• Quick retrieval from earlier learning (Confusing pairs: then/than, lose/loose, accept/except, quiet/quite; Usage: fewer/less, lay/lie, who/that, between/among). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Choose the correct word for the gap. This screw is ___; can you tighten it? (loose / lose) → loosePrompt: Say the sentence aloud. Which meaning does the gap need?
2. Choose the word that is correct in formal English. We have ___ time than we thought. (fewer / less) → lessPrompt: Can you count it? Is something being placed, or reclining by itself?
3. Each sentence has one wrong word. Type the word that should replace it. My shoelace is lose. → loosePrompt: Find the word that is spelled like a real word but means something else.

• Show an interesting word in a sentence and ask what it might mean from the clues around it.
• Share the objective: Easily confused words: complement/compliment, imply/infer, elicit/illicit…. 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. The ___ of the school greeted every visitor.
• Step 1: These pairs look or sound alike but differ in meaning; spell-checkers won't catch the mistake.
• Step 2: 'Principal' = head or main.
• Step 3: Put it back into the sentence and read it aloud: "The principal of the school greeted every visitor."
• Step 4: So the answer is: principal
• Answer: principal
• 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. Is this sentence correct in formal written English? A short speech will precede the main event. (correct / incorrect) → correctPrompt: Say the sentence with each option. Which meaning does it need?
2. Choose the correct word. A short speech will ___ the main event. (proceed / precede) → precedePrompt: Say the sentence with each option. Which meaning does it need?

• 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. Is this sentence correct in formal written English? From her smile, I inferred that she had passed. (correct / incorrect) → correctPrompt: Say the sentence with each option. Which meaning does it need?
2. Choose the correct word. She paid me a lovely ___ on my speech. (complement / compliment) → complimentPrompt: Say the sentence with each option. Which meaning does it need?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-10.