Lesson Plan: The Story of Chocolate

Objective: Students will understand the process of chocolate production, and be able to put the steps in order.
They will learn new vocabulary related to the topic.

Introduction (2 minutes): Begin by asking students if they like chocolate? (Do you like chocolate? What kind of
choco do you prefer( with hazelnuts etc)? (optional, answer those child who rises his\her hand)

Activity2 ( warm-up): Asosiations: Write “chocolate” in the middle of the board and build a word web around it
by asking students what words come to mind when they think of chocolate. Encourage them to consider all of
their senses as they think of different descriptive words and words associated with this treat. If necessary, suggest
they include products that contain chocolate, such as candy bars, cookies, cakes, ice cream, syrup, and sauces. (I
will write the first word)

3. Show students an almond or object of similar size and say that all of these products ( from exercise above) ,
sensations, and ideas are the result of the cacao bean that looks similar to the object you are holding.

T: Mmm…chocolate! We all love a little bite here and there, but where does it come from? Do you know?

Background information : Today, cacao is grown in the tropics around the world. The main sources of cacao
beans today are African countries such as Ghana and Nigeria.

T: Today we are going to read a text about cacao plantation and you will understand the process of chocolate
production.

T: Now open your books?? Look at the pictures. What do they show?

Vocabulary (10-15 minutes): Introduce new vocabularyfrom the text.

Students work in mini groups or in pairs. Firstly, we will look through the list of words and read them aloud
together, to make sure that pronunciation is correct. Then, the task is to match the English words with their
definition and picture. (each group will get all the necessary materials for this work). Just in case some words are
too complicated, I will write the German translation on the other side of the sheet with the English word, so they
can look at it. You can have a look at those words above. I can add or remove something.

Text Activity (20 minutes):

T: Now, your task is to read the text alone or in groups, I don’t know how it’s better).

And then in groups they will do the matching task. (Match the texts to the pictures)

Then we will check it and read the text chain by chain

If we will have the time we can do this activity with weak students
And this one with strong

Or, it may be their home assignment as well.

Discussion (as a variat): Lead a discussion with the class about the chocolate production process. Ask
questions such as: What happens first in the process? Why is the fermentation process important? What
happens after the beans are graded?

At the end of the lesson we can do this ACTIVITY: https://www.youtube.com/watch?v=lFWysdCgVNg ( I

will show the movements, and we can dance a lil bit)

Homework (20 minutes): Have students depict the life cycle of a cacao tree, and explain how farmers
harvest the beans. Or from material in books. ( I would rather use this)
 Machete
is a big, strong knife that people use to cut through plants like
tall grass, bushes, and small trees. It's like a superhero tool
for gardening or camping!

Husk
The outside layer or covering of some plants, like corn or
coconuts. It's like a shell that protects the plant's seeds.

Crane
A big machine with a long arm that can lift heavy things.
To lift
To pick something up and move it higher.
You can lift a box, a book, or even a person!
Truck
A truck is a large vehicle that is used to transport things from
one place to another. It has a big open space in the back
where you can put things like boxes, furniture.
Warehouse
is a big building where people store (keep) things
Pile
is a group of things stacked on top of each other
Leaf
a thin part of a plant that grows out of its stem or branches.
Leaves are usually green, and they help the plant make food
by using the energy from the sun. They also help the plant
breathe by taking in air and giving off oxyge

To ferment
to change the way something tastes by letting it sit for a
while. For example, when you make pickles, you ferment
cucumbers to make them sour.
To seal
to close something so that nothing can get in or out.
For example, when you close a jar of peanut butter, you seal it
so that air and other things can't get in.
Ripe (adj.)
something is ready to be eaten or used.
For example, when a banana is yellow and soft, it is ripe and
ready to eat.
To grade
to give a score or a rating to something.
For example, when a teachers grades a test, they give it a
score to show how well the student did.
Harvest
to gather plants that are ready.
For example, when farmers pick apples from the trees in the
fall, they are harvesting them
a) means to take something away or get rid of it. Similarly, if
you spill juice on the table, you can use a cloth to remove the
juice and clean the table.
b) a seed of various  plants
c) A large bag made of cloth or paper, often used to carry
things like groceries or potatoes.
d) When products are sent from one country to another for
sale or trade. For example, a company might export cars from
Japan to Switzerland.
e) to take pollen from one plant or part of a plant to another
so that new plant seeds can be produced:
Bees pollinate the plants by carrying the pollen from
one flower to another.
f) to find out how heavy it is. We use a special tool called a
scale to weigh things.
1)To remove (syn. delate)

2) Bean

3) Sack

4) Export

5) To pollinate
6) To weight