Mina Kim Mina Kim

Copy of TP8
Upper- Intermediate level


In this lesson , students read about two mega cities ( Tokyo) and ( Mexico City). The teacher creates interest in the text by showing some pictures of mega cities around the world and tries to elicit the word mega city from the students then asks them to list few problems for people who live in big cities. They scan to check if the problems they listed match the problems of the cities in the text . Then the students go through a series of tasks where they read for detailed comprehension and read again to identify isolated pieces of information and read parts of the text to guess the meaning of words or other chunks of language based on context. Finally , comes the Speaking task where they practice and produce what they learned from the reading by asking questions about the text.


Main Aims

  • Learners practise reading for gist, scanning, and detailed comprehension.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of big cities.


Lead in (1-2 minutes) • To introduce the theme of the text and create interest in he text.

Teacher will show some picturesof mega cities around the world and they teacher will try to elicit ( Megacity) . Are these villages , towns or cities? ( cities) Are they small or big cities ? The teacher will write the first letter on the board and try to elicit the rest.

Vocabulary focus (4-5 minutes) • To make the text easier to understand.

The teacher will elicit/teach some blocking vocabulary( inhabitants, population, commuters, vandalism) and writes it in the board.

Lead- in to reading (1-2 minutes) • To prepare the students for gist reading .

The teacher will ask the students to list some problems for people who live in big cities. The will work with their partners to the problems of big cities. Then, the teacher will write skme of these problems on the board.

Gist reading (1-3 minutes) • To understand the overall idea of the text.

Teacher will ask the students to try to match the problems they listed to the problems they find either in Tokyo or Mexico City. They will work alone first and then peer check. Teacher will some of the ideas that match on the board and add the ones that aren't on the board.

Reading for details (5-6 minutes) • To comprehend what the text is saying in closer details .

Students will do exercise 1c in which the students have to find the reason why these phrases are mentioned on the text.Teacher divides the students into two groups for jigsaw reading . One group will do Tokyo and the other group will do Mexico city. But before they start , the teacher will demo first to avoid aNY confusion. They will do it individually first and then in groups they will check their answers. Then the two groups will mix to get the answers of the other city. Wcfb on the board.

Reading for specific information (5-10 minutes) • To guess the meaning of words or chunk of languages .

The students are still divided into 2 groups. But this time they will swap cities. They are not going to work on the same city. They will try to find the words that are described in the definitions of ex1d . They work alone . Then check with their group. Mingle with the other group to find answers for the other half of the exercise . Wcfb

Extension activity (2-5 minutes) • To provide speaking practice in the context of big cities.

The teacher is going to show the questionsame on the projector . Then ask the students to discuss on pairs . Then WCFB . Teacher asks a few people about there answers and corrects any mistake .

Web site designed by: Nikue