DEMO Lesson Plan

Lesson Plan
Name: Vo Thao Ngan Date: 16 September, 2020

Lesson focus: Reading Level: Intermediate
TP No. No. of students: Time: 45 minutes
You need to address:
Main Lesson Aim (By the end of the lesson students will be able to review, use, develop, learn, practise… in the context of………….)
By the end of the lesson students will be able to understand the role of coffee in lives. Students will also be able to understand related topic
vocabulary.
Subsidiary Lesson Aim (By the end of the lesson students will be able to review, use, develop, learn, practise… in the context of………….)
Students can revise scanning and skimming skills.
Personal Aims (Teaching skills YOU want to improve on in this lesson; consider feedback from your previous observed lessons)
Assumptions (What your students already know about the language, an activity, or the topic that will help them in this lesson)
Students may not know vocabulary about the human body. In addition, they may get confused when encountering long vocabulary items.
Students have already learnt scanning and skimming skills, so teacher only gives support when most students in class get a wrong answer.
Class Profile (Who are the students; consider their first language(s), ages, interests, language level(s), motivation, etc.)
Materials (Write what materials you are using, page numbers etc. Reference all your handouts here and attach a copy of each to your
lesson plan)
Life second edition, page 74,75, Power Point file.
Target Language Analysis Sheet for a Systems lesson (Vocabulary)
Analyse the Target Language of I will check students’ Show your analysis of form Show your analysis of pron.
your lesson here: understanding of meaning here here
Include examples from your using: I will clarify and highlight the I will drill the following words
lesson and context following form on the board: and highlight pronunciation:
1. Ritual Matching task. 1. /ˈrɪtʃuəl/

2. Counteract Concept checking questions. 2. /ˌkaʊntərˈækt/
3. Fatigue 3. /fəˈtiːɡ/
4. Alertness 4. /əˈlɜːtnəs/
5. Mood-altering 5. /ˈmuːd ɔːltərɪŋ/
6. Relieve 6. /rɪˈliːv/
7. Pattern 7. /ˈpætərn/
8. Adequate 8. /ˈædɪkwət/
Procedure (Please include all stages, and enough detail for the reader to understand exactly what the teacher and students do)
Stage Aim Interaction Time Procedure
Warm-up Motivate T - Ss 2 mins - Teacher shows some pictures on the slide and asks students 2 questions:
learning 1. Which ones do you drink?
2. How often do you drink them?
- Teacher listens to Ss’ answers, points to the picture of a cup of coffee and
says: “Today’s lesson is about a kind of popular drink – that is coffee.”
Lead-in Relate to Ss - Ss 4 mins - T divides Ss in pairs to discuss 2 questions:

students’ prior 1. Do you need to drink coffee or tea to stay awake?
knowledge 2. How much tea/coffee or beverages do you drink in a normal day?
- T gives feedback
Pre-reading Teach Ss key T – Ss 5 mins - T divides Ss in pairs and ask them to find the scramble words on the slide
vocabulary Ss - Ss in the article.
- T checks answers.
- T asks Ss to match the words with their definitions.
- T checks answers.
- T drills pronunciation.
While-reading Ss read text, T – Ss 22 mins - Task 2:

practice Ss - Ss + T asks Ss to do task 2 individually. (3 mins)
scanning, + T corrects and provides answers: The article is about caffeine and daily
skimming and life
reading for
details - Task 3:
+ T asks Ss to do task 3 individually. (5 mins)
+ T corrects and provides answers: 1) chocolate – 2) drug – 3) energy 4)
food _ drink – 5) sleep cycle
- Task 4:
+ T asks Ss to do task 4 in pairs. (7 mins)
+ T corrects and provides answers:
Beneficial effects of caffeine Harmful effects of caffeine
Makes you less tired Is mood-altering
Makes you more alert Is habit-forming
Relieves pain Raises blood pressure
Reduces asthma symptoms Increases the risk of heart disease
Increases reaction speed
- Task 5:
+ T asks Ss to do task 5 in pairs. (7 mins)
+ T corrects and provides answers:
1. People no longer work by sunlight, but by the clock.
2. Electric light, caffeine.
3. Body doesn’t function at its best.
4. People use caffeine to stay awake, but they aren’t sleeping enough
because of caffeine.
While-reading Develop critical T - Ss 5 mins - T asks Ss to do the task individually.

thinking - T corrects and provides answers:
1. However, on the other hand.
2. Thus, One result of this.
3. Consequently, therefore.
Post-reading Consolidate Ss – Ss 7 mins - T shows 2 questions on the slide and asks Ss to discuss in pairs.
new knowledge - T listens to Ss’ answers and gives feedback.

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Lesson Plan

Name: Vo Thao Ngan Date: 16 September, 2020

Students can revise scanning and skimming skills.

1. Ritual Matching task. 1. /ˈrɪtʃuəl/

Lead-in Relate to Ss - Ss 4 mins - T divides Ss in pairs to discuss 2 questions:

While-reading Ss read text, T – Ss 22 mins - Task 2:

While-reading Develop critical T - Ss 5 mins - T asks Ss to do the task individually.

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