• Quick retrieval from earlier learning (Easily confused words: complement/compliment, imply/infer, elicit/illicit…). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Is this sentence correct in formal written English? In her speech she eluded to an old family story. (correct / incorrect) → incorrectPrompt: Say the sentence with each option. Which meaning does it need?
2. Choose the correct word. I bought pens and paper from the ___ shop. (stationary / stationery) → stationeryPrompt: Say the sentence with each option. Which meaning does it need?
3. Is this sentence correct in formal written English? The castle was built on the site of a Roman fort. (correct / incorrect) → correctPrompt: Say the sentence with each option. Which meaning does it need?

• Show an interesting word in a sentence and ask what it might mean from the clues around it.
• Share the objective: Tricky word pairs: credible/credulous, flaunt/flout, disinterested/uninterested…. 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 word that is correct in formal English. The heat in the stuffy exam hall was ___.
• Step 1: Advanced writers distinguish near-identical words precisely; examiners notice when they don't.
• Step 2: 'Torturous' = causing great suffering.
• Step 3: Put it back into the sentence and read it aloud: "The heat in the stuffy exam hall was torturous."
• Step 4: So the answer is: torturous
• Answer: torturous
• 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? The long illness had energised her, leaving her weak and tired. (correct / incorrect) → incorrectPrompt: These pairs look alike but mean different things. Define each one before choosing.
2. Choose the word that is correct in formal English. Drivers who ___ the speed limit will be fined. (flout / flaunt) → floutPrompt: These pairs look alike but mean different things. Define each one before choosing.

• 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 word that is correct in formal English. The instructions were ___: they could be read in two ways. (ambiguous / ambivalent) → ambiguousPrompt: These pairs look alike but mean different things. Define each one before choosing.
2. Is this sentence correct in formal written English? The new manager hopes to effect real change. (correct / incorrect) → correctPrompt: These pairs look alike but mean different things. Define each one before choosing.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-11.