (one o) = fail to win or misplace.
• Step 3: Put it back into the sentence and read it aloud: "If we lose this match, we're out of the cup."
• Step 4: So the answer is: lose
• Answer: lose
• 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 correct word for the gap. We walked ___ the shops. (to / too / two) → toPrompt: Say the sentence aloud. Which meaning does the gap need?
2. Each sentence has one wrong word. Type the word that should replace it. Don't loose your ticket! → losePrompt: Find the word that is spelled like a real word but means something else.

• 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 8 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 correct word for the gap. I always ___ my keys! (loose / lose) → losePrompt: Say the sentence aloud. Which meaning does the gap need?
2. Each sentence has one wrong word. Type the word that should replace it. Don't loose your ticket! → losePrompt: Find the word that is spelled like a real word but means something else.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-6.