Teaching Practice 8b
To provide gist, detailed, deduction practice using a text in the context of mega cities. This will be a jigsaw reading which allows students to share what they have understood from the text with their peers. This will also require them to use their summarizing skills.
To give students practice in deducing meaning of words from the context of mega cities.
To provide fluency speaking practice in a conversation in the context of mega cities.
Procedure (39-50 minutes)
T will show a picture of a map with different mega cities in it. T will ask Ss about what these cities have in common. T will tell Ss to discuss in pairs. T will get feedback from some Ss and tries to elicit the word "mega cities". T may want to tell Ss that a mega city is one with more than 10 million inhabitants.
T will ask the Ss "What are the biggest problems that you think people might have in mega cities?" T will tell Ss that they have 2 mins to discuss with their partners. When the time is up, T will elicit some problems from Ss and write them on the WB.
For jigsaw reading, T will have some papers folded in a cup, some have Tokyo written on them and others have Mexico City written on them. Ss will each pick a folded paper which will mean that he/she will be assigned either the text on Tokyo or on Mexico City and put them in that groups. T will now explain that the Ss who picked Tokyo will be in a group and will read about Tokyo while Ss who picked Mexico City will be in another group and will read about Mexico city. Gist task: T will tell the Ss that they will skim through the whole article individually. T will tell Ss that they have 5 minutes to read the whole article. T will ask Ss "Is the article talking about the good, bad or both the good and the bad sides of living in the mega city you are reading?" T will ask Ss to discuss their answers in pairs. Elicitation (Only yes/no is expected as an answer because the content should not be revealed due to the nature of the jigsaw reading task.)
T will chest the HO. T will ask Ss to read the text again individually and using their own words, say why the following are mentioned. ICQs: "Are you reading alone or in groups? [Alone] T will give each group a HO. T will monitor to see if Ss are able to do the task. Ss will peer-check their answers with their group members. T will distribute the answer key to each group and gives them time to check their answers. (Whole class feedback can't be given because the other group should not hear the answers) Summarizing stage: T will get Ss in pairs in order to be mingled from each group. They are standing facing each other in front of the board. Ss tell their partner about their text, using the answers from the previous exercise. T will give some note taking sheets to the Ss with some guiding prompts/questions and will ask them to take down notes as they listen to their peers from the other group. T will ask some general questions about both texts to check understanding. T pairs up the students and gives each pair both texts.
T will chest the HO. T will ask the Ss to find words in the article which mean the definitions provided in the HO. T will give Ss some time to read the definitions. T will give Ss the HO T will start monitoring Ss will check their answers with their peers WCFB
T will chest the HO. T will ask the Ss to talk to their partner and ask each other some questions. T will give the Ss the HO. T will monitor and note down some errors. WCFB T will write some of the errors on the WB and elicit the correct answer from the Ss.