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TP6 - Names and naming
Upper-intermediate level


In this lesson SS will focus on a specific topic to practice their receptive and productive skills of reading and speaking (and eventually writing). T will project on he WB some amusing names and SS have to find out why they are funny. This seems like a pronunciation game and works like a warmer which will drive them to a more serious reflexion on the value of a name thanks to four pretty complex quotes. SS first read them individually and try to answer some questions identifying the meaning of every statement. Afterwards, they will read them again in pairs and discuss the importance of a name and the consequences of unusual ones. At this stage, T will show them some pictures which should let them recognize the weird names of some stars' sons and daughters. With a connection to their own culture SS figure out how important is the meaning of a name in Turkey and discuss their own name meaning while T will show her own. If time, SS write down if and how this can affect their own or someone else's life.


Abc Global Upper-intermediate coursebook

Main Aims

  • By the end of the lesson SS will have practiced their receptive skill of reading focusing on the topic of names and naming

Subsidiary Aims

  • By the end of the lesson SS will have practiced their productive skill of speaking (and eventually also writing) still focusing on the topic of names and naming


Warmer/Lead-in (2-3 minutes) • To get SS interested and familiar with a context

After the welcoming morning greetings, I will project on the WB some amusing names and surnames. I will ask the SS what are them and what is wrong or funny with them. This will result as a quick pronunciation game to introduce the topic of names and naming.

Pre-teaching vocabulary (2-4 minutes) • To get the SS understand some key words of the reading they are going through soon

Still projecting the names, I will focus on "Anne Teak" in order to check if they know what does "antique" mean and what's the noun for that (antiquity, see Language Analysis) I will then SS how they would define these names. Are they weird? Are they funny? If they are funny, which can be a synonym for this? (amusing, see Language Analysis). And I will keep asking SS: are they appropriate? Do you find them suitable for a person? Is suitable an adjective? So, what's the noun? (suitability, see Language Analysis.)

Reading for gist (7-10 minutes) • To get an overall idea of the text

I will then give SS the first HO with the four quotes and immediately together the first exercise during which they will individually read the text and match each quote to a kind of definition/very brief summary. The answers will be checked first in pairs then in a WC discussion.

Detailed reading task + freer speaking practice (5-10 minutes) • To let the SS get some specific information from the text and discuss it

SS will now read the text again in pairs and discuss the quotes answering to 3 questions given with a new HO. Their answers are this time very personal and don't need a real feedback. While the teacher will monitor in order to find some mistakes to be checked at the end of the session, there will still be a brief WC discussion to confront the SS opinions.

Error correction (2-4 minutes) • To let the SS find their own mistakes and check with the WC

The teacher would have taken some notes during the freer speaking practice. She choose some of them and use them to focus on and correct some mistakes.

Follow-up: unusual names demonstration (2-4 minutes) • To give SS a concret example of the topic

T will now project on the WB some apparently easy and non sense images. For example, T will project the picture of an apple, and ask the SS "what is this?" She will then refer to Apple Martin, the daughter of the singer Chris Martin and the actress Gwyneth Paltrow. T has three examples in total and will then ask the SS if there are some similar cases in Turkey. This will work as a follow-up to the freer speaking practice and establish a clear cultural link for the next eventual writing stage.

Freer writing practice (5-10 minutes) • To let the SS practice their productive writing skill

At the end T will project the meaning of her own name on the board. She will read them for the SS and ask how important is a name's meaning for the Turkish culture. After a brief WC answer T will ask the SS to write down their own name's meaning (or another if they don't know their own) and think if and how this is affecting their own personalities. SS will have 5 or 10 minutes according to the lesson time left.

Mingling feedback and error correction #2 (5-7 minutes) • To let the SS compare their answers and check their mistakes

If time, SS will then mingle around the class to read their text aloud to a peer. T will monitor their activity and take notes for a delayed error correction on the WB.

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