Anna Anna

TP 3b
Upper Intermediate level


In this lesson, students will practice speaking about the topic of names and their importance. They will first read some quotes and answers questions and they will discuss about the quotes. Then, they will have a chance to speak more in detail about the topic focusing on expressing personal opinions// agreement/disagreement.


Abc Opinions
Abc Names
Abc Questions about quotes
Abc Statements
Abc Discussing quotes
Abc Quotes

Main Aims

  • To give Ss practice in speaking about names and their importance.

Subsidiary Aims

  • To give Ss practice in reading for detail, in particular in reading literary quotes.


Lead-in (3-5 minutes) • To set lesson context and engage students

Ss will be given a list of amusing names and will figure out why the names are funny. [On the board: Holly Day] T: Look at the name on the board. Do you like it? Can you pronounce? Why is it funny? Now look at these names. In pairs figure out why they are funny.

Reading (8-10 minutes) • To provide ideas to speak about names and name giving

Ss will read some quotes and answer questions. They will first focus on the definitions in the questions, then read and answer. [hand out questions] T: Don´t unfold the paper. Read the questions carefully. T: Now read the quotes, individually. You can read them more than once and find the answers. -> ICQ1: Will you work alone or in pairs? [alone] T -> Ask for answers!

Useful Language (2-3 minutes) • To highlight and clarify useful language for coming productive tasks

Ss will be given some useful phrases they can use in the next tasks. These will focus on expressing their opinions. T will elicit phrases to express opinions and write them on the board/ give the Ss cut ups with the phrases and they will put them in the right order from a strong opinion to a weak one. T: Which phrases can we use to express our opinions? Place these phrases in the right order, on the top strong opinions, in the bottom weak opinions. -> CCQ1 Are these personal opinions of the speaker? [yes] -> CCQ2 Is he 100% sure? [no] -> CCQ3 How sure is he? [from very strong options to weak ones] -> CCQ4 Might other speakers disagree? [yes]

Discussing the quotes (4-6 minutes) • To allow students discuss quotations

Ss will discuss the quotations and answer three questions based on them. [Hand out questions] T: Now, in pairs, answer the questions and discuss the quotes. Discuss if you agree with the quotes and why/why not. -> ICQ1: Will you work alone? [in pairs] -> ICQ2: Will you only answer the questions? [No]

Speaking Task (15-17 minutes) • To provide an opportunity to practice speaking skills

Ss will be given some statements about names and will discuss them in pairs. They will express their opinions using some of the functional language introduced before. [Hand out statements] T: Find the person who has the same color you have. Read the first statement you have received. Express your opinion and discuss the statement with your partner. Give reasons and examples to support you opinion. When you are done with the first statement, move to another one. You don´t have to talk about all of them. If a statement is particularly interesting and you have a lot to say, you can focus on that one. -> ICQ1: Who will you work with? [person with the same color] -> ICQ2: Will you just say whether you agree with the statement? [No] -> ICQ3: What will you add? [reasons, examples] -> ICQ4: How many statements do you have to discuss? [at least one] -> ICQ5: Do you have to discuss all the statements? [No]

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

T will write some common mistakes on the board. Ss will correct them.

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