Spelling Beginning, Decision and Succeed Correctly for SS 1

Class: SS 1
Term: First Term
Week: 7
Age: 15 years
Duration: 60 minutes
Subject: English Language
Curriculum Theme: Grammatical Accuracy
Focal competence: Spelling words correctly
Key competencies/values: Communication; ICT and Digital Competencies; Digital Competencies; Collaboration
Skills:

• use the dictionary to check the spelling of such words

Previous Lesson: Words Associated with Houses Homes and Family Relations in Registers
Topic: Commonly Misspelt Words: Beginning Decision Succeed
Subject Matter: Commonly misspelt words

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Identify commonly misspelt words in English.
• State common reasons why certain words are misspelt.
• Spell words like ‘beginning’, ‘decision’, and ‘succeed’ correctly without assistance.

Affective Domain

• Appreciate the importance of correct spelling in written communication.
• Develop a habit of carefully checking spellings in their written work.

Psychomotor Domain

• Use a standard English dictionary or online dictionary effectively to verify word spellings.
• Participate actively in a spelling bee exercise.

Social Domain

• Collaborate effectively with peers during group spelling activities.

Reference Materials

The following resources were used in planning this lesson:

• 2025 New Revised Senior Secondary Education Curriculum (SSEC)
• Relevant State Unified Scheme of Work
• New Oxford Secondary English Course for Senior Secondary Schools 1
• The HeadTeacher Scheme of work For The New Revised Senior Secondary Education Curriculum (SSEC)

Instructional Materials

The teacher will teach this lesson with the aid of:

• Standard English dictionary
• Online dictionary (if internet access and devices are available)
• Whiteboard or chalkboard
• Markers or chalk
• List of commonly misspelt words

Rationale for the Lesson

This lesson is important because accurate spelling is fundamental for clear and effective written communication. Mastering commonly misspelt words helps students avoid errors that can obscure meaning and detract from the quality of their academic work. It also builds confidence in writing and prepares them for higher academic demands.

Prerequisite/Previous Knowledge

Students should have basic knowledge of English spelling rules and be familiar with how to use a dictionary to look up words.

Lesson Content/Board Summary

Commonly Misspelt Words: Beginning, Decision, Succeed

Understanding Commonly Misspelt Words

Many English words are often misspelt due to silent letters, double letters, similar-sounding letters, or simply lack of familiarity with their correct forms. Learning to identify these tricky words and applying specific rules or memory aids can significantly improve spelling accuracy.

Specific Commonly Misspelt Words and Their Correct Spellings

1. Beginning: This word is often misspelt with a single ‘n’. Remember to double the ‘n’ before adding ‘-ing’.

   Correct: b-e-g-i-n-n-i-n-g

2. Decision: The ‘ci’ combination often causes confusion.

   Correct: d-e-c-i-s-i-o-n

3. Succeed: This word has double ‘c’ and double ‘e’.

   Correct: s-u-c-c-e-e-d

4. Success: Similar to ‘succeed’, it has double ‘c’ and double ‘s’.

   Correct: s-u-c-c-e-s-s

5. Proceed: Often confused with ‘precede’. ‘Proceed’ means to continue.

   Correct: p-r-o-c-e-e-d

6. Procedure: The noun form of ‘proceed’.

   Correct: p-r-o-c-e-d-u-r-e

7. Process: This word has a single ‘s’ at the end.

   Correct: p-r-o-c-e-s-s

8. Reference: Remember the ‘e’ before ‘r’.

   Correct: r-e-f-e-r-e-n-c-e

9. Referee: This word has double ‘e’ at the end.

   Correct: r-e-f-e-r-e-e

10. Referred: When ‘refer’ becomes past tense, the ‘r’ is doubled.

    Correct: r-e-f-e-r-r-e-d

11. Offered: The ‘f’ is doubled, but the ‘r’ is not.

    Correct: o-f-f-e-r-e-d

12. Across: This word has only one ‘c’.

    Correct: a-c-r-o-s-s

13. Occasion: This word has double ‘c’ but a single ‘s’.

    Correct: o-c-c-a-s-i-o-n

14. Occurrence: This word has double ‘c’ and double ‘r’.

    Correct: o-c-c-u-r-r-e-n-c-e

15. Omission: This word has double ‘s’.

    Correct: o-m-i-s-s-i-o-n

16. Recommendation: This word has double ‘m’ but a single ‘c’.

    Correct: r-e-c-o-m-m-e-n-d-a-t-i-o-n

17. Admission: This word has double ‘s’.

    Correct: a-d-m-i-s-s-i-o-n

18. Committee: This word is tricky with double ‘m’, double ‘t’, and double ‘e’.

    Correct: c-o-m-m-i-t-t-e-e

19. Trafficking: This word has double ‘f’ and ‘ck’.

    Correct: t-r-a-f-f-i-c-k-i-n-g

20. Irresistible: Remember the ‘i’ after ‘s’.

    Correct: i-r-r-e-s-i-s-t-i-b-l-e

21. Rhythm: This word has no typical vowels (a, e, i, o, u) except ‘y’, and a silent ‘h’.

    Correct: r-h-y-t-h-m

22. Vacuum: This word is unusual with double ‘u’.

    Correct: v-a-c-u-u-m

Tips for Improving Spelling

1. Sounding out words: Break words into syllables and sound them out.
2. Visual memory: Look at words carefully, try to picture them, and write them repeatedly.
3. Mnemonics: Create memory aids (e.g., “A rat in the house may eat your ice cream” for ‘rhythm’).
4. Knowing common patterns: Learn rules for doubling consonants, suffixes, etc.
5. Using a dictionary: Always confirm spellings when unsure.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Guided Practice, Spelling Bee, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher greets the students and asks them about the importance of correct spelling in their daily lives and academic work. The teacher then writes a few commonly misspelt words (e.g., ‘recieve’, ‘seperate’) on the board and asks students to identify the errors.

Pupils’ Activity: Pupils respond to the teacher’s questions and attempt to correct the misspelt words on the board.

Learning Point: Prior spelling knowledge

Step 2: Introduction to Commonly Misspelt Words

Time: 10 minutes

Teaching Skill: Explanation/Identification

Teacher’s Activity: The teacher explains that many words in English are frequently misspelt due to various reasons like silent letters, double letters, or similar sounds. The teacher introduces the topic “Commonly Misspelt Words” and highlights the specific words for the day: ‘beginning’, ‘decision’, and ‘succeed’.

Pupils’ Activity: Pupils listen attentively, identify the topic, and note down the key words to be discussed.

Learning Point: Misspelling commonalities

Step 3: Detailed Study of ‘Beginning’, ‘Decision’, ‘Succeed’

Time: 10 minutes

Teaching Skill: Detailed Explanation

Teacher’s Activity: The teacher writes ‘beginning’, ‘decision’, and ‘succeed’ on the board, explaining the common errors and the correct spelling for each. For ‘beginning’, the teacher emphasizes the double ‘n’. For ‘decision’, the teacher highlights the ‘ci’ sound. For ‘succeed’, the teacher points out the double ‘c’ and double ‘e’. The teacher provides example sentences for each word.

Pupils’ Activity: Pupils observe the spellings, listen to the explanations, and copy the correct forms and example sentences into their notebooks.

Learning Point: Spelling ‘beginning’, ‘decision’, ‘succeed’

Step 4: Exploring Other Commonly Misspelt Words

Time: 10 minutes

Teaching Skill: Guided Discovery

Teacher’s Activity: The teacher introduces other words from the content scope such as ‘success’, ‘proceed’, ‘procedure’, ‘process’, ‘reference’, ‘referee’, ‘referred’, ‘offered’, ‘across’, ‘occasion’, ‘occurrence’, ‘omission’, ‘recommendation’, ‘admission’, ‘committee’, ‘trafficking’, ‘irresistible’, ‘rhythm’, and ‘vacuum’. The teacher writes them on the board and briefly explains their common spelling pitfalls.

Pupils’ Activity: Pupils listen, observe the spellings, and ask questions for clarification. They attempt to identify the tricky parts of each word.

Learning Point: Other tricky spellings

Step 5: Dictionary Use Practice

Time: 5 minutes

Teaching Skill: Practical Demonstration

Teacher’s Activity: The teacher guides students on how to effectively use a dictionary (physical or online) to check spellings. The teacher calls out a few words, and students quickly look them up to confirm their spellings and pronunciation.

Pupils’ Activity: Pupils practice using their dictionaries to look up words and confirm spellings.

Learning Point: Dictionary use skill

Step 6: Spelling Bee Exercise

Time: 10 minutes

Teaching Skill: Collaborative Learning/Application

Teacher’s Activity: The teacher divides the students into teams for a spelling bee exercise. The teacher calls out words from the list discussed (e.g., beginning, decision, succeed, occasion, committee, rhythm). Each correct spelling earns a point for the team. The exercise can be oral or written on mini-whiteboards.

Pupils’ Activity: Pupils participate actively in the spelling bee, spelling words for their teams and cheering on their teammates.

Learning Point: Spelling accuracy practice

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Spell the word “beginning” and explain why it is commonly misspelt.
2. What is the correct spelling of “decision”?
3. Spell the word “succeed” and mention another word with a similar double letter pattern.
4. How would you use a dictionary to verify the spelling of “occurrence”?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Spelling evaluation

Step 8: Note-Taking

Time: 10 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on commonly misspelt words and their correct spellings into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Note-taking skill

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarizes the lesson by reiterating the importance of correct spelling for effective communication and encourages students to continue practicing and using dictionaries. The teacher reminds them that consistent practice is key to mastering these words.

Pupils’ Activity: Pupils listen to the summary and ask any final questions.

Learning Point: Lesson summary

Continuous Assessment/Further Study

Type: Homework/Practice Exercise

Instruction: Complete the following tasks in your English Language notebook:

1. Write out each of the following words correctly five times: ‘occasion’, ‘occurrence’, ‘committee’, ‘rhythm’, ‘vacuum’.
2. Use each of the following words in a grammatically correct sentence: ‘recommendation’, ‘irresistible’, ‘trafficking’.
3. Find five other words that you commonly find difficult to spell and write their correct spellings, explaining why they are tricky.

Lesson Keywords

• Beginning – The starting point or first part.
• Decision – A choice or judgment.
• Succeed – To achieve a desired outcome.
• Misspelt – Incorrectly spelled.
• Dictionary – A book or online resource listing words and their meanings, spellings, and pronunciations.
• Accuracy – The quality or state of being correct or precise.

Differentiation

For struggling learners, provide a printed list of the words with the tricky letters highlighted and encourage peer tutoring. For advanced learners, challenge them to find more complex commonly misspelt words and create their own mnemonic devices for remembering them.

Suggested Lesson Videos

Search on YouTube for: “Commonly Misspelt Words SS1 English Language Nigeria” or “How to spell tricky English words for secondary school”