Mastering Basic English Spelling Rules at A2 Level

Mastering Basic English Spelling Rules at A2 Level

Learning Objective

At the end of the lesson, you will be able to understand and apply basic English spelling rules at A2 level.

Introduce the lesson objective and explain what students will be able to do by the end of the lesson.

What do you already know about English spelling rules?

Introduction

Spelling is an essential aspect of English language learning. It's important to master basic spelling rules to communicate effectively in English. Let's get started!

Set the context of the lesson and get students excited about learning basic spelling rules.

C vs K

When a word has the /k/ sound, we use 'c' if it comes before 'a', 'o', 'u', and 'k'. We use 'k' if it comes before 'i', 'e', and 'y'.

Explain the difference between the use of 'c' and 'k' in English spelling and give examples.

Silent E

When a word has a silent 'e' at the end, it usually changes the sound of the vowel before it. For example, 'hat' becomes 'hate', 'rid' becomes 'ride', and 'not' becomes 'note'.

Explain the concept of silent 'e' and give examples of how it changes the sound of the vowel before it.

I before E

When a word has the letters 'i' and 'e' together, we usually spell them in the order 'i' before 'e', except after 'c' or when the sound is /ay/ as in 'neighbor' and 'weigh'.

Explain the rule of 'i' before 'e' and exceptions to the rule.

Double Consonants

When a word has one syllable, one vowel, and one consonant, we double the consonant when adding a suffix that begins with a vowel. For example, 'run' becomes 'running', 'hop' becomes 'hopped', and 'swim' becomes 'swimming'.

Explain the rule of doubling consonants and give examples.

Plural Nouns

To make a noun plural, we usually add 's' at the end of the word. However, if the noun ends in 's', 'x', 'z', 'ch', or 'sh', we add 'es' at the end of the word. For example, 'cat' becomes 'cats', 'box' becomes 'boxes', and 'buzz' becomes 'buzzes'.

Explain the rule of making nouns plural and exceptions to the rule.

Irregular Plural Nouns

Some nouns have irregular plurals. For example, 'child' becomes 'children', 'tooth' becomes 'teeth', and 'foot' becomes 'feet'.

Introduce students to irregular plural nouns and give examples.

Homophones

Homophones are words that sound the same but have different spellings and meanings. For example, 'there', 'their', and 'they're'.

Explain the concept of homophones and give examples.

Commonly Confused Words

Some words are commonly confused with each other, such as 'affect' and 'effect', 'accept' and 'except', and 'advice' and 'advise'.

Introduce students to commonly confused words and give examples.

Practice Exercise 1

Identify the correct spelling of the underlined word in the sentence: The ___ was very hot today. (whether, weather)

Engage students in a practice exercise to check their understanding of basic spelling rules.

Practice Exercise 2

Which word is the correct spelling? (accomodate, accommodate, accommodeate)

Engage students in a practice exercise to check their understanding of basic spelling rules.

Practice Exercise 3

Which word is the correct spelling? (posession, possession, possesion)

Engage students in a practice exercise to check their understanding of basic spelling rules.

Tips for Improving Spelling

Read English books, practice writing, use mnemonic devices, and keep a list of commonly misspelled words.

Provide students with tips on how to improve their spelling skills.

Conclusion

Congratulations! You have learned the basic English spelling rules at A2 level. Keep practicing and you will become a spelling master!

Summarize the key points of the lesson and congratulate students on their achievements.

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.