Name of the Teacher Date Level of the class Length of lesson

Helen Batten 11 January 2021 Upper Intermediate 60 minutes

Lesson Type:
Improving reading skills

Lesson Topic:
Who wants to be a politician?

Lesson Aims: Lesson Outcomes:

By the end of the lesson, students will be better able to… By the end of the lesson, students will have…

Read and understand newspaper articles or advertising leaflets 1. Read the text both for gist and for detail and in both group
through firstly reading for gist by skimming to get a general and individual task scenarios using the practical and
understanding of the text and then reading for detail to fully detailed activities.
understand the topic so as to be able to discuss it in a debate or
conversation later on. 2. Asked and answered questions of one another related to
the text and be able to confidently discuss the contents of
the article.

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Anticipated difficulties: Suggested solutions:

1. There are a few words in the text which the students may 1. I will present the relevant vocabulary right after the warmer
have not yet come across even though they are at Upper so that the students will be able to recognise it as soon as
Intermediate level because the text topic is political and they start reading.
they may not have had exposure to vocabulary associated
with this topic.

2. Some students may still be little shy or apprehensive about 2. I will have the students read only 3 sentences out loud as
reading aloud to the class. shown in detailed reading activity. The manner in which
they will do this is fun and interactive and I am certain they
will enjoy the challenge without feeling overwhelmed.

Authentic Text (insert reading text here or link to the listening recording)

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News article from THE INDEPENDENT – Saturday 02 November 2019

I'm 18 and running in this year's general

election to save the northern city I love from
poverty
During my life so far, I've been homeless, a carer, a victim of abuse, a zero-hours contract worker and a
benefits claimant. Throughout these experiences I've become aware of the problems plaguing our society
Saphir Lutce@LuteceSaphir
Saturday 02 November 2019 15:37

It was a chilly, February morning when I was removed from my supported accommodation in Blackpool. At 18 years old and
supposedly now able to cope on my own, I was dumped outside the city council offices with all my possessions in bin bags. It must
have been a depressing sight to passers-by, but it was only the beginning of my problems. This part of my journey was the origin of
so many things in my life, but perhaps most importantly it lit a spark in me to run for office.

Preston is a beautiful city. People have laughed at me when I say that, but I'll know it until my dying day. The city is real, and harsh,
but it is beautiful, and we Prestonians have a spirit unknown anywhere else. We work hard, we play hard, we love, laugh, create,

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and work together to achieve greater things. But our positive spirit can only take us so far, especially when we are being betrayed by
those in power.

Figures from the Ministry of Housing Communities and Local Government show that 19 per cent of Preston's neighbourhoods
are among the 10 per cent most deprived nationally, which is totally unacceptable.

We owe more to the people of our proud city than this.

What is also unacceptable is that the richest 1 per cent are in possession of 82 per cent of the wealth in 2019, according to Oxfam.
What is unacceptable is that those in power earn more than our children can ever hope to achieve. What is unacceptable is that more
and more funds are going to pet projects in the south like the expansion of Heathrow Airport, which, in reality, will only benefit the
rich. Yet the residents of Preston and other cities in the North have to worry about where their next meal is coming from, and
whether they can clothe their children.

Sir Mark Hendrick has been Preston MP since November 2000, yet I simply cannot comprehend why he continues to keep his post.

Although I have no problem with the Labour Party, this particular MP isn't appreciated by most of the people I've spoken to.
Indeed, his track record, in my view, does not inspire much confidence. According to figures provided by Theyworkforyou.com,
he's spoken in only 15 debates in the past year (well below average) voted under 70 per cent of the time (again, well below average)
and has consistently either not been present or voted against electoral reform, perhaps showing his fear of a fair voting system.

This man, who has been in office since before I was born, seems to only hold his post because of the party he belongs to and, quite
frankly, we deserve better.

In Preston, a university city, 36 per cent of its residents are under 25 years old, yet we are represented by older people who have had

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a very long tenure in office

I am 18 and during my life so far, I've been homeless, a carer, a victim of abuse, a zero-hours contract worker and a benefits
claimant.

Throughout these experiences I've become aware of the problems plaguing our society. I believe it's time for the overlooked, who
don't have big money or political machines behind them, to stand up and run for positions of power.

It's a fundamental truth that young people are capable of great things. When I look back at the history of the world, it's apparent that
everything wasn't done by boring old white men playing bureaucrat. Joan of Arc, Malala Yousafzai, Alexander the Great, all people
who accomplished unthinkable things at an incredibly young age yet those who govern would have you think that the young are
incapable of speaking for themselves. To those who are young, I give one message to you: Rise up and take charge of your own
destiny. Don't allow others to rid you of your planet, your wages and your standard of living without giving them an incredible
fight. I beg of you to begin a democratic revolution in the institutions of power.

We are the people who live with the consequences of the decisions being made on our behalf by people who are completely out of
touch with our reality.

Saphir Lutce@LuteceSaphir

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Rationale:

I chose this article for my students because it was written by an 18 year-old aspiring politican and given that the student’s ages are 18
– 25 and they are fairly advanced in their English being Upper Intermediate, they are definitely going to understand it. Most young
adults of today are interested in politics and how it affects their lives and given that it is written from the view point of an 18 year-old,
the language is fairly simple and geared towards this specific age group. It just seemed like a great topic for the students to read and it
will be easy to see that they understand what they are reading based on the type of discussions and debates the article generates
during the lesson.

Stage Name Stage Aim Time Interaction Teacher’s procedure Students will…
Pattern

Introduction: To introduce the 5 mins T-S T will show the class pictures of Focus on their English as they start to
topic and start the OCFB famous politicians per Annexure A discuss the relevant politicians, their
students thinking which will be stuck onto the job, their ages etc and begin to
about the relevant whiteboard and will ask CCQ’s to understand what the topic of the
vocab that they may elicit discussion and lead the students lesson will be.
come across into the topic to be read.

For Example:
Do you know who these people are?
What job do you think they do?
Are they generally older people or
younger people?

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Warmer: To ensure further 5 mins OCFB T will introduce the text by writing Start to focus more on the subject of
engagement with part of the heading of the article on the text that they will be reading and
the topic and create the whiteboard “I’m 18 and running hopefully ave their interest piqued by
interest in it. in this year’s general election …” and the teaser headline. Rarely, if ever
ask relevant CCQ’s to more fully has an 18 year old run in a general
engage the students. election so it is bound to intrigue
them.
For Example:-

1. Why do you think an 18 year

old wants to run in an
election?
2. Do you think that’s too
young? Why?
3. Why do you think most
politicians are older folk?
4. Do you think you need to be
older to be a politician? Why?
Presentation of To ensure that the 10 mins T-S T will give the students each a copy of Quickly scan the text for the target
relevant students are the reading text (Annexure B) vocab and begin to form ideas of
vocabulary: comfortable with T will write the target vocab what the TV means based on the
and understand the (Annexure C) on the whiteboard and context of the text and by usaing
target vocabulary as students must find and underline their existing vocab to find synonyms
it is fairly specific to each one of them on their copy of the related to the TV.
this topic and they text. This will also give them a quick
may not have come reading for gist warm up.
across it previously. T will then provide meaning, form
and pronounciation of the TV through
examples and elicit understanding by

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 asking students to make up sentences
and / or examples with synonyms for
the TV.
Practical This task will engage 10 Ss - Ss T will divide the class into 2 teams A Quickly engage with the overall topic
Activity: the students with and B. Each team starts with 5 in a fun way that still directs them to
(reading for the text as they read points. One reader from Team A read without them getting bored or
Gist) silently with each begins and after reading 2 sentences, losing motivation.
reader and then they shout “ I nominate “ (in line with
ensure that they can the political theme) for example “I
pick up where that nominate Laura…”. This person must
reader left off if they then continue where the other reader
are nominated. left off. If someone loses focus and
Because they will be doesn’t know where the previous
reading for gist only, reader was, the team loses a point.
the challenge of When all 5 members of Team A have
listening as well as had a turn to read, Team B will have a
reading should not chance. Winners will be the Team
be too difficult. with the most points at the end of the
challenge.
Detailed This task will require 15 mins T–S T will collect up all the original copies of Will complete the worksheets
Activity: the students to the article and provide students with individually but work in pairs to
(reading for follow each word Ss – Ss new copies of the text, (Annexure D) in correct and then discuss the answers
specific that is read aloud, the form of a Gap fill Worksheet. These in an OCFB session.
will be a mixture of verbs, nouns and
information) understand the text OCFB
adjectives as well as some of the TV that
and be able to
is missing. T will read the text out loud
competently and the students must individually fill in
complete the the missing words as they listen and read
worksheet. It will (silently). When the text reading is
also test their finished the students will work in pairs to

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 spelling and listening check they have spelled the words
capabilities at the correctly and in OCFB T will elicit the
same time. answers from the students and they will
mark each other’s worksheets.
Review of To ensure that the 5 mins T–S T will ask the students CCQ’s around Will demonstrate their understanding
Vocabulary students fully the target vocab and randomly pick of both the text and the target vocab
understand the OCFB various students to answer. For by their responses.
target vocab and the example:
context in which it is
used. 1. Why do you think Saphir was
removed from her supported
accommodation?
2. Why does she feel betrayed?
3. Is she against politicians who
have had a long tenure and
why?
4. What is her fundamental
belief about young people?
End of lesson A fun and engaging 10 mins Ss - Ss Choose one student to be the article Will each get a chance to ask two
activity way to wind the writer ie Saphir and the rest of the questions based on the text they
lesson down and class will be journalists at a media have read and gain confidence in
show the students briefing, each asking two questions being able to ask and answer relevant
just how much they about his/her decision to go into questions on the topic.
have learned during politics. The students will scan the
the lesson. article again to ensure correct context
with their questions. Then another
student will take a turn to be Saphir
and so on, till all the students have
asked their questions.

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Lesson Rationale:

I’ve chosen to structure my lesson in this format because I believe it will make logical sense to the students, as well to myself, as I teach it. The lesson
gradually builds up their reading and listening skills culminating in them being fully able to read, understand and discuss the article. I feel that this will
inspire the students and actually show them how well they have progressed. The article I chose is an authentic one from The Independent newspaper. It is
a ‘real world, real life’ article and the students at this level should already be reading magazines and newspapers regularly to enhance their skills and their
knowledge.

In my Introduction I’m using the pictures of the politicians to pique the students’ interest and also make it easy to engage with, as well as it being less
daunting for them than to be immediately faced with a mass of text. It will also start a conversation to set the scene before reading. This will also give me
an indication of the level of the students understanding of politics in general and that will give me direction as to how in-depth I go when eliciting
responses.

The Warmer headline “I’m 18 and running in this year’s general election …” is a bit of a ‘teaser’ for the students because it should immediately generate
interest given that the writer of the article is only 18 and the students themselves are all between the ages of 18 and 25. From this heading, the students
can start to understand what the topic of the lesson will be and should be ready to engage more fully with the text.

The students are all Upper Intermediate level so their command of English is quite good but within the context of a ‘political discussion or topic’ this is
something they are not likely to be familiar with in English and there are a few words which I have identified that may cause them some difficulties. I’ve
chosen to use a slightly different way of presenting the target vocab, by making the students read for gist as a means to find it. This gives them another
opportunity to scan the article focusing only finding the TV required.

With the Practical reading for gist activity, I feel that the students will be encouraged by only having to read out a pre-determined number of sentences and
this will encourage those students who are still a bit shy about reading aloud as well as preventing stronger students from dominating the activity. The
combined listening and reading component provides an extra challenge which I feel they will all be quite capable of.

The Detailed Activity reading for specific information is another challenging task I have created because it also involves listening as I will be reading the text

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aloud and the students will be reading silently with me and at the same time, listening for the relevant vocab to fill in the gaps on the worksheet. It is also
an exercise in spelling and given that it will require a lot of concentration from the students I have chosen to only give them this one very detailed activity.

Following on from the previous very detailed activity, I will use the review of vocabulary exercise to both test the student’s understanding of the target
vocab and at the same time, start winding them down and by the use of CCQ’s prepare them for the final part of the lesson. This will also present the
opportunity for discussion outside of the actual CCQ’s as I will encourage the students to talk amongst themselves, in English of course, about the answers,
without much prompting from myself. In having such discussions, they will elicit the correct answers and realise just how much they have progressed and
how well they understand the article.

The ‘media briefing’ cool down activity will be a fun and engaging way to end the lesson. Everyone will get a chance to both ask and answer questions
based on what they have read and it will hopefully instil confidence in them to both want to and be able to read about and discuss political issues outside of
the classroom with their peers and families thereby further increasing their English skills.

I had considered incorporating a written summarising activity but felt that it might be a bit too difficult and take up too much time given that the topic of
politics might be somewhat new for the students in terms of what they have been learning about thus far and also because the article is fairly long. I also
felt that the lesson would be more fun and engaging if it combined the reading task with listening and discussions.

Bibliography (if needed):

Saphir Lutce@LuteceSaphir
Saturday 02 November 2019 15:37 – The Independent

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Materials (include all physical copies of the materials you plan to use in your lesson, referenced):

Annexure A – Pictures of famous politicians (supplied by myself)

Annexure B – The reading text – Article from The Independent 02 November 2019

Annexure C – The target Vocabulary (supplied by myself)

Annexure D – The Gap fill Worksheet (supplied by myself)

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