A SAMPLE LESSON PLAN

UNIT: 5C HOW MUCH IS ENOUGH?

1.​ Description of the class
Level: Intermediate
Description of the students: (background info. of the students): Adults (19-28), pre-intermediate level, currently studying and working, the students are at similar
levels
Class size: 15 học sinh​ ​ ​ Schedule: 30 phút
2.​ Textbook: British Council (2024). English for Communication. London: British Council Publishing..
3.​ Goals (for the whole course):
Develop reading comprehension skills and expand vocabulary related to health and nutrition.
Enhance students’ ability to analyze and compare different perspectives on the health impacts of various beverages.
4.​ Objectives
By the end of the lesson, students will be able to:​
(4a) Understand and recognise key vocabulary related to health and nutrition.​
(4b) Read and grasp the main ideas and details in the text.​
(4c) Analyze and debate the “GOOD” and “BAD” aspects of the beverages mentioned in the article.
5.​ Methodology
Communicative Language Teaching (CLT)
Task-Based Learning (TBL)
Group work, pair discussions, and opinion sharing

6.​ Detailed description of the plan

Stages & Class Activities (Teacher & Explanation (Why & How these Possible Problems & Ad
Objectives Possible/Expected Answers (KEY)
Time Students) activities help achieve objectives) Hoc Solutions
- Teacher: Initiates - Issue: Some students
- Teacher: - “I usually drink water and
- Activate prior discussion with direct might be nervous
coffee daily.”
knowledge and questions to draw out prior speaking out.
generate interest in 1. Begin by asking knowledge and personal
Warm-up beverages and health. individual students: - “I think water is essential for
habits. Showing images after - Solution: The teacher
(3-4 “What types of drinks do health, but too much coffee might
minutes) - Set the stage for the you have daily?” to the initial discussion can provide gentle
not be good.”
lesson by connecting reinforces the topic visually, encouragement and
introduce the topic of
daily habits with helping students associate praise, or select
health. beverages and health. - “Juice is healthy if it’s natural,
real-life examples with the volunteers in a
but sugary drinks are harmful.”
discussion points. supportive manner.
Stages & Class Activities (Teacher & Explanation (Why & How these Possible Problems & Ad
Objectives Possible/Expected Answers (KEY)
Time Students) activities help achieve objectives) Hoc Solutions
2. Select a few students - Issue: Students may
to share their answers - Students: Get involved need clarification on
with the class. early by answering personal vocabulary.
questions, which primes them
3. Then, display images for deeper discussion once - Solution: Display key
of various beverages the images are shown. vocabulary words on the
(water, juice, coffee, tea, board alongside the
alcohol, milk). images.

4. Follow up with the

question: “Do you think
these drinks are good or
bad for your health?” to
engage the class in the
discussion further.

- Student: Listen and

respond to the teacher’s
questions, sharing
personal experiences and
opinions.
Teacher: ​ - Teacher: Uses the matching Sample answers for matching: ​
- Introduce 8-10 new words - caffeine: a stimulant found in coffee​ - Issue: Abstract
exercise to reinforce
related to the topic (e.g., - antioxidants: substances that help vocabulary may be
caffeine, antioxidants, vocabulary and checks for prevent cell damage​
Pre-readi Build lexical confusing.
hydration, liver disease, sugar understanding through - hydration: the process of maintaining
ng resources for
(4-5minut
overload, stimulant, follow-up questions. water balance in the body​
comprehension moderation, benefits). ​ - Solution: Use clear
es) - Students: Actively match - liver disease: illnesses related to the
and later - Distribute a handout with a liver​ examples and visual
words, answer follow-ups,
discussion matching exercise (match - sugar overload: an excessive amount of aids, and allow peer
words with definitions). and produce sentences that sugar​
support.
personalise the vocabulary. - stimulant: a substance that raises
Stages & Class Activities (Teacher & Explanation (Why & How these Possible Problems & Ad
Objectives Possible/Expected Answers (KEY)
Time Students) activities help achieve objectives) Hoc Solutions
- After checking answers, ask physiological or nervous activity​ - Issue: Students may
follow-up questions: “Is - moderation: the quality of being form incorrect sentences.
caffeine a stimulant?” and moderate​
“Which drink do you think can - benefits: advantages or positive effects
make people get liver disease?” - Solution: Provide
immediate, gentle
Students: corrections and model
- “Caffeine is indeed a stimulant.”
- Matching words with correct usage.
definitions. Answer those
- “I think alcohol can make people get
questions.
liver disease.”

Exercise 1 – Reading
- Reading Comprehension:
Comprehension The varied tasks encourage - Issue: Some students
A.
(Handout 1): active reading and allow may struggle with the
1. True.​
students to process text.
(The passage mentions that
- Practice reading - Students read a short information in different
moderate red wine consumption
comprehension passage on beverages and formats, which helps in - Solution: Pre-highlight
is linked to a lower risk of heart
health. cementing both key vocabulary and
- Analyze pros and disease.)​
While-rea comprehension and concepts before reading.
cons of common
ding (10
beverages
- They answer a vocabulary.
minutes) 2. False.​
True/False/Not Given - Issue: Off-topic
(Excessive alcohol consumption
- Enhance group exercise (e.g., statements - The T/F/NG task forces discussions.
discussion and critical about red wine, coffee,
is stated to be harmful rather than
careful reading for details,
thinking. beneficial.)​
soda, dairy, water). while the matching and - Solution: Guide
sentence completion tasks students with specific
3. True.​
Exercise 2 – Vocabulary reinforce new vocabulary in questions to keep them
(The text indicates that drinking
& Language Practice context. focused.
3–4 cups of coffee daily may help
(Handout 2):
Stages & Class Activities (Teacher & Explanation (Why & How these Possible Problems & Ad
Objectives Possible/Expected Answers (KEY)
Time Students) activities help achieve objectives) Hoc Solutions
-The gap-fill summary reduce the risk of stroke.)​
- Students complete a requires synthesis of the
matching exercise by text’s main ideas. 4. True.​
pairing keywords (e.g., (It is mentioned that fruit juices
caffeine, antioxidant) with -Active monitoring and are a good source of vitamin C.)​
their definitions. immediate feedback ensure
that misunderstandings are 6. False.​
- Then, they complete quickly addressed, thus (The passage clarifies that not all
sentence completion tasks helping both the teacher and dairy products are low in fat.)​
using words like alcohol, students meet the objectives.
heart disease, caffeine, 7. True.​
fat, and water (The reading warns that too
intoxication. much water can lead to health
issues.)
Exercise 3 – Gap-Fill
Summary (Handout 3):
- Vocabulary & Sentence
- Students fill in the Completion:
blanks in a summary of
the passage using one • Matching examples, e.g.,
word or short phrase from caffeine → A stimulant
the text.
- Gap-Fill Summary Sample:

1.​ red wine

2.​ caffeine
3.​ juices
4.​ calcium
5.​ overconsumption
Stages & Class Activities (Teacher & Explanation (Why & How these Possible Problems & Ad
Objectives Possible/Expected Answers (KEY)
Time Students) activities help achieve objectives) Hoc Solutions
Kahoot! Game Activity:

- Teacher creates a Kahoot!

quiz using questions based on
the reading passage. - Teacher: The Kahoot! game - Issue: Some students
transforms the review into an may be unfamiliar
interactive, competitive with using Kahoot! on
- Students join the game experience, increasing
on their devices, answer engagement and motivation.
their devices.
- Reinforce each question in real time, Immediate feedback and brief - Solution: Teacher
Post-rea comprehension of
and view immediate discussions help clarify any provides a brief
feedback. misunderstandings and reinforce demonstration before
ding:(O the passage and the lesson’s key points and
Groups may offer responses such as: “I
utput, 5 key vocabulary • Teacher briefly discusses vocabulary. agree with the article because moderate starting the game.
min) - Promote quick each answer after it’s coffee consumption is beneficial, but - Issue: Potential
revealed, encouraging a overconsumption is harmful.” or technical issues (e.g.,
(Producti thinking and - Students: Working in a game
few students to share their format reduces anxiety, “Although juice provides vitamins, the connectivity
on: speaking fluency thoughts. excessive sugar content can be
Kahoot! in a fun,
encourages participation, and
dangerous.” problems).
reinforces their reading - Solution: Have a
Game) competitive comprehension by requiring
setting quick recall and reasoning. This
backup discussion plan
interactive method helps solidify or a whiteboard review
their understanding of the of questions.
passage and supports speaking
fluency when they share their
answers verbally.

- Summarize the Teacher Activities: - Teacher: By actively - Expected student responses might - Issue: Some students may
lesson's key 1. Recap Main Points: summarizing the lesson, the include: be too shy to speak up.
Wrap-up
points and Quickly summarize the teacher reinforces the central • “I learned that caffeine is a stimulant • Solution: The teacher can
(2-3
and should be used in moderation.” use random selection or ask
minutes) vocabulary benefits and risks of concepts and vocabulary,
- Reinforce various beverages ensuring students leave with a • “I learned that too much water can lead quieter students directly with
to overhydration.” supportive prompts.
understanding of discussed during the clear understanding. The
Stages & Class Activities (Teacher & Explanation (Why & How these Possible Problems & Ad
Objectives Possible/Expected Answers (KEY)
Time Students) activities help achieve objectives) Hoc Solutions
the passage and lesson. The teacher vocabulary review on the • “I now understand that alcohol can - Issue: Limited time for
discussion reviews key ideas such as board helps visual learners, cause liver disease if over-consumed.” discussion.
• Solution: Keep the recap
outcomes moderation, health and calling on individual concise and focus on 2–3 key
- Provide a clear benefits, and risks (e.g., students increases points only.
closure to the excessive water leading to accountability and retention.
lesson overhydration, alcohol
causing liver disease). - Students: Reflect on and
2. Vocabulary Review: consolidate their learning,
Write the new vocabulary articulate key points, and feel
words (e.g., caffeine, a sense of closure with their
hydration, liver disease, contributions. This active
moderation, benefits) on participation also builds
the board. Ask individual confidence in using new
students to recall a language.
definition or provide an
example for one word
each.
3 Final Check: Ask the
class a quick question
such as, “What is one
thing you learned today?”
and allow one or two
responses.

7.​ Evaluation of students’ performance (Ways that T uses to evaluate the Ss’ performance/ grading of exercises, etc. )

Participation in group activities and discussions (30%).

Accuracy in responses during the while-reading stage (30%).
Performance in the quick quiz and quality of the homework assignment (40%).
8.​ Homework/ Assignments:

Write a paragraph (150-200 words) evaluating the health impacts of various beverages using at least five new vocabulary words learned
during the lesson.
Review the new vocabulary for reinforcement and prepare for the next reading session.

9.​ Appendices (handouts attached):

Vocabulary Matching Exercise handout.

Reading Comprehension Worksheet with guiding questions.