Chocolate Lesson Plan Outline

Target Students: Students aged 12 at the Pre-intermediate: A2 level

Lesson Overview: This 60-minute lesson uses chocolate to help students learn vocabulary
related to chocolate, food and baking, practice speaking, and develop listening skills. In
the lesson, students list their favorite sweet and savory food, take a quiz about
chocoholics, do a simple reading task and a fun recipe dictation. Finally, they will invent
their own new chocolate bar.

I. Content:

Task 1: Sweet or Savory? (10 minutes)

○Introduce the terms "sweet" and "savory" and phrases such as: "My favorite food is...";
"I really like..."; "I'm not a big fan of..."
○Have students create lists of their top three favorite sweet and savory foods/snacks and
share it with a partner.
○Have students mingle and ask classmates to find someone who shares a favorite dish.
○Use this activity, which likely includes chocolate, to transition into the remaining tasks.

1. Objectives
- Help students expand their vocabulary and practice their speaking skills through
a relatable topic - food preferences
- Building Classroom Community: Discussing shared interests like favorite foods
and snacks as an introductory activity can encourage positive peer interaction
within the classroom, which in turn creates a comfortable learning environment
2. Teaching Methods

2.1. Communicative Language Teaching (CLT)

- Communicative Language Teaching prioritizes meaningful
communication and real-life language use. Task 1 effectively embodies
these principles by revolving around pair and group discussions. The
activity's core focus is on meaningful communication, as students share
their food preferences with a partner and then mingle to find classmates
with shared tastes
- By prioritizing communication and providing opportunities for interaction,
CLT helps the students develop their overall communicative
competence—their ability to use language naturally in real-life context,
particularly discussing your favorite food, which is a very common real-life
scenario.
- While the primary focus of CLT is on fluency, which means encouraging
students to use the target language spontaneously, the teacher will provide
feedback on both fluency and grammatical accuracy during the
activities to ensure that the students are using the vocabs/phrases correctly
and are developing good speaking habits.
- The use of CLT in the first activity also promotes a lively and relaxed
learning environment, allowing students to be more engaged with the
remainder of the class.

2.2. Lexical Approach

- Learning phrases with context aids vocabulary retention and helps
students use words appropriately in the right situations.
- Through the task, students will encounter and use common collocations
related to food, such as “sweet food”, “savory snacks”, “favorite dishes”
which can enhance their understanding of how words are typically used
together
 - The Lexical Approach provides the foundation for the activity by
emphasizing lexical chunks and vocabs; it's supplemented by CLT as it
creates a communicative and learner-centered environment for
students to practice what they just learnt.

Task 2: Chocolate Trivia Quiz (10 minutes)

○ Conduct a quick quiz on chocolate facts
■ This is then run as a friendly team competition.
■ The quiz will be as follow:
1. Objectives
- Engage learners in a fun and interactive activity centered around the topic of
chocolate
- Students will encounter and learn new vocabulary related to chocolate as well as
practice their reading comprehension skills

2. Teaching Methods
2.1. Task-based Language Teaching
 - Engaging in collaboration and problem-solving tasks can be motivating for
students.
- As promoting critical thinking is the center of TBLT, this task requires
students to analyze questions and draw upon their own knowledge in order
to get the highest score.
- The team-based competition also encourages students to engage in
communication by clarifying their understanding of the questions, debating
potential answers, and justifying their choices. Meanwhile, the teacher will
circle the class, providing support and encouragement, but avoid giving
explicit correction. This collaborative problem-solving process promotes
scaffolded learning and collaborative dialogue, which are both part of
TBLT.
- After the quiz, the teacher will dedicate time to reviewing the answers,
addressing language-related questions that arose, and highlighting
interesting vocabulary or grammar points from the trivia content.

Task 3: Are You a Chocoholic? (10 minutes)

○Have students work in groups of four to answer questions about their chocolate
consumption habits.
○Encourage a lighthearted discussion within each group about who is the biggest
"chocoholic."

1. Objectives

1.1. Language Skills Development

-Speaking Skills:
+ Encourage students to articulate their thoughts and opinions clearly and coherently
while discussing their chocolate consumption habits. This will help them practice
constructing sentences and using appropriate vocabulary in a conversational
context.
 + Foster the ability to express preferences, using phrases and grammatical structures
that are commonly used in everyday conversations, such as comparative and
superlative forms (e.g., “I think dark chocolate is better than milk chocolate”).

-Listening Skills:
+ Enhance students’ active listening abilities by encouraging them to pay attention
to their peers’ responses and comments during discussions. This skill is essential
for effective communication and understanding in meaningful conversations.
+ Promote the practice of paraphrasing and summarizing what others have said to
demonstrate understanding and maintain engagement in the dialogue.

-Conversational Skills:
+ Develop the ability to initiate, sustain, and conclude conversations with peers.
Students will practice turn-taking and the natural flow of dialogue, which is
critical in any communicative setting.
+ Boost proficiency in using transitional phrases and follow-up questions to deepen
discussions and engage others, fostering a more interactive dialogue.

1.2. Personal Reflection and Expression

-Encouragement of Self-Expression:
+ Provide students with an opportunity to share their personal experiences and
feelings about chocolate, promoting a sense of ownership over the conversation.
This contributes to confidence in using the target language.
+ Encourage students to reflect on their chocolate habits and preferences, fostering
self-awareness and critical thinking about their choices and lifestyle.

-Storytelling Skills:
+ Enhance storytelling abilities by allowing students to recount personal anecdotes
related to chocolate, encouraging them to use descriptive language and vivid
details to make their stories engaging.
+ Facilitate the use of narrative skills by encouraging students to structure their
stories coherently, with a clear beginning, middle, and end.

1.3. Teamwork and Collaboration

-Fostering Collaboration:
 + Cultivate a sense of teamwork as students work in groups of four. They will share
responsibilities in discussions and learn the importance of building on each other’s
ideas, which enhances the collaborative spirit.
+ Encourage the practice of negotiating meaning, where group members discuss
differing viewpoints about chocolate preferences, leading to richer conversations
and collaborative learning.

-Social Skills Development:

+ Help students develop important social skills, such as respect for differing
opinions, empathy, and active participation. This is essential for effective group
work and can lead to positive interpersonal relationships among peers.
+ Reinforce the value of inclusivity, where all group members are encouraged to
voice their thoughts, creating a balanced conversation that values each
participant’s input.

1.4. Cultural Engagement

-Exploration of Cultural Differences:
+ Encourage discussions that touch on the cultural significance of chocolate in
different countries and traditions. This promotes understanding and appreciation of
diversity among students as they share their backgrounds and experiences.
+ Allow students to connect their personal chocolate stories with broader cultural
narratives, prompting them to consider how chocolate consumption varies across
cultures and what it symbolizes in different contexts.

-Building Global Awareness: Use chocolate, a globally enjoyed food, as a vessel to

discuss broader themes of globalization, food culture, and economic aspects (such as
trade and agriculture). This can enhance students’ awareness of how everyday items
connect to larger global issues.

1.5. Fun and Engagement

-Creating a Positive Learning Environment:
+ Foster an enjoyable and relaxed atmosphere where students associate language
learning with fun and personal connection. This leads to better retention of
language skills and a more positive attitude toward speaking English.
 + Engage students through humor and friendly competition when identifying the
“biggest chocoholic,” thus making the learning experience memorable and
impactful.

By elaborating on these objectives, this task not only supports language development and
personal expression but also provides an enriching environment that encourages
collaboration and cultural engagement. This multi-faceted approach addresses various
aspects of learning and interaction, ultimately aiming for a well-rounded educational
experience.

2. Teaching Methods

2.1. Communicative Language Teaching (CLT)

-Focus on Interaction:
+ CLT prioritizes the ability to communicate meaningfully in realistic situations. In
this task, students are encouraged to participate in discussions about their
chocolate consumption habits, which requires them to articulate their thoughts,
share experiences, and ask questions. The focus is on communicative competence
rather than just grammatical accuracy, allowing for a richer exchange of ideas and
experiences among peers.

-Real-Life Situations:
+ The context of discussing chocolate consumption is universally relatable and often
elicits emotional responses, making it an ideal subject for communication practice.
This relevance to everyday life increases student motivation, as they see the
practical application of language learning in discussing personal interests. Students
are likely to feel more engaged when discussing topics they genuinely enjoy, thus
promoting active participation.

-Functional Language Use:

+ Students are prompted to use functional language relevant to the task. Phrases
such as “I usually eat chocolate when…” or “My favorite chocolate is…” will
naturally arise during discussions. Such functional expressions not only help in
organizing thoughts but also reflect actual use in daily conversations. Moreover,
follow-up questioning techniques, like “Why do you like that type of chocolate?”
 or “How often do you eat it?” create an avenue for deeper conversations, allowing
students to practice critical thinking in language use.

2.2. Task-Based Language Teaching (TBLT)

-Meaningful Tasks:
+ TBLT revolves around meaningful activities that require learners to process
language in context. The task of discussing chocolate preferences encourages
students to engage in conversational exchanges that require negotiation of
meaning. While answering questions about their habits, they will need to clarify
and elaborate on their responses, thereby naturally incorporating new vocabulary
and grammatical structures into their discussions.

-Focus on Outcome:
+ The primary goal of this activity is to reach a conclusion regarding who is the
biggest "chocoholic." This outcome-driven approach encourages students to work
collectively towards a common goal, enhancing collaboration and communication.
Through this focused interaction, students learn the importance of expressing
agreeability or disagreement while practicing language constructs that allow them
to present opinions and reasoning effectively.

-Encouraging Collaboration:
+ TBLT emphasizes cooperative learning, where tasks are designed to maximize
student interaction. By working in groups of four, students are prompted to
collaborate and draw from each other's insights. This collaboration fosters
peer-to-peer learning, as students may explain concepts or vocabulary to one
another, ultimately deepening their understanding and reinforcing their language
skills through shared knowledge.

2.3. Cooperative Language Learning

-Peer Interaction:
+ This method fosters peer interaction as students share responsibility for their
learning. In groups, they can brainstorm answers to questions about their chocolate
habits, discuss their preferences, and play off each other’s ideas to generate lively
 conversations. The structured yet informal peer interactions allow for a lower
anxiety level, encouraging all students, regardless of proficiency, to contribute to
the discussion.

-Supportive Environment:
+ By organizing the class into small groups (four students each), this approach
creates a more intimate and less intimidating environment where students are more
likely to express their opinions and share personal anecdotes. The small group
format allows everyone's voice to be heard and valued, which is crucial for
building student confidence and enhancing language acquisition.

-Development of Social Skills:

+ Cooperative Language Learning also promotes social interaction skills, such as
turn-taking, active listening, and respect for differing opinions. Students learn to
negotiate meaning and resolve misunderstandings in a supportive, peer-led
environment, which reflects authentic language use. This experiential learning
process enhances both their linguistic and social dimensions of communication.

In summary, by employing the methods of Communicative Language Teaching (CLT),

Task-Based Language Teaching (TBLT), and Cooperative Language Learning, Task 3
creates an engaging and effective platform for language development. The combination
of purposeful interaction, meaningful objectives, and supportive collaboration maximizes
the potential for language acquisition while allowing students to connect personally with
the topic.

3. Teaching Techniques
3.1. Group Formation

+ Strategic Grouping: Organize students into small groups of four to foster

interaction and ensure that each group has a diverse mix of personalities and
language proficiency levels. This strategic grouping promotes a more dynamic
conversation.
+ Considerations for Group Composition:
 Mix stronger and weaker language learners to provide peer support; more
proficient speakers can help less confident students.

Balance personalities by mixing outgoing students with those who may be quieter
or more reserved, allowing for a variety of inputs during discussions.

Ensure cultural diversity in groups if possible, allowing students to bring different

perspectives to the discussions about chocolate consumption.

+ Clear Instructions:

Before forming groups, give clear criteria and expectations for the grouping
process so that students understand the objective and purpose behind these
arrangements.

Remind students about the importance of respect and inclusivity when working
with peers to foster a positive team atmosphere.

3.2. Questionnaire Preparation

+ Set of Thought-Provoking Questions: Prepare a list of engaging, open-ended

questions related to chocolate consumption habits designed to elicit rich
discussion. Instructions should clarify that students should take turns answering
and elaborating on their responses.
+ Sample Questions:

"When was the last time you ate chocolate?": This question initiates personal
sharing while also setting the tone for the discussion.

"What types of chocolate do you prefer (dark, milk, white)?": This allows students
to explore different preferences and maybe even the health benefits or tastes
associated with each type.
 "What’s your favorite chocolate-related memory?": This question encourages
storytelling, inviting students to share experiences associated with chocolate,
sparking sentimentality and humor.

"Who in your life is the biggest chocoholic and why?": This allows students to
think of others, creating a discussion on how chocolate interacts with relationships
and individual preferences.

+ Providing Copies: Distribute printed copies of the questionnaires to each group.

This facilitates discussion by allowing students to refer to the questions during the
conversation and helps keep the dialogue focused.

3.3. Facilitation of Discussion

+ Encouragement of Active Participation: Set the expectation that each group

member should contribute to the discussion. Encourage them to build on each
other's answers, ask follow-up questions, and share anecdotes as this will deepen
their engagement with the topic.

+ Teacher Circulation:

As the facilitator, circulate among the groups, listening to their discussions, and
providing guidance or prompting where necessary. This presence helps maintain a
supportive atmosphere.

Use this time to:

Prompt: Ask open-ended questions to stimulate conversation if a group seems to

stall.
 Encourage: Acknowledge contributions (e.g., “That’s a great point about how
chocolate can bring back fond memories!”) to validate participation.

Support: Offer assistance with language use; if a student struggles to express

themselves, gently suggest phrases or vocabulary to facilitate their
communication.

+ Monitoring Progress: Keep an eye on time, ensuring that discussions stay on track
but also allowing for organic conversations that may evolve. Intervene if any
group strays too far from the focus of the activity.

3.4. Emphasizing Lightheartedness

+ Creating a Fun Environment: Frame the task as a lighthearted competition by

encouraging students to vote or come to a consensus on who is the “biggest
chocoholic” in their group. This fosters camaraderie and a friendly spirit of
challenge.

+ Allowing Humor and Personal Stories: Encourage students to share humorous

stories related to chocolate—whether that be a funny incident involving chocolate
or a quirky habit they have with it. This not only makes the environment more
enjoyable but also helps to build rapport among group members.

+ Use of Interactive Activities: Incorporate light games or icebreaker questions

related to chocolate to kick off the discussion. For instance, you could ask, “If you
could create your own chocolate bar, what would it include?” This encourages
creativity and could set a playful tone for the discussions.
 + Positive Reinforcement: At the end of the discussions, ask groups to share the
most interesting thing they learned about each other's chocolate habits. This
reinforces the value of listening and communicates appreciation for sharing
personal experiences.

By using these thoughtful and engaging teaching techniques, the activity not only
promotes language skills but also creates a lively and enjoyable learning environment that
makes discussing chocolate consumption a memorable and meaningful experience for the
students.

4. Advantages and Disadvantages

4.1. Advantages
a) High Engagement

-Relatable Topic:
+ The topic of chocolate is universally appreciated, making it relevant and engaging
for students from diverse backgrounds. This relatability increases students'
willingness to participate, as they can draw on personal experiences and
preferences.
+ Discussing something enjoyable like chocolate prompts excitement and
enthusiasm, transforming the language learning experience into a fun and
interactive session. Students naturally feel more inclined to share their thoughts,
leading to a lively and dynamic conversation.

-Increased Motivation:
+ When students engage in activities based on topics they find enjoyable, their
motivation significantly increases. This intrinsic motivation for participating in
discussions about chocolate can lead to improved language retention as students
feel more invested in the learning process.
+ The fun element also reduces anxiety associated with language learning. Students
are less likely to worry about making mistakes when discussing familiar and
lighthearted subjects, which can enhance overall participation.
-Creation of a Dynamic Learning Environment:
+ The enthusiastic conversations that arise from discussing chocolate foster a vibrant
atmosphere in the classroom. This energy can permeate the entire class,
encouraging a positive learning experience and making students eager to
contribute.
+ High levels of engagement not only sustain attention but also encourage students
to think critically about their answers, fostering deeper cognitive engagement as
they analyze their own preferences and experiences.

b) Confidence Building

-Supportive Small Group Environment:

+ Working in small groups creates a less intimidating atmosphere. In groups of four,
students have ample opportunities to share their thoughts and experiences without
the pressure of addressing a larger audience. This setting is particularly beneficial
for students who might struggle with public speaking.
+ The smaller group size allows for more personalized interactions. Each student is
more likely to have their voice heard, fostering an environment where they feel
valued and confident expressing their opinions.

-Encouragement of Participation:
+ In a friendly and supportive setting, students are more likely to contribute to
discussions. The camaraderie in small groups encourages less confident speakers
to take risks and join in the conversation, enhancing their willingness to
participate.
+ Positive reinforcement from peers, such as affirmations or engaging follow-up
questions, can further boost individual confidence. When students feel supported
by their peers, they are more likely to express themselves openly.

-Gradual Development of Language Skills:

+ As students share their thoughts and receive feedback from peers, they build
language proficiency gradually. The opportunity to practice speaking in a
supportive environment allows them to experiment with new vocabulary and
expressions without fear of judgment.
 + Regular small group interactions help students acclimate to speaking English in a
non-threatening manner, thus enhancing their overall language confidence and
preparing them for future classroom discussions or presentations.

c) Peer Learning Opportunity

-Diverse Perspectives:
+ Students bring various backgrounds and experiences to discussions, offering a rich
tapestry of perspectives. This diversity can expose students to new ideas and ways
of thinking that they might not have considered on their own.
+ By sharing personal anecdotes about chocolate experiences, students can draw
connections between their lives and those of their peers, fostering empathy and
understanding.

-Culinary Vocabulary Expansion:

+ Engaging in discussions about chocolate promotes the use of specific vocabulary
related to flavors, types, and cultural practices. Students can learn new words and
phrases from each other that pertain to a common interest in food.
+ As students share their preferences for dark, milk, or white chocolate, they are
likely to introduce terms related to taste profiles (e.g., “bitter,” “sweet,” “creamy”)
and culturally specific references (e.g., traditions like chocolate festivals), thereby
enriching their lexical knowledge.

-Social Skills Development:

+ Collaborative discussions enhance social skills such as communication,
collaboration, and critical thinking. Students learn to negotiate meaning, listen
actively, and respect differing viewpoints, which are all vital components of
effective interpersonal interaction.
+ This peer-based learning experience helps cultivate a sense of community within
the classroom, where students support each other's learning journeys and forge
more meaningful connections.

d) Cultural Connection

-Exploration of Cultural Practices:

+ Chocolate has diverse meanings across cultures, related to rituals, celebrations,
and customs. Initiating discussions on how chocolate is consumed or appreciated
 in various cultures broadens students' understanding of the significance of
chocolate beyond mere taste.
+ Students may share personal connections to cultural traditions, such as holidays
celebrated with chocolate treats or specific regional delicacies, allowing them to
connect their backgrounds with the broader topic.

-Broadened Global Perspectives:

+ This activity encourages students to consider chocolate consumption in a global
context, facilitating discussions about trade, agriculture, and culinary diversity.
They may discuss how chocolate production influences economies and cultures
worldwide, thus enhancing their awareness of global issues.
+ Engaging with chocolate as a universal topic can nurture curiosity about different
cultures and foster a sense of appreciation for diversity. This not only enriches
their language learning experience but also promotes cultural literacy, which is
essential in our increasingly interconnected world.

-Encouraging Empathy and Understanding:

+ Sharing personal stories about chocolate can be emotionally engaging and foster
deeper conversations. When students learn about one another's cultural
connections to chocolate, they develop empathy, realizing that food can be a
bridge that connects people from diverse backgrounds.
+ Understanding how different cultures interact with the same subject matter (like
chocolate) can promote a more inclusive mindset, encouraging students to
celebrate rather than shy away from differences.

Overall, the advantages of Task 3: “Are You a Chocoholic?” not only enhance language
skills but also promote a rich, engaging, and culturally responsive learning environment.
This holistic approach ensures that students actively participate, build confidence, and
develop critical interpersonal and cross-cultural skills that extend beyond the classroom.

4.2. Disadvantages
a) Unequal Participation

-Dominance by Outgoing Students:

+ In small group settings, extroverted or more confident students may take control of
the conversation, leading to a situation where they dominate discussions. This can
 overshadow quieter students who may want to speak but feel intimidated or
overwhelmed by the pace and energy of the discussion.
+ When a few voices are overly present, valuable contributions from less vocal
members can be lost. This inequity limits the breadth of ideas shared and affects
the learning experience for all participants.

-Intimidation of Shy or Reserved Students:

+ Shy or uncertain students may struggle to share their thoughts in a group
discussion, feeling that their contributions will not be valued or that they might be
judged. This results in passive behavior where they may listen but not actively
engage or participate, leading to missed learning opportunities.
+ These students might withdraw further into silence, which exacerbates feelings of
isolation and discouragement, potentially leading to a lack of confidence in their
speaking abilities.

-Reduced Learning Outcomes:

+ The overall effectiveness of the activity may diminish if only a few students are
doing the talking. Learning benefits from diverse input and perspectives can be
compromised, as the richness of the discussion relies on contributions from all
group members.
+ Passive participants may not receive adequate practice speaking or engaging in
dialogue, which is detrimental to their language learning and development.

b) Potential Distractions

-Off-Topic Conversations:
+ Given the lighthearted nature of the topic, there is a risk that students may stray
off-topic, prioritizing personal anecdotes or jokes unrelated to the subject matter.
This could dilute the focus on language learning and conversational practice.
+ If groups become sidetracked, valuable time and engagement may be lost as
discussions shift away from the intended questions and objectives. This not only
affects individual participation but may also cause entire groups to miss
opportunities for targeted language practice.

-Noise Levels and Disruptions:

+ High engagement can sometimes lead to elevated noise levels, where multiple
conversations occur simultaneously. This can create an atmosphere of chaos that
 may be distracting for students, inhibiting their ability to concentrate on
meaningful exchanges.
+ The lively environment may also prompt behavioral distractions, where students
lose sight of the activity's objectives and become more focused on the social
aspects rather than language development.

c) Time Limitations

-Inadequate Time for Depth:

+ Five minutes may not be sufficient for meaningful dialogue, particularly if groups
need time to warm up and establish rapport. Some students may require more time
to feel comfortable enough to express their thoughts, especially if they are less
fluent or confident.
+ Engaging deeply with questions about personal preferences and experiences may
necessitate extended periods of conversation, wherein students can build on each
other’s ideas and articulate detailed thoughts.

-Rushed Discussions:
+ Time constraints may lead to hurried conversations where students do not fully
explore the questions or share their stories. This rush can prevent students from
elaborating on their ideas, potentially resulting in superficial responses.
+ In scenarios where students feel they need to rush, they may not fully grasp the
language being practiced and may miss opportunities to experiment with new
vocabulary or structures, undermining the educational benefits of the activity.

d) Varied Interest Levels

-Disengagement from the Activity:

+ Not all students may share an enthusiastic interest in chocolate, leading to
disengagement from the discussion. Some individuals may feel disconnected from
the topic, which may result in a lack of participation and enthusiasm.
+ Disinterest can manifest in passive body language (e.g., lack of eye contact,
slumped posture) or verbal expressions of disinterest. This can dampen group
dynamics and energy, creating an overall less engaging and productive
atmosphere.

-Diverse Dietary Preferences:

 + Additionally, students with dietary restrictions, such as allergies or those who
avoid chocolate for health reasons, may feel excluded from conversations that
predominantly focus on chocolate consumption. This can limit their ability to
contribute meaningfully to discussions centered around personal experiences
related to chocolate.
+ Students who are indifferent or opposed to the topic may struggle to relate to their
peers’ excitement or stories, leading to feelings of alienation and a perceived lack
of relevance of the discussion to their own experiences.

In summary, while Task 3: “Are You a Chocoholic?” has clear advantages for language
learning and engagement, the disadvantages highlight significant challenges that may
arise. Issues of unequal participation, potential distractions, time limitations, and varied
interest levels can all affect the effectiveness of the activity. Addressing these challenges
thoughtfully can help create a more balanced and engaging experience for all students
involved.

Task 4: Website Message Board (10 minutes)

○Present students with a reading activity involving comparing how much chocolate
different people eat.
○If applicable, have students create sentences using comparatives and superlatives based
on the reading.
○As an extension, students can write about their own chocolate consumption or someone
they know.

1. Objectives

1.1. Reading Comprehension Improvement

-Information Extraction
+ Skill Development: The primary goal is to enhance students' abilities to extract
relevant information from the reading material. By comparing chocolate
consumption behaviors among different individuals, students will learn to identify
key details, such as frequency of consumption, preferences for types of chocolate
(e.g., dark, milk, white), and cultural significance.
 + Analytical Thinking: Engaging with the text will foster analytical skills, enabling
students to assess why chocolate consumption patterns differ among various
demographics, considering factors such as age, gender, lifestyle, and cultural
background. They will practice making inferences and drawing conclusions based
on the evidence presented in the text.

-Summarization of Main Ideas and Supporting Details:

+ Key Ideas: Students will practice summarizing the main ideas and supporting
details from the text. This encourages them to focus on understanding the essence
of the content, which is vital for effective reading comprehension.
+ Comparison and Contrast: As students extract significant information, they will be
prompted to recognize and articulate comparisons and contrasts within the text
regarding chocolate habits. This skill is crucial in enhancing critical reading as
they learn to evaluate content critically rather than passively consuming
information.

-Improved Focus and Retention:

+ Active Engagement: By actively engaging with the content, students will improve
their ability to concentrate and retain information. Summarization, in particular, is
a valuable strategy that enhances memory, allowing them to recall the material
more effectively.

1.2. Application of Grammar Concepts

-Understanding Comparatives and Superlatives:

+ Contextual Learning: This task aims to reinforce students’ understanding of
comparatives and superlatives by applying them to the context of chocolate
consumption. For example, students will learn to construct sentences that illustrate
differences in preferences or amounts (e.g., "Anna eats more chocolate than
Mark," "Chocolate is the richest dessert").
+ Sentence Structure Practice: Students will practice using grammatical structures
correctly in responses and writings. This practice in context helps solidify their
understanding of the rules governing these comparative forms and boosts their
confidence in using them in daily conversations.

-Integration into Writing:

 + Constructing Meaningful Sentences: The task encourages students to create
meaningful and grammatically correct sentences that reflect their understanding of
the comparative and superlative forms. This not only supports syntax development
but also enhances fluency in their written expression.

-Real-World Application:
+ Functional Grammar Use: By embedding grammar instruction within a relevant
context, students can better appreciate the utility of comparatives and superlatives
in real-life situations. This understanding encourages them to use these
grammatical concepts effectively beyond the classroom.

1.3. Creative Writing Skills

-Personal Expression and Reflection:

+ Encouraging Individual Voices: The task allows students to write about their
chocolate consumption or that of someone they know. This personal connection
fosters motivation as students can relate the task to their own lives, making writing
a more enjoyable and engaging experience.
+ Self-Reflection: Encouraging students to reflect on their habits or experiences
provides an avenue for introspection. They learn to articulate their thoughts and
feelings in writing, enhancing their emotional and narrative skills.

-Fluency in Writing:
+ Coherent Composition: By writing paragraphs, students practice organizing their
thoughts coherently, improving their overall writing fluency. They will learn to
structure their writing with clear beginnings, middles, and ends, which are crucial
for effective communication.
+ Descriptive Language Use: Writing about personal experiences allows students to
practice using descriptive language to engage the reader. This includes employing
sensory details related to taste, appearance, and emotional responses, enriching
their writing style.

-Peer Sharing and Feedback:

+ Collaborative Learning: Providing an opportunity to share their writings in a
message board format encourages peer interaction. Students can read each other’s
 work and offer constructive feedback, fostering a supportive learning community
that nurtures improvement and growth in writing.
+ Exposure to Different Styles: Engaging with peers’ writings allows students to
broaden their understanding of different writing styles and perspectives, which can
inspire their own writing and enhance their adaptability as writers.

1.4. Digital Literacy Development

-Familiarity with Digital Communication:

+ Introduction to Online Platforms: Tasking students with posting their responses on
a simulated message board introduces them to digital communication tools. This
exposure is essential in today’s educational and professional environments, as
digital literacy is a critical skill.
+ Understanding Digital Etiquette: Through the message board activity, students will
learn about appropriate online behavior, including how to respond to peers
respectfully and constructively. They can practice formulating clear and coherent
posts, which enhances their communication skills in digital formats.

-Encouraging Interactive Communication:

+ Engagement through Technology: The interactive nature of using a message board
allows students to engage with classmates in asynchronous communication. This
dynamic encourages them to think carefully about how to construct their messages
and engage with others’ posts authentically.
+ Leveraging Technology for Learning: Utilizing digital platforms for classroom
activities encourages students to see technology as a tool for collaboration and
knowledge sharing, encouraging them to embrace modern educational tools.

-Critical Evaluation of Online Content:

+ Assessing Information Quality: As part of the reading activity, students learn to
evaluate the reliability and validity of the information presented. This critical
evaluation is essential in developing discerning consumers of information in a
digital age, empowering them to navigate online content effectively.

In summary, Task 4: “Website Message Board” fosters reading comprehension

improvement, the application of grammar concepts, creative writing skills, and digital
literacy development. Each objective provides a structured approach to enhancing
language learning while allowing students to connect personally with the topic of
chocolate consumption. This multifaceted focus not only nurtures language proficiency
but also prepares students for real-world applications and interactions in our increasingly
digital society.

2. Teaching Methods

2.1. Communicative Language Teaching (CLT)

> Interaction and Communication:

-Activity Setup:
+ Group Dynamics: Organize the classroom into small groups of 3-4 students to
facilitate interaction.
+ Textual Material: Prepare a reading passage (1-2 paragraphs) that compares
chocolate consumption among various fictional characters, ensuring it includes
specific details regarding quantities, types of chocolate, and preferences.

-Pre-Reading Engagement (1 minute):

+ Activate Prior Knowledge: Start with a class-wide discussion. Ask:
"How many of you eat chocolate?"
"What is your favorite type of chocolate?"
+ Encourage Sharing: Let a few students share their thoughts to create a comfortable
atmosphere.

-Focused Group Discussions:

+ Instructions for Reading (30 seconds): Inform students that they will read a passage
and then discuss their findings with their group. Clarify that they need to pay attention to
the details for comparison.

-Reading Duration (2 minutes):

+ Allow students time to read the passage together.
+ Students can take turns reading aloud, fostering pronunciation and fluency practice.

-Discussion Questions (1 minute):

+ After reading, prompt discussions with specific questions:
"Who in the text eats the most chocolate, and how much do they consume?"
"What types of chocolate do different people prefer and why?"
"How do individual preferences differ from one another?"

-Language Structure Encouragement:

+ Encourage the use of phrases that promote comparative language, such as:
"Person A eats more chocolate than Person B.”
"Compared to Person C, Person D dislikes chocolate."

-Connecting to Real-Life Experience:

+ Personal Connection (1 minute): Ask students to consider their own chocolate habits in
light of the text. Prompt them with questions:
"How does your chocolate consumption compare to the individuals in the reading?"
"What influences your chocolate preferences?"

-Class Sharing (1 minute): Invite a few students to share their reflections with the whole
class, thus reinforcing community and sharing different perspectives.

2.2. Task-Based Language Teaching (TBLT)

> Meaningful and Relevant Tasks:

-Task Explanation (30 seconds): Explain that the next part of the activity will allow them
to use the language in a meaningful context by analyzing their findings and expressing
comparisons.

-Sentence Creation:
+ After group discussions, instruct students to create 3-4 sentences using
comparatives and superlatives based on their discussion outcomes. Provide an
example:
"In the reading, person A consumes more chocolate each week than person B."
"My friend eats less chocolate than I do because she prefers sweets."

- Extension Task:
+ Introducing the Writing Activity (1 minute): Give students prompts for writing
about their chocolate consumption or that of someone they know:
"Describe how much chocolate you eat compared to a friend or family member."
"What is your favorite type of chocolate and why do you prefer it?"
 + Writing Guidance:
Distribute sentence starters and a writing frame on the board for clarity:
"I consume ___ pieces of chocolate weekly, which is ___ than my brother who
eats ___. I prefer ___ because..."
Emphasize that they should focus on using comparatives and superlatives
throughout their writing.

-Peer Feedback Opportunity (optional, 1 minute):

+ Organize students into pairs to exchange their written paragraphs. Instruct them to
provide feedback on the clarity of the comparisons and use of comparative
language.
+ Suggest they can ask questions to clarify each other's writing or suggest alternative
sentence structures.

> Detailed Implementation Steps:

1. Reading Activity (3 minutes):

-Distribute Materials: Hand out the reading passage to each group, ensuring everyone has
access.
-Independent Reading: Allow 1-2 minutes for students to read the material silently or in
turns within their groups.

2. Group Discussion (5 minutes):

-Monitor and Facilitate: Walk around the classroom, observe group dynamics, and offer
assistance. Encourage quieter students to contribute by asking direct questions.
-Group Feedback: Remind students to document key points and sentences they generate
from their discussions.

3. Sentence Creation (1 minute):

-Structured Writing Task: Instruct students to independently write 3-4 comparative
sentences based on their discussions.
-Encourage Creativity: Let them know they can create unique sentences, comparing any
aspect of chocolate consumption discussed in their groups.

4. Written Extension (1 minute):

-Paragraph Writing: Prompt students to write a few sentences about their chocolate
consumption or that of someone they know, emphasizing the use of comparatives and
superlatives.
-Stress Time Management: Remind them to focus on completing the task within the time
frame provided.

5. Optional Sharing & Feedback (2 minutes):

-Voluntary Sharing: Invite 2-3 students to read their paragraphs aloud, offering an
opportunity for public speaking practice.
-Encourage Peer Interaction: Ask the class to share interesting findings or language
structures they encountered in their discussions.

> Materials Needed:

- Printed copies of the reading passage (ensure they are engaging and relevant).
- Whiteboard or large paper for sentence starters and writing frames.
- Markers or pens for each student.
- (Optional) Sticky notes or mini whiteboards for quick notes during discussions.

> Assessment Criteria:

-Participation: Observe each student’s involvement in group discussions and writing
tasks.
-Language Use: Review the written sentences for accurate use of comparatives and
superlatives.
-Engagement: Assess how students share insights with peers and contribute to the overall
discussion.
-Feedback Quality: Evaluate the quality and usefulness of the feedback students provide
to each other.

> Reflection for Teacher:

- After the class, take a moment to reflect on what went well and areas for improvement.
Consider:
- Did students engage with the reading material?
- Were they able to produce the language structures accurately?
- How well did they connect the lesson to their own experiences?
This detailed approach ensures that students not only learn language skills but also gain
insights related to their personal habits and preferences, all while fostering a supportive
and interactive classroom environment!

3. Teaching Techniques

3.1. Reading Activity

a) Objective: Enhance reading comprehension and analytical skills through engaging with
the text.

b) Techniques:
- Preparation:
+ Select Appropriate Text: Choose a reading passage that features a comparison of
different individuals’ chocolate consumption, ensuring it has sufficient detail (quantities,
preferences, etc.) to allow deep analysis.
+ Create Anticipation: Before distributing the text, ask engaging questions to stimulate
interest, such as, “What do you think shapes our chocolate preferences?” or “How much
chocolate do you think you consume in comparison to others?”

-Guided Reading:
+ Chunking: Break the passage into manageable sections. Allow students to read each
part aloud. This facilitates pronunciation practice and keeps students engaged.
+ Active Reading Techniques: Encourage students to underline or highlight key
information relevant to comparisons as they read. Provide sticky notes for them to jot
down questions or interesting points which will later fuel the group discussion.

-Comprehension Checks:
+ After reading, ask targeted questions to ensure understanding, such as:
“According to the text, who consumes the most chocolate and how much?”
“What preferences do different characters have about chocolate?”
+ Use a quick thumbs-up/thumbs-down or numbered response system to allow students to
express their understanding anonymously.
3.2. Group Discussion

a) Objective: Enable collaborative dialogue to explore differences in perspectives and

enhance spoken language skills.

b) Techniques:
-Facilitated Group Work:
+ Group Roles: Assign specific roles within each group (e.g., facilitator, note-taker,
presenter) to structure discussions and ensure active participation from all
members.
+ Discussion Guides: Provide groups with a list of discussion questions crafted from
the reading passage. Ask them to focus on comparative phrases (like “A eats more
than B” and “C prefers chocolate less than D”).

-Structured Discussion Format:

+ Think-Pair-Share: Start by having students think about the questions
independently for 30 seconds, then discuss in pairs before sharing with the larger
group. This supports more introverted students in articulating their thoughts.
+ Encouraging the Use of Specific Language: Circulate to encourage students to use
comparatives and superlatives during their discussions. For example, prompt them
to say, "Person A is a bigger chocolate lover than person B because..."

-Group Summarization: After discussions, have each group summarize their findings,
focusing on notable comparisons. This encourages accountability and ensures that each
student reflects on the key points discussed.

3.3. Comparatives and Superlatives Exercises

a) Objective: Reinforce grammatical constructs through practical exercises related to the

text.

b) Techniques:
-Explicit Instruction:
+ Mini-Lesson on Comparatives/Superlatives: Provide a brief explanation of
comparatives and superlatives, and write examples on the board. Highlight the
 structure (e.g., "more," "less," "the most," "the least") and discuss irregular forms
(e.g., "good" becomes "better").

-Practice Exercises:
+ Controlled Practice: Distribute a worksheet with sentences related to the reading
where students fill in the blanks with the correct form of the adjective. For
instance:
"Person A eats ___ (much) chocolate than Person B.”
"Person C is the ___ (happy) because they love dark chocolate."

-Peer Review: Allow pairs to exchange their worksheets and check answers together.
This peer collaboration fosters dialogue around language use, clarifying
misunderstandings.

3.4. Extension Writing Task

a) Objective” Enable students to apply language skills in personalized writing that

reinforces learning.

b) Techniques:
-Prompting Personal Reflection:
+ Writing Instructions: After completing discussions and grammar exercises, explain
that students will write a short paragraph reflecting their own or someone else’s
chocolate consumption. Provide structure:
“I eat ___ pieces of chocolate each week, which is ___ than my friend who
consumes ___. My favorite type is ___ because ___.”

-Model Paragraph:
+ Present a sample paragraph on the board. For example: "I usually eat three pieces
of chocolate a week, which is less than my brother who consumes five. My
favorite is dark chocolate because it has a rich flavor."

-Scaffolding Support: Provide sentence starters or frames on a handout to guide less

confident writers. Offer tips for organizing their thoughts clearly and logically.
-Revision Opportunity: After writing, encourage students to revise their work, focusing
on clarity and the correct use of comparatives and superlatives before sharing.

3.5. Message Board Simulation

a) Objective: Create a practical, collaborative environment that mimics an online message

board for peer interactions and discussions.

b) Techniques:
-Creating the Message Board: Visual Representation**: Set up a space on the classroom
board or a digital platform (like a Google Doc) that resembles a message board layout
where students can post their findings on chocolate consumption.

-Post Instructions:
+ Guidelines for Posting: Explain to students that they will post their sentences and
reflections from their writing task onto the board. They should interact by
commenting on others' posts, using phrases like:
"I agree with your choice of chocolate because..."
"Have you tried ___? It’s ___!"

-Encouraging Interaction: Enable students to read their peers’ posts and respond to at
least two other students. Set a timer for this interaction to keep the pace lively, allowing
around 3-4 minutes.

-Closure: Conclude the activity by discussing interesting insights from the message board
posts. Highlight common themes or surprising comparisons that emerged, reinforcing the
learning goal of the task.

By employing these detailed teaching techniques, you ensure that each aspect of Task 4 is
engaging, collaborative, and educationally rich. This structured approach not only
reinforces language skills but also promotes critical thinking and personal connection to
the topic of chocolate consumption. Each phase builds upon the last, creating a cohesive
learning experience.
4. Advantages

4.1. Enhanced Reading Skills

-Comprehension Development: As students engage with the reading passage, they
practice critical reading skills such as summarizing, identifying main ideas, and making
inferences. This structured reading promotes deeper comprehension as they must analyze
and extract relevant information for later discussions.
-Vocabulary Acquisition: Reading a text about chocolate consumption exposes students
to thematic vocabulary related to food and comparisons. They learn to recognize new
words in context, which supports language retention and expansion of their lexical
repertoire.
-Textual Analysis: By dissecting the reading and discussing characters' chocolate
consumption, students practice comparing and contrasting different pieces of information.
This analytical approach not only helps them understand the text better but also prepares
them for higher-order reading tasks in the future.

4.2. Practical Application of Grammar

-Contextualized Learning: The focus on comparatives and superlatives allows students to
learn grammar rules within context rather than in isolation. By using real data from the
reading, students can see how grammar functions in everyday language, enhancing their
understanding and promoting retention.
-Active Language Use: Through sentence creation activities and group discussions,
students apply their knowledge of comparatives and superlatives actively. This practical
exercise reinforces grammar concepts and helps solidify their usage in both spoken and
written formats, leading to greater fluency.
-Error Correction and Learning: During peer review phases, students read each other’s
work and correct grammatical mistakes collaboratively. This fosters an environment
where they learn from one another, clarifying doubts and misconceptions in a safe setting.

4.3. Personal Connection

-Relevance to Students’ Lives: By allowing students to reflect on their own chocolate
consumption or that of someone they know, the task fosters a personal connection to the
material. This relevance increases motivation and engagement since students find the
topic relatable.
-Encouragement of Self-Expression: The writing task provides students with an
opportunity to express their thoughts, preferences, and experiences about chocolate,
making the activity more meaningful. By sharing personal stories, students can develop
stronger connections with their peers.
-Cultural Considerations: Given that chocolate is a globally enjoyed treat, it opens
avenues for students to discuss cultural differences in chocolate consumption and
preferences, enriching the learning context.

4.4. Interactive Learning Environment

-Collaborative Learning: The group discussions promote teamwork and encourage
students to communicate effectively with their peers. Collaborative interaction enhances
social skills, confidence in speaking, and the ability to provide constructive feedback.
-Dynamic Engagement: The use of various activities—reading, discussing, creating
sentences, writing, and simulating a message board—keeps the lesson dynamic and
engaging. This variety helps cater to different learning styles, making learning more
accessible for all students.
-Peer-to-Peer Interaction: By incorporating both verbal and written activities, students
have multiple opportunities to interact with peers, share ideas, and learn from one
another. Such interactions can lead to enriched understanding and the sharing of diverse
perspectives.

4.5. Integration of Digital Literacy

-Familiarization with Online Communication: The simulation of a message board
provides students with practical experience related to digital communication platforms
that are commonly used today. This exposure encourages them to navigate online
discussions effectively and become more comfortable in digital spaces.
-Writing and Formatting Skills: Engaging in a digital message board format helps
students practice their writing and formatting skills in a way that reflects real-world
applications. They learn how to convey their thoughts succinctly and effectively, which is
crucial in digital communication.
-Critical Evaluation of Online Content: Participating in a discussion that mimics online
environments allows students to practice critical evaluation skills. They learn to assess
the content shared by peers, which can translate into better judgment when consuming
information online outside the classroom.
Task 4 captures a multifaceted learning experience by enhancing reading skills, allowing
for practical grammar application, deepening personal connections, fostering an
interactive learning environment, and integrating digital literacy. Each of these
advantages contributes to developing students into more proficient language users,
critical thinkers, and engaged learners. By combining these elements, Task 4 not only
achieves set educational objectives but also prepares students for real-world contexts
where these skills are invaluable.

5. Disadvantages

5.1. Time Constraints

- Limited Time for Activities: The 10-minute duration for the task may be insufficient for
thorough engagement in each component (reading, discussion, writing, and message
board simulation). This lack of time can lead to rushed activities where students do not
fully absorb or reflect on the information.
-Superficial Understanding: Due to time limitations, discussions might become
surface-level rather than in-depth. Students may miss out on analyzing the reading
comprehensively or lose the opportunity to explore more complex ideas that arise during
group conversations.
-Pressure to Complete: The time constraint can create a sense of urgency that might
hinder the quality of students' engagement. Students may feel pressured to finish tasks
quickly, leading to anxiety or frustration rather than a focus on learning.

5.2. Varied Reading Levels

-Inconsistent Comprehension: Students may have different reading abilities, which could
lead to uneven understanding of the text. While some students grasp the content quickly,
others might struggle to decode the vocabulary or complex sentences, potentially causing
frustration and disengagement.
-Unequal Participation: Students who find the reading material too challenging may be
less likely to engage actively in discussions. This can lead to a dynamic where more
proficient readers dominate conversations, marginalizing those who need more support.
-Need for Differentiation: Teachers may need to prepare differentiated reading materials
to accommodate varied reading levels, which can be time-consuming and challenging to
implement effectively, leading to further complications in managing the class.

5.3. Potential for Weak Engagement

-Disinterest in Topic: While chocolate is generally an engaging topic, individual student
preferences may vary. Some students might not find the subject matter relevant or
compelling, leading to a lack of enthusiasm during discussions and activities.
-Lack of Preparation: If students come to the task unprepared or without prior knowledge
about the topic, they may not engage as deeply. Their lack of interest can lead to minimal
participation or reluctance to share opinions and experiences.
-Passive Learning: Students may resort to passive learning behaviors, simply completing
tasks to comply with requirements rather than actively participating or investing in the
discussion. This can diminish the overall effectiveness of the lesson.

5.4. Distractions in Group Settings

-Off-Topic Conversations: In group discussions, it is common for students to veer
off-topic, discussing unrelated issues instead of focusing on the chocolate consumption
topic. This can waste valuable time and detract from the learning objectives.
-Social Dynamics: Group settings can sometimes exacerbate social dynamics where
students may feel shy or intimidated. This may prevent quieter students from
contributing, leading to unequal participation and undermining the collaborative learning
environment.
-Disruptive Behavior: Depending on the class composition, some groups may exhibit
disruptive behaviors, such as talking over one another or engaging in side conversations.
This can create an environment that is not conducive to focused learning, thus interfering
with the task at hand.

5.5. Difficulty in Online Etiquette

-Limited Exposure to Digital Communication: If students have not had prior experience
with online discussions or message boards, they might struggle with the nuances of
digital etiquette. This lack of familiarity can lead to misunderstandings or inappropriate
comments.
-Misinterpretation of Tone: Communication in written form lacks the non-verbal cues
present in face-to-face interactions. Students may misinterpret messages from their peers,
leading to conflicts or discomfort in group dynamics.
-Overwhelming Distractions: In a digital message board format, students might face
distractions from other content on their devices or platforms they are using. This can
detract from their focus on the task and lead to diminished engagement in discussions and
reflections.

While Task 4 offers numerous advantages, it is essential to be mindful of the

disadvantages that could impact its effectiveness. Time constraints, varied reading levels,
the potential for weak engagement, distractions in group settings, and difficulties with
online etiquette can all present challenges that educators need to address. To mitigate
these issues, teachers can implement strategies such as providing differentiated materials,
fostering a supportive classroom culture, establishing clear guidelines for group
interactions, and ensuring that students receive guidance on digital communication skills.
By anticipating these disadvantages, educators can create a more inclusive and effective
learning environment that enhances the overall experience.

Task 5: Chocolate Krispie Cake Beep Dictation (10 minutes)

○This activity, best for younger or lower-level students, focuses on following the steps of
a recipe for chocolate krispie cakes.
○Begin by introducing and practicing the vocabulary.
■Consider miming the actions.
○Then, read aloud steps from the recipe, replacing key words with "beep."
○Students must identify the missing words.

1. Objective

1.1. Listening Comprehension

● Goal: To improve students' ability to understand spoken English.

● Detail: Through the beep dictation activity, students must focus carefully on what
they hear, listen for context clues, and fill in the gaps (beeps) with the correct
words. This helps students practice active listening, a skill crucial for language
acquisition.
● Benefit: Listening to recipe instructions in a familiar, predictable structure helps
students follow directions and boosts their overall ability to comprehend spoken
English.

1.2. Vocabulary Development

● Goal: To teach and reinforce specific vocabulary related to cooking and food
preparation.
● Detail: By learning vocabulary such as “mix,” “melt,” “add,” “stir,” and “pour,”
students are exposed to a set of action words that can be used in various contexts.
Before the activity, they practice these words through visual or mimed cues to
solidify their understanding.
● Benefit: Learning vocabulary in a practical, real-world context (cooking) helps
students retain these words and use them confidently in the future.

1.3. Contextual Language Use

● Goal: To enable students to use context clues to infer meaning and fill in missing
words.
● Detail: When the teacher says, “First, beep the chocolate,” students must use their
understanding of the recipe to deduce that the missing word is likely “melt.” This
strengthens their ability to use contextual information to figure out unknown or
missing words.
● Benefit: This fosters critical thinking by encouraging students to use logical
reasoning and language knowledge to deduce the correct answers, a skill useful in
both everyday life and language learning.
1.4. Sequencing Skills

● Goal: To help students understand and follow a logical sequence of instructions.

● Detail: The task involves following a set of step-by-step instructions to make
chocolate krispie cakes. Students must understand the sequence of actions (e.g.,
melt chocolate, mix ingredients, pour into molds) and identify where missing
words fit in the sequence.
● Benefit: This enhances students' ability to comprehend and execute instructions in
the correct order, which is vital for both language learning and real-world tasks
like cooking.

1.5. Critical Thinking and Problem-Solving

● Goal: To encourage students to think critically and solve problems by filling in

missing information.
● Detail: The beep dictation asks students to think about what word logically fits the
sentence or action they hear. For example, if they hear “Next, beep the rice
krispies into the bowl,” they must determine that “add” is the correct word.
● Benefit: This promotes active engagement and deeper cognitive processing,
helping students develop problem-solving skills while improving language
comprehension.

1.6. Language Production and Speaking Skills

● Goal: To encourage students to produce language verbally.

● Detail: After listening to the beeps and identifying the missing words, students
may be asked to say the full sentence out loud or contribute verbally to class
discussions. This helps students practice pronunciation and fluency in a
supportive, low-pressure environment.
● Benefit: This supports the development of speaking skills, as students need to
recall and use the vocabulary and sentence structure they have learned.
 1.7. Engagement and Motivation

● Goal: To increase student motivation by involving them in an interactive and

enjoyable task.
● Detail: The task involves making a recipe that could be perceived as fun,
especially for younger learners. The use of "beep" adds a playful, game-like
element to the lesson, making the learning process more engaging.
● Benefit: When students enjoy the task, they are more likely to stay focused,
participate actively, and retain the information they learn.

1.8. Multi-Sensory Learning

● Goal: To cater to different learning styles (auditory, visual, kinesthetic).

● Detail: The task combines listening (hearing the recipe), visual learning (possibly
watching the teacher mime actions), and kinesthetic learning (performing or
miming actions themselves). This holistic approach reinforces language learning
by engaging multiple senses.
● Benefit: By using different sensory inputs, the task helps students with different
learning preferences absorb information more effectively.

2. Teaching methods

❖ Content-Based Instruction (CBI)

○ Contextual Language Learning: The task teaches vocabulary like "melt"
and "mix" in the context of a recipe, making the language practical and
easier to retain.
○ Real-World Application: Students engage with authentic content (a
recipe), helping them see how language is used in everyday situations,
rather than through isolated drills.
 ○ Cognitive Skill Development: The beep dictation encourages
problem-solving and critical thinking, as students deduce missing words
from context, combining both language and cognitive development.
○ Multi-Sensory Approach: Listening to instructions, miming actions, and
possibly physically acting out the steps caters to different learning styles,
ensuring a richer language learning experience.
○ Holistic Language Practice: Students integrate listening, speaking, and
vocabulary practice while focusing on meaningful content, promoting the
development of multiple language skills simultaneously

3. Teaching techniques

3.1. Beep Dictation

● Description: The teacher reads out the recipe, replacing key vocabulary words
with a "beep" sound.
● Purpose: This technique improves listening skills and encourages context-based
language recall as students must figure out the missing words based on the
sentence and recipe context.

3.2. Miming Actions

● Description: The teacher introduces vocabulary (e.g., "mix," "pour") by miming

the actions associated with these words.
● Purpose: Kinesthetic learning helps students visualize and physically experience
the vocabulary, which supports vocabulary retention and aids lower-level learners
in grasping the meaning of abstract words.

3.3. Pre-Teaching Vocabulary

● Description: The teacher explicitly introduces and practices the vocabulary before
the beep dictation activity.
 ● Purpose: Pre-teaching helps reduce cognitive load during the main activity,
ensuring students have a foundational understanding of key terms. This technique
aids in comprehension and confidence during the task.

3.4. Contextualized Language Practice

● Description: The language (vocabulary and phrases) is taught in the context of

following a recipe.
● Purpose: By linking language learning to real-world content, this technique
promotes meaningful language acquisition, making the vocabulary more relevant
and easier to recall later.

3.5. Scaffolded Learning

● Description: The activity starts with easier tasks (vocabulary practice) and builds
up to more complex ones (beep dictation and filling in the gaps).
● Purpose: This scaffolding approach supports students as they gradually increase
their independence and proficiency in using the target language.

3.6. Interactive Learning

● Description: Students interact with the teacher or each other to identify missing
words and complete the recipe.
● Purpose: Encourages collaborative learning and speaking practice, helping
students feel more engaged while improving their communication skills in a
low-pressure setting.

4. Advantages:

4.1. Engaging and Fun for Younger Learners:

 ○ The task is based on an enjoyable activity (following a recipe to make a
treat), which naturally engages younger or lower-level learners. Fun
activities enhance motivation and can make the learning experience more
enjoyable, encouraging participation.

4.2. Improves Listening and Comprehension Skills:

○ The beep dictation format requires active listening and attention to detail.
Students must pay close attention to the missing words, helping them
develop stronger listening comprehension.

4.3. Contextualized Vocabulary Learning:

○ Vocabulary is learned in the context of following a recipe, which provides

students with a clear and practical understanding of how the words are
used. This real-world application helps with retention and makes the
language more relevant to everyday situations.

4.4. Promotes Critical Thinking and Problem-Solving:

○ Students must deduce the missing words from the context of the recipe and
their understanding of the sequence. This encourages them to think
critically and use reasoning skills to fill in the blanks.

4.5. Interactive and Multi-Sensory:

○ Combining listening, speaking, and possibly even physical actions (e.g.,

miming cooking) provides a multi-sensory learning experience. This
engages different learning styles (auditory, visual, and kinesthetic) and can
help accommodate diverse learners.

4.6. Enhances Language Recall:

 ○ By removing key words and asking students to recall them, the beep
dictation technique encourages active retrieval of vocabulary, strengthening
memory and language recall.

5. Disadvantages:

5.1. Limited Language Scope:

○ The language focus is restricted to the vocabulary and actions related to a

specific recipe. While this provides practical context, it may not cover a
broad range of language skills, potentially limiting the depth of language
learning.

5.2. Challenging for Some Learners:

○ Lower-level students might find it difficult to fill in the blanks if they

struggle with listening comprehension or lack sufficient vocabulary
knowledge. This could lead to frustration, especially if the beeped-out
words are too complex or unfamiliar.

5.3 Passive Learning for Some Students:

○ While the task encourages listening, some students might be more passive
if they are unsure of the missing words. Those who are less confident might
not engage as fully, which could affect their overall language development.

5.4. Requires Pre-Teaching Vocabulary:

○ The effectiveness of this task relies on students having a good grasp of the
vocabulary before starting. Without sufficient vocabulary practice, students
may struggle to identify the missing words during the dictation, limiting the
task's success.
 5.5. Not Suitable for All Proficiency Levels:

○ This task is designed for younger or lower-level learners, so it might not be

challenging enough for more advanced students, who would benefit from a
more complex or nuanced activity.

5.6. Time-Consuming Setup:

○ The activity may require significant time for preparation, including

introducing the vocabulary, practicing miming actions, and conducting the
beep dictation itself. For a short session, this may take up a lot of time
without covering broader language areas.

Task 6: Design Your Own Chocolate Bar (10 minutes)

○A creative task for younger learners.
■Give students examples of chocolate bars with different ingredients, wrapper design and
introduce vocabulary that might help them with this activity
■Ask students to consider different chocolate bar ingredients, their preferences, and the
importance of wrapper design, they can do this in groups.
■Have students create a poster advertisement for their chocolate bar and present it to the
class.
1. Objectives
1.1. Vocabulary Acquisition:

Vocabulary acquisition is the process of learning new words and their meanings. In the context

of the chocolate bar activity, the goal is to introduce students to vocabulary related to chocolate

bars, ingredients, and wrapper design.

Some specific examples of vocabulary that can be introduced are:

● Types of chocolate: milk chocolate, dark chocolate, white chocolate

● Ingredients: sugar, cocoa, milk, nuts, fruit, caramel

● Wrapper design: color, image, slogan, font

● Taste descriptors: sweet, bitter, sour, salty, creamy, crunchy

● Adjectives: delicious, tasty, yummy, favorite, unique, unusual

Strategies for vocabulary acquisition:

● Providing examples: Show students pictures or real examples of different chocolate bars

to illustrate the vocabulary.

● Using visuals: Create a vocabulary chart or word wall with pictures and definitions.

● Playing games: Use games like "charades" or "20 questions" to practice vocabulary.

● Encouraging use in context: Have students use the new vocabulary in sentences or

discussions.

● Providing opportunities for practice: Incorporate vocabulary practice into other

activities, such as writing or speaking tasks.

By providing students with opportunities to learn and practice new vocabulary, the teacher can

help them to develop their language skills and communicate more effectively.
1.2. Critical Thinking and Analysis:

Critical thinking involves the ability to analyze information, evaluate arguments, and make

informed judgments. Analysis involves breaking down information into its constituent parts and

examining the relationships between those parts.

In the context of the chocolate bar activity, critical thinking and analysis can be applied in

several ways:

● Evaluating ingredients: Students can analyze the ingredients of different chocolate bars

to determine their nutritional value, taste preferences, and potential allergens.

● Comparing and contrasting: Students can compare and contrast different chocolate bars

based on their ingredients, taste, and packaging.

● Evaluating wrapper design: Students can analyze the effectiveness of different wrapper

designs in terms of attracting attention, conveying the product's message, and appealing

to the target audience.

● Making informed decisions: Students can use their critical thinking skills to make

informed decisions about their own chocolate bar preferences and the design of their

poster advertisements.

● Considering ethical implications: Students can consider the ethical implications of

chocolate production, such as child labor and environmental impact.

By engaging in critical thinking and analysis, students can develop their ability to:

● Evaluate information: Assess the credibility and accuracy of information.

● Identify assumptions: Recognize underlying assumptions in arguments.

● Consider different perspectives: Understand and appreciate different viewpoints.

● Make informed judgments: Draw conclusions based on evidence and reasoning.

● Solve problems: Apply critical thinking skills to solve real-world problems.

These skills are essential for success in school, career, and life in general. By incorporating

critical thinking and analysis into the chocolate bar activity, teachers can help students develop

these important skills in a fun and engaging way.

1.3. Creative Expression:

Creative expression refers to the ability to generate new ideas, concepts, or products. In the

context of the chocolate bar activity, creative expression can be applied in several ways:

● Designing a unique chocolate bar: Students can create a new and innovative chocolate

bar by combining different ingredients or flavors.

● Designing a visually appealing wrapper: Students can use their creativity to design a

wrapper that is attractive, memorable, and reflects the unique qualities of their chocolate

bar.

● Developing a compelling advertising message: Students can create a persuasive and

engaging message that will entice consumers to try their chocolate bar.

● Using storytelling: Students can incorporate storytelling elements into their

advertisements, such as creating a backstory for their chocolate bar or using humor or

emotion to connect with the audience.

● Experimenting with different media: Students can use a variety of media, such as

drawings, paintings, photography, or digital design tools, to create their advertisements.

By encouraging creative expression, teachers can help students to:

● Develop their imagination: Generate new ideas and concepts.

● Think outside the box: Explore unconventional solutions and approaches.

● Express themselves creatively: Communicate their ideas and emotions in a unique and

meaningful way.
 ● Develop confidence: Gain confidence in their ability to create and express themselves.

● Have fun: Enjoy the process of creating something new and original.

Creative expression is an important skill that can benefit students in many areas of their lives. By

incorporating creative activities into the chocolate bar activity, teachers can help students to

develop their creativity and have fun while learning.

1.4. Group Collaboration:

Group collaboration involves working together with others to achieve a common goal. In the

context of the chocolate bar activity, group collaboration can be applied in several ways:

● Dividing tasks: Students can divide the tasks involved in creating the poster

advertisement among themselves, such as designing the layout, writing the text, or

creating the visuals.

● Sharing ideas: Students can share their ideas and perspectives with each other to come

up with a creative and effective design.

● Providing feedback: Students can provide feedback to each other on their work, helping

to identify areas for improvement and ensure that the final product meets the group's

goals.

● Resolving conflicts: Students may encounter disagreements or challenges while working

together. They can use effective communication and problem-solving skills to resolve

these conflicts and stay focused on their goal.

By working together in groups, students can:

● Develop teamwork skills: Learn to work effectively with others, share responsibilities,

and communicate effectively.

 ● Improve problem-solving skills: Work together to overcome challenges and find

creative solutions.

● Increase motivation: Working with others can make the task more enjoyable and

motivating.

● Learn from each other: Benefit from the diverse perspectives and skills of their group

members.

● Build relationships: Develop friendships and connections with their classmates.

Group collaboration is an essential skill for success in both academic and professional settings.

By incorporating group work into the chocolate bar activity, teachers can help students develop

these important skills while also having fun and learning.

1.5. Presentation Skills:

Presentation skills are essential for effective communication and public speaking. In the context

of the chocolate bar activity, students can practice their presentation skills by:

● Preparing a clear and concise presentation: Students should organize their thoughts

and create a clear structure for their presentation. They can use visual aids, such as slides

or handouts, to support their presentation.

● Speaking confidently and clearly: Students should practice speaking clearly and

confidently, making eye contact with the audience, and using appropriate gestures and

body language.

● Answering questions effectively: Students should be prepared to answer questions from

the audience about their chocolate bar and presentation. They should respond

thoughtfully and respectfully.

● Providing feedback: Students can provide feedback to each other on their presentations,

focusing on areas such as clarity, organization, and delivery.

By practicing these presentation skills, students can:

● Improve their communication skills: Develop their ability to speak clearly and

effectively.

● Build confidence: Gain confidence in their ability to speak in public.

● Learn to engage an audience: Use effective techniques to capture and maintain the

audience's attention.

● Receive valuable feedback: Identify areas for improvement and develop their

presentation skills further.

Presentation skills are essential for success in many areas of life, including education, career, and

personal development. By incorporating presentation opportunities into the chocolate bar

activity, teachers can help students develop these important skills while having fun and learning.

2. Teaching methods

2.1. Task-Based Learning (TBL)

● Central focus: The core of TBL is the use of real-world tasks to engage students in

meaningful language practice. In this activity, creating a chocolate bar advertisement is

the primary task.

● Steps involved: TBL typically involves three stages: pre-task, while-task, and post-task.

In this activity:

○ Pre-task: Students would research chocolate bars, discuss ingredients and

preferences, and plan their advertisement.

○ While-task: Students would design and create the poster advertisement.

○ Post-task: Students would present their advertisements to the class and discuss

their experiences.
2.2. Content-Based Instruction (CBI)

● Integration: CBI integrates language learning with a relevant content area. Here, the

chocolate bar topic serves as the content.

● Real-world relevance: By focusing on chocolate, students connect language learning to

a real-world interest.

● Language skills: CBI helps students practice various language skills, such as reading,

writing, speaking, and listening.

2.3. Communicative Language Teaching (CLT)

● Authentic communication: CLT emphasizes the use of language in real-world

situations. The chocolate bar activity provides a natural context for students to

communicate their ideas, preferences, and opinions.

● Meaningful context: The topic of chocolate is relevant and engaging for students,

making the language practice more meaningful.

● Fluency and accuracy: CLT aims to balance fluency and accuracy, encouraging students

to use language confidently while also focusing on correct grammar and vocabulary.

In Summary:

● TBL provides the overall framework and structure for the activity.

● CBI integrates language learning with a relevant content area.

● CLT creates a communicative environment where students can practice using language

authentically.

All three methods work together to provide a comprehensive and engaging learning experience

for students. They help students develop language skills, critical thinking, creativity, and

collaboration.
3. Teaching techniques
3.1. Visual Aids and Concrete Examples:

● Real-world examples: Using actual chocolate bars with different ingredients and

wrapper designs provides students with tangible and relatable examples.

● Vocabulary introduction: Introducing relevant vocabulary helps students understand

and discuss the task more effectively.

3.2. Guided Discovery and Inquiry:

● Open-ended questions: Asking students to consider different ingredients, preferences,

and wrapper design encourages them to think critically and explore the topic

independently.

● Group work: Working in groups promotes collaboration, sharing ideas, and learning

from peers.

3.3. Creative Expression and Project-Based Learning:

● Poster advertisement: This project allows students to apply their knowledge and

creativity in a practical way.

● Presentation: Presenting their work to the class helps students develop public speaking

skills and receive feedback from their peers.

3.4. Differentiated Instruction:

● Accommodating different learning styles: The task can be adapted to accommodate

students with different learning styles. For example, visual learners can benefit from the
 visual examples, while kinesthetic learners can benefit from hands-on activities like

creating the poster.

3.5. Real-World Connections:

● Relevance: The task connects to real-world experiences and consumer choices, making it

more engaging and meaningful for students.

By combining these techniques, the task provides a stimulating and effective learning experience

for students.

4. Advantages

4.1. For Students:

● Engaging and relevant: The task connects to real-world experiences and consumer

choices, making it more interesting and meaningful for students.

● Creative expression: Students have the opportunity to express their creativity and

individuality through their poster designs and presentations.

● Collaborative learning: Working in groups promotes teamwork, communication, and

learning from peers.

● Practical application of knowledge: Students can apply their knowledge of vocabulary,

marketing, and design in a practical project.

● Development of essential skills: The task helps students develop public speaking,

critical thinking, and problem-solving skills.

4.2. For Teachers:

 ● Differentiated instruction: The task can be adapted to accommodate students with

different learning styles, making it inclusive for all learners.

● Assessment of learning: The task provides a way to assess students' understanding of

vocabulary, marketing concepts, and presentation skills.

● Stimulating learning environment: The use of visual aids, hands-on activities, and

group work creates a more engaging and interactive learning environment.

● Real-world connections: The task helps students connect their learning to real-world

experiences, making it more relevant and meaningful.

● Positive classroom culture: The collaborative and creative nature of the task can foster a

positive and supportive classroom culture.

Overall, the chocolate bar task offers a valuable learning experience for students while providing

teachers with a versatile and effective instructional tool.

5. Disadvantages:

5.1. For Students:

● Limited scope: The task may be limited in scope and not address all aspects of

marketing or product development.

● Inequality: Students with limited resources or access to materials may be at a

disadvantage in creating their posters.

● Difficulty with creativity: Some students may struggle with coming up with creative

ideas for their chocolate bar or poster design.

5.2. For Teachers:

 ● Time-consuming: The task can be time-consuming, especially if it involves extensive

preparation or grading.

● Assessment challenges: Assessing the creativity and quality of the posters can be

subjective and difficult to standardize.

● Limited applicability: The task may not be directly applicable to all subjects or grade

levels.

5.3. To mitigate these disadvantages, teachers can:

● Provide additional resources: Offer students access to materials or templates to help

them create their posters.

● Offer guidance and support: Provide guidance and support to students who are

struggling with creativity or design.

● Use a rubric: Develop a clear rubric to assess the posters and provide feedback to

students.

● Connect to other subjects: Integrate the task with other subjects, such as math, science,

or language arts, to make it more relevant and applicable.

By carefully considering these potential disadvantages and taking steps to address them, teachers

can maximize the benefits of the chocolate bar task while minimizing its drawbacks.