Namat Abou Saed Namat Abou Saed

Teaching Practice 8b
Upper-intermediate level


In this lesson, students will practice reading for gist, detail and vocabulary deduction. The students will read about two mega cities namely Tokyo and Mexico City. The context of the reading will be set by the teacher showing the students some visuals of mega cities around the world. During while-reading stage, students will be divided into two groups as it will be a jigsaw reading. The gist reading is to find out if the text generally talks about the good, bad or both sides of being in mega city. Then in the read for detailed info, each group will answer different set of questions according to their texts. Students will then be paired up from group (Tokyo) and (Mexico City), and will tell their partner about their text, using the answers of questions from while reading task to help them. The last while reading activity will be vocabulary deduction where both groups will have both text. Finally, the post-reading is a speaking task that gives students the opportunity to practice and produce what they learned from the reading by asking each other questions in the same context.


Abc WB
Abc Post-reading

Main Aims

  • 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.

Subsidiary Aims

  • 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.


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

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.

Pre-Reading (3-5 minutes) • To prepare students for the text and make it accessible

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.

While-Reading #1 (6-7 minutes) • To provide students with less challenging gist and specific information reading tasks

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.)

While-Reading #2 (13-15 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

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.

While-Reading/vocabulary deduction (8-10 minutes) • To provide students with a vocabulary deduction task

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

Post-Reading (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

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.

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