Khalid Razzem Khalid Razzem

Upper-Intermediate level


In this lesson, the students will learn and differentiate different types of names through listening to people talk about their names and how they were given. This will be followed by a speaking activity to discuss questions related to the theme and to practice the new vocabulary.


Abc WB
Abc Global Course book HO
Abc Vocabulary Cards
Abc Audio Recording

Main Aims

  • To provide specific information and detailed listening practice using a text about "Names and Naming" in the context of Parents & Children

Subsidiary Aims

  • To provide clarification and practice types of names in the context of Parents & Children.


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

The teacher shows the students two pictures of different job offers and asks them which one to apply for/ which looks more interesting. Ss share their opinions and T mentions the major difference (name) between the two ads and gets students discussing the importance of having a name.

Pre-Listening (8-10 minutes) • To prepare students for the text and make it accessible

As a pre-teach vocabulary activity, T sets a game giving each student a card containing whether a word (name) or a whole sentence (definition). All student stand up and look for the right partner, the one who has the matching definition. T monitors the game, checks if the students managed to find the right partner, gives feedback and gets the new pairs sitting together. Ss will be asked to swap their cards to have a look at at all definitions. * If a student or some didn't succeed finding the right partner because S/he didn't understand the content of his card, T asks the students to turn over the card and check their having the same numbers. In pairs, Ss tell each other about their (nicknames/maiden name/surname/middle names) T asks students to retell their partners' answers to check the global understanding of the previous terms and gives feedback.

While-Listening #1 (10-12 minutes) • To make students practice listening for gist.

T models the new words and gets Ss drilling then, he writes the words on the board. Students listen to 5 people talk about their names and individually they match the new words to the suitable recording. In pairs, they check their answers. T monitors the activity, checks the answers, gives/asks for more examples to check the global understanding before he gives feedback.

While-Listening #2 (9-11 minutes) • To provide students with further listening task

T asks Ss to have a look at the five topics in (ex3) and check the meaning of each sentence. * If Ss don't understand the word "ancestry", T will elicits/clarifies it briefly. In pairs, Ss listen again to the recording and do (ex 3), where they will match the topics to the speakers giving a justification. T monitors the activity. The whole class discusses the answers and justifications and T gives feedback.

Post-Listening (7-9 minutes) • To provide Students with an opportunity to practice the vocabulary they've learned and to expand on it.

T regroups the students, who will discuss in small groups the questions in (ex4). T monitors the activity, taking notes of any possible mistakes. Ss talk about their partners' opinions.T gives feedback. T writes on the board the new words with missing letters and asks Ss to complete them, then he gives feedback.

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