Gökçe Oktay Dülgerci Gökçe Oktay Dülgerci

Celta Lesson Plan 4
Pre-Intermediate level


In this lesson, Ss will learn how to label the different parts of an e-mail or a web adress. They will also practice the previously learned structures to improve speaking skills by making dialogues in which they interrupt and apologize in an appropriate way.


Abc Handouts from the Coursebook

Main Aims

  • To provide accuracy and fluency in conversations in the context of apologies and interruptions
  • To provide clarification and practice to label different parts of e-mail adresses and websites.

Subsidiary Aims

  • To provide accuracy in pronunciation of some English letters and words.


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

One student comes to the board and writes his/her e-mail adress. Another student reads the adress and labels the parts with words and expressions.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Students refer to the e-mail and web adress on page 17 exercise 9. They work in pairs and label the parts with words and expressions. When they finish, the answers will be checked as a class.

Productive Task(s) (12-16 minutes) • To provide an opportunity to practice target productive skills

Students have a look at the pronunciation of the parts of adresses and discuss which are said as a single word and which as seperate letters in pairs. Then answers are checked as a class. T asks if they know any other examples like the ones in the list. Students write down three e-mail adresses and in pairs, take turns to dictate them and write them down. At the end of the activity, students check correct spelling by looking at what their partner wrote. T asks: 'when you're spelling words in English, which letters are difficult to remember and pronounce? Do you have any clever ways of remembering them?' Students discuss their ideas.

Productive Task and Error Correction (10-15 minutes) • To provide an opportunity to practice target productive skills and feedback on students' production and use of language

Students work in pairs to simulate two phone conversations. T allocates students A and B roles and refer them to the information they need to read.T hands out slips of paper and allows some time for ss to prepare their conversations. T monitors the ss during the activity and helps when necessary. During class feedback, students discuss how the conversations went, particularly whether each A noted the e-mail adress correctly. If they didn't whose fault was it- theirs for not writing exactly what B said, or B's for not saying it accurately?

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