F U N C T I O N A L S K I L L S E N G L I S H · L E V E L 1
Spell It, Check It: Exam Ready
WRITING · LESSON 10 OF 10
F U N C T I O N A L S K I L L S E N G L I S H · L E V E L 1
Spell It, Check It: Exam Ready
WRITING · LESSON 10 OF 10
Functional Skills English Level 1 · Writing · Lesson 10 of 10 (about 60 minutes)
Covers: subject content 21 (spell words used most often in work, study and daily life, including specialist words), with exam technique and a review of statements 19–25 across the whole Writing module.
Before the lesson: print the handout, one per learner. It has the model email to fix, the timed task with a planning frame, writing lines, a spelling strategy card, the exam plan and a module checklist.
Device-free fallback: every activity works with the printed handout, mini whiteboards and hands up.
Description: Functional Skills English Level 1 Writing, lesson 10 of 10. Learners spell commonly confused and misspelt words, learn four spelling strategies and a proofreading routine, and practise exam technique before a timed task: an email applying to volunteer at an arts festival.
Tags: spelling, commonly confused words, their there they're, to too two, spelling strategies, proofreading, exam technique, writing exam, email of application, volunteering, creative arts, level 1 writing, functional skills english, further education, adult learners Image credit: Tan Duong / Unsplash
😄 Great – ready to go
🙂 Good
😐 Okay
😕 Not great today
😴 Tired
Wellbeing check: how are you feeling today, honestly?
Phase 0 · Wellbeing check (first 2 mins)
A quick, low-stakes check-in. Only totals show, so nobody is singled out. Say: "There's no right answer. It just helps me plan today."
Act on it: if several learners choose the last two options, ease the pace and build in a pair task early. Exam talk can raise anxiety: keep the tone calm and practical. Check in privately with anyone you are concerned about, and follow your college's wellbeing and safeguarding route.
Editor note: if any emoji have not come through, re-add them in the editor.
Device-free fallback: learners show 1–5 fingers, or write a number on a sticky note face down.
their / there / they're
definitely
separate
necessary
accommodation
Which word makes you stop and think before you spell it?
Phase 1 · Hook (0–5 mins)
No wrong answer. Vote, then say: "Every one of these trips up confident adult writers too. That's why spellcheckers exist, and why the exam doesn't let you use one."
Probe: "Which other words make you stop?" Note them on the board for the word web.
Device-free fallback: hands up for each option, or stand by the corner of the room that matches your answer.
What we're doing today
W R I T I N G
Today you will
Why it matters
spell common tricky words
use a strategy to learn spellings
plan, write and check like in the exam
In the writing exam there is no dictionary and no spellchecker.
Spelling, punctuation and grammar carry marks in both tasks.
Phase 2 · Goals (5–7 mins)
This is the last lesson of the Writing module, so it brings everything together: spelling today, plus a full exam-style task.
The Level 1 writing assessment lasts about an hour, usually two writing tasks set in real-life situations (for example an email plus a letter, article, report or leaflet). Marks go to what you say and how you organise it, and to spelling, punctuation and grammar. Spelling, punctuation and grammar are assessed without a dictionary or spellchecker.
Device-free fallback: read the slide aloud; learners copy the three goals into their book.
Which words do you find hardest to spell?
Phase 2 · Activation (7–10 mins)
Every answer counts. Collect learners' own tricky words: the most useful spelling list there is. Likely: because, business, Wednesday, believe, opportunity, sincerely, experience.
Say: "Keep your own list of these words at the back of your book. Today you'll learn four ways to make them stick."
Device-free fallback: learners write three words each on sticky notes; stick them on the board. Image credit: ANYA RICHTER / Unsplash
Sound the same, mean different
W R I T I N G
their · there · they're
to · too · two
their = belongs to them: their coats
there = a place: over there, there is
they're = they are: they're late
to = towards, or before a verb: to the hall, to help
too = also, or more than enough: too loud
two = the number 2
Phase 3 · Teaching: sound-alikes (10–13 mins)
These words sound the same but mean different things, so a spellchecker often misses them. In the exam, nobody misses them.
Tricks: their has heir in it (something that belongs to you). There has here in it (a place). They're has an apostrophe because a letter is missing: they are. Too has too many o's.
Probe: "Use there in a sentence about a place, and their about something people own."
Device-free fallback: write the six words on the board; learners make up a sentence for each.
Which word fills the gap: their, there or they're?
their
there
they're
Put the chairs over ___.
The artists brought ___ own paints.
Please check ___ tickets at the gate.
___ meeting at the hall at 9am.
Is ___ a lift in the hall?
___ looking for new volunteers.
Phase 4 · Practice (13–17 mins)
Test each card: can you say they are in the gap? Then it's they're. Is it something people own? Then it's their. Otherwise (a place, or there is / there are), it's there.
Answers: their: "The artists brought ___ own paints", "Please check ___ tickets at the gate". there: "Put the chairs over ___", "Is ___ a lift in the hall?". they're: "___ meeting at the hall at 9am", "___ looking for new volunteers".
Watch for: "Is ___ a lift" filed as their. Ask: "Does the lift belong to someone?"
Device-free fallback: read each sentence aloud; learners write the word on a mini whiteboard.
Which sentence has no spelling mistakes?
We need too more people on Saturday.
I would definately like to help.
The artists left their paints over there.
There going to open the festival at 10am.
Phase 4 · Check (17–19 mins)
Answer: C. their = belongs to the artists; there = a place.
Why the others are wrong: A: the number → two more people. B: definitely (it has finite in it). D: they are going → They're going.
Probe: "Fix one of the wrong ones on your whiteboard."
Device-free fallback: learners hold up A–D cards or fingers.
Four ways to make it stick
W R I T I N G
1
Look, say, cover, write, check. Do it three times for each tricky word.
2
Break it into chunks. sep · a · rate · def · i · nite · ly
3
Use a memory trick. necessary: one collar, two sleeves. There's a rat in separate.
4
Use word families. sign, signal, signature: now the silent g makes sense.
Phase 3 · Teaching: spelling strategies (19–23 mins)
Click to reveal each strategy. After each one, try it together on a word from the word web.
1: model look, say, cover, write, check with experience on a mini whiteboard.
2: clap the chunks: sep · a · rate, def · i · nite · ly, ac · com · mo · da · tion (double c, double m).
3: a mnemonic (say "nem-on-ic") is a memory trick. Learners invent one for their own hardest word: the sillier, the better it sticks.
4: words in a family share spellings: sign, signal, signature explains the silent g; finite, definite, definitely explains the i.
Device-free fallback: write the four strategies on the board one at a time.
Spell it!
Spelling round
Spin a word. Listen to it in a sentence.
Write it down using a strategy, then show your board.
You have 30 seconds a round.
second
Phase 4 · Practice: spell it (23–27 mins)
Spin. Read the word aloud, then say it in a sentence. Start the 30-second timer. Everyone writes it on a mini whiteboard or paper, using a strategy, then shows it. Reveal the spelling on the board. Play 5–6 rounds.
Sentences: I will definitely be there. Keep the two groups separate. Is it necessary to book? The hotel offers accommodation. Did you receive my email? I'd like to volunteer. I am available on Fridays. Yours sincerely.
Tricks: receive: i before e, except after c. available: a-vail-able. sincerely: since + rely.
Device-free fallback: pull the words from a hat.
Pick the correct spelling for each gap
I definitely want to help at the festival. I can work on separate days, and I do not need accommodation. I hope to receive your reply soon.
Phase 4 · Check: right or nearly right? (27–30 mins)
Each word appears twice in the bank: once spelt correctly and once with the most common mistake. Learners pick the correct one.
Answers: definitely · separate · accommodation · receive.
Probe: "Which strategy helped you choose?" (finite in definitely; a rat in separate; double c, double m; i before e except after c.)
Editor note: after pushing, set this fill's text to 28px in the editor.
Device-free fallback: write the sentences on the board with gaps and both spellings; learners copy the right one.
Inbox · New message · Ashworth Community Theatre
FIX 5 SPELLINGS
To: volunteers@ashworththeatre.org.uk
Subject: Volunteering as a backstage helper
Dear Ms Adeyemi,
I am writing to apply to be a backstage helper at Ashworth Community Theatre. I saw your advert on the library noticeboard.
I am 24 and I work part-time in a café. I am definately good with people, and I am used to working fast. Last year I helped the drama students at my college make costumes for there Christmas show.
I am free on Thursday and Friday evenings. I do not need accomodation, because I live to minutes from the theatre. I would like to learn about lighting and sound, if that is posible.
Thank you for reading my email. I look forward to hearing from you.
Yours sincerely,
Mei Lin Chen
**Subject line.** Says exactly what the email is about, so it gets opened and sent to the right person.
**Dear Ms Adeyemi … Yours sincerely.** She knows the reader's name, so she signs off *Yours sincerely*.
**definately → definitely.** It has *finite* inside it: de**finite**ly.
**there → their.** The show belongs to the drama students.
**accomodation → accommodation; to → two.** Double c, double m. Two is the number.
**posible → possible.** Double s: pos**s**ible.
Phase 4 · Model text: proofread the email (30–34 mins)
Mei Lin is applying to volunteer at the Ashworth Community Theatre. Her email is well organised, but the bold words are spelt wrong. Pairs find and fix them on the handout (3 minutes), then open hotspots 1–6 to check.
Corrected: definitely · their (the drama students' show) · accommodation · two · possible.
Point out what works: a clear subject line; Dear Ms Adeyemi … Yours sincerely (a named reader); a paragraph each for why she is writing, what she offers and when she is free; a polite close.
Proofreading routine: read it three times, slowly: once for sense, once for spelling (touch each word with your pen), once for punctuation.
Device-free fallback: printed email; learners circle each mistake and write the correction above it.
Check spelling, punctuation and grammar
Underline who it's for, why, and what form
Start the second task
Read the task twice
Plan for about 5 minutes
Write one paragraph for each point
Put the steps for one exam task in the best order.
Phase 5 · Exam technique: predict (34–36 mins)
Learners put the steps in the order they would do them in the writing exam, before the next slide shows the plan.
Correct order: read the task twice → underline who, why, what form → plan (5 mins) → write → check (5 mins) → second task.
Discuss: reading twice and checking are where easy marks are won or lost.
Device-free fallback: write the six steps on strips of paper; pairs put them in order.
Exam plan: two tasks, one hour
W R I T I N G
1
Read the task twice. Underline who it's for, why you're writing, and what form.
2
Plan for 5 minutes. Notes, not sentences: one box for each paragraph.
3
Write. Cover every bullet point in the task, one paragraph each.
4
Check for 5 minutes. Read it three times: for sense, spelling, then punctuation.
Phase 5 · Exam technique (36–39 mins)
Click to reveal each step. The writing assessment lasts about an hour, usually two tasks, so allow about 30 minutes for each: 5 to read and plan, about 20 to write, 5 to check. Then do it all again for task 2.
Say: "Look at the bullet points in the task. Each one is a paragraph and each one carries marks. Tick them off as you write."
Misconception: checking is not "reading it through once". Use the three reads: sense, spelling, punctuation. Cross out neatly with one line and write the correction above.
Stretch: what if you run out of time? (Finish the paragraph, then add a short close and sign-off.)
Device-free fallback: write the four steps on the board.
Timed task: plan, write, check
minute
second
The Ashworth Arts Festival needs volunteers this July. Write an email to the volunteer coordinator, Ravi Desai, applying to help. Write about 150–200 words.
Plan first (5 mins):
Subject line and Dear Mr Desai,
1. Why you are writing
2. What you can offer: skills, experience
3. When you are free, and one question
Yours sincerely, and your full name
Spell these right
volunteer · festival
experience · available
definitely · sincerely
Phase 5 · Timed task: exam conditions (39–55 mins)
Learners work alone, in silence, on paper, with no dictionary or phone: the same as the real assessment. Start the 20-minute timer: 5 minutes to read and plan, 12 to write, 3 to check. Call out the time at each stage.
What good looks like: a clear subject line; Dear Mr Desai,; why you are writing; what you can offer (skills, experience, personal qualities); when you are free; one sensible question; a polite close and Yours sincerely, with your full name; paragraphs; about 150–200 words; tricky words spelt correctly.
Support: use the planning frame and the word bank. Stretch: use at least two linking words (because, although, so) and one sentence that starts with a time phrase.
Device-free fallback: the task is on the handout; read it aloud and write it on the board.
Check your writing
W R I T I N G
1. Subject line and greeting?
2. Every bullet covered?
3. Their, there, to, too?
4. Tricky words checked?
5. The right sign-off?
First impressions count.
Each bullet point carries marks.
Spellcheckers miss these. You won't.
Touch each word with your pen.
Match it to your greeting.
A clear subject line, then Dear Mr Desai,
One paragraph for each point in the task.
Belongs, place or they are? Towards, also or the number 2?
Not sure? Write it two ways and pick the one that looks right.
Dear Mr Desai → Yours sincerely. Dear Sir or Madam → Yours faithfully.
Phase 6 · Check your writing (55–57 mins)
Click each yellow marker to show what good looks like. Learners use the three reads (sense, spelling, punctuation) and tick each point in the margin, or swap with a partner.
Common errors: no subject line; Yours faithfully after a name; one long paragraph; their/there and to/too mixed up; definately, sincerly, experiance.
Device-free fallback: read the checklist aloud; learners tick it on the handout.
You can now…
W R I T I N G
choose the right format and tone for your reader
plan, then write in clear paragraphs
join ideas with linking words
use punctuation and apostrophes correctly
make verbs agree and keep your tense steady
spell tricky words and check your work
Phase 6 · Celebrate the whole module (57–58 mins)
Click to bring in each tick. These six statements cover the whole Writing module (lessons 1–10). Ask: "Which of these feels solid now? Which one will you practise before the assessment?" Name it as real progress.
Links: 1 = lessons 1–4 · 2 = lesson 5 · 3 = lesson 6 · 4 = lessons 7–8 · 5 = lesson 9 · 6 = lesson 10.
Device-free fallback: learners tick the six statements on the handout checklist, adding a question mark next to any they are unsure about. Image credit: LessonUp Studio (made for this series)
Ready – bring it on
Nearly there
Getting there – I need more practice
Not yet – I'd like some extra help
How ready do you feel for the writing assessment?
Phase 6 · Reflect (58–60 mins)
No right answer. Ask learners to write down, privately, one thing they will practise before the assessment (a spelling list, timed tasks, the three reads).
Act on it: follow up with anyone who chose the last option, and plan extra support or a mock task with them.
Device-free fallback: learners write their answer and their one thing on an exit slip.
Take it further
W R I T I N G
Stretch: in class
Before the assessment
Do a second task in 25 minutes: a short report to Ravi Desai about your first day at the festival.
Say what went well and what could be better.
learn five of your tricky words: look, say, cover, write, check
do one timed task a week
always read your work three times: sense, spelling, punctuation
Take it further
Stretch is for early finishers in class: a second task under time, just like the real assessment. A report needs a heading, To/From/Date and paragraphs (lesson 5).
Before the assessment needs no device. Encourage learners to keep one page in their book for their own tricky words and to time themselves on practice tasks.
Device-free fallback: this slide is already paper-based.