I. The materials
This lesson contains three overarching goals: to assess reading comprehension based on an authentic text; to acquire and practice new vocabulary by engaging in interactive activities; and to promote autonomous learning. I chose to highlight reading and vocabulary instruction for this lesson because the two skills work in tandem: a solid grasp of vocabulary is necessary to understand reading passages, and sustained reading is a great way to expand one's lexicon.
The main activities are a multiple-choice reading comprehension exercise derived from an online news article, and also a crossword puzzle that tests students' knowledge of newly-acquired vocabulary from the "Glossary of Baking Terms". Both of these activities provide instant feedback, adding to their interactivity (Yip & Kwan, 2006: 236; Chapelle & Jamieson, 2008: 83). The topic of the lessonódessertóseems appealing and appropriate for learners of various ages and backgrounds, though the lesson is better suited for intermediate learners and above. A great deal of vocabulary is "field-specific language" related to cooking and baking, which includes some obscure terms (e.g. 'to dust', 'to whisk') that could intimidate and/or confuse lower-level learners (Chapelle & Jamieson, 2008: 196). Likewise, this lesson may be suitable for an ESP  class, if students hope to enter the food service industry as chefs, waiters, restaurateurs, and so forth.†
Ideally, learners will be presented with a "rich and varied diet of authentic texts" (Little, 1991: 29). The lesson upholds this notion, augmenting the reading comprehension exercise and crossword puzzle with numerous dessert-related links, such as "A Brief History of Dessert", "What to Call a Sweet Treat", and "Ben & Jerry's Flavor Generator"; the first link is an extension of reading practice, while the second and third links introduce additional vocabulary. Ben & Jerry's interactive ice-cream flavor creator depicts a variety of foods as icon and text , which is greatly beneficial for visual learners (Pouwels, 1992 in Chun, 2001: 372; Plass et al. 1998 in Chun, 2001: 372; Yip & Kwan, 2006: 236). Although these specific aids cannot provide instant feedback for learners to check their understanding of new concepts, they are still greatly beneficial.
Moreover, glossaries and dictionaries are helpful in creating a deeper level of L2 reading comprehension, yet frequently consulting them may impede the comprehension process (Lomicka, 1998: 42, 41). Even though utilizing these resources can slow down reading speed by increasing one's cognitive load, especially when located in a separate tab/window from the activity, their use is nonetheless advantageous for reading comprehension and vocabulary acquisition (Al-Shehri & Gitsaki, 2010). As previously mentioned, the "Glossary of Baking Terms" is the foundation for the crossword puzzle; Wordreference is an invaluable resource for learners as well, containing English bilingual dictionaries in over a dozen languages, which is particularly helpful for classes whose students do not possess a common mother tongue.
 English for Specific Purposes
 For instance, if there is a picture of a raspberry, the word 'raspberry' is written underneath it.