• 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. The test was ___ hard. (quite / quiet) → quitePrompt: Say the sentence aloud. Which meaning does the gap need?
2. Choose the word that is correct in formal English. I should drink ___ coffee. (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. Everyone accept Jo was there. → exceptPrompt: 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? I bought pens and paper from the stationary shop. (correct / incorrect) → incorrectPrompt: Say the sentence with each option. Which meaning does it need?
2. Choose the correct word. From her smile, I ___ that she had passed. (implied / inferred) → inferredPrompt: 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? Police seized the elicit goods. (correct / incorrect) → incorrectPrompt: Say the sentence with each option. Which meaning does it need?
2. Choose the correct word. The thief ___ the police for weeks. (alluded / eluded) → eludedPrompt: 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.