Chocolate

In this lesson, learners work on various activities on the topic of chocolate while practising much/many. First, they do a chocolate trivia quiz. Then, they write a personal comment and do a group survey about how much chocolate they and their classmates eat. The final productive task is to design a new chocolate bar and then present it to other groups. 

Related lessons/activities:

https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/c/countable

https://www.teachingenglish.org.uk/teaching-resources/teaching-secondary/activities/intermediate-b1/easter-reading

Lesson outcomes

All learners will:

• design and present a new chocolate bar
• do a group survey about eating chocolate

revise much/many through speaking and writing activities

Materials

• Lesson plan 
• Student worksheet
• Presentation 

Lead-in (5 minutes)

• This activity introduces the theme of chocolate.
• Write the word chocolate on the board. Put learners in pairs. Give them 1 minute to brainstorm all the words they know related to chocolate.
• Invite pairs to call out their words and write them on the board.

Chocolate trivia quiz (15 minutes)

• This activity practises much/many on the theme of chocolate.

• Write the following sentences on the board:

  How much chocolate do you eat every week?

  How many bars of chocolate did you eat last week?

• Elicit why one question uses much and the other many (much is used with uncountable nouns, many with countable nouns).
• Show slide 2 or give out the student worksheet and direct learners to the chocolate trivia quiz.
• Put learners in pairs to decide whether questions 1-7 need much/many. Monitor and help when needed.
• Show slide 3 or read out the answers to 1a: 1 – much, 2 – many, 3 – much, 4 – many, 5 – much, 6 – many , 6 – many, 7 – many.
• Show slides 4 and 5. Learners now do the quiz in pairs, guessing the answers.
• Check the answers to 1b by showing slides 6 and 7 or by inviting the class to tell you their answer, justifying when they can. Answers: 1 – b, 2 – a, 3 – a, 4 – 1, 5 – b, 6 – c, 7 – a. 
• Tell pairs they should now write their own quiz question, related to chocolate. Internet access is needed for this, so this short task could be kept for homework if learners do not have internet access in class.

Write a comment (10 minutes)

• This activity asks learners to write a comment about chocolate, using much/many
• Show slide 8 or direct learners to task 2a on the student worksheet. Read through the comments with the class to make sure they understand them.
• Learners tell their partner the answers to a.
• Show slide 9 or read task 2b. Learners work individually to write a comment. Monitor and give help when needed, checking much/many are used correctly.
• Invite some learners to share their comments with the class.
• Optional extension activity: Put learners in groups of 5-6 and ask them to read their comments and order themselves from the person who eats the most chocolate to the least. Then, they share with another group. This is an active listening group task.

Group survey (10 minutes)

• This activity practices using much/many in a speaking activity.
• This can be done as a mingle activity (where everyone stands up and asks three different people) or as a sit-down activity for a group of four.
• Show slide 10 or direct learners to task 3 on the student worksheet. First check learners understand all the questions by inviting them to ask you the questions (and you answer). If your class need confidence speaking, first drill the question as a class (you speak, they repeat).
• Then, they can complete the first column with their own answers before asking three classmates the questions. Monitor and encourage learners to extend their answers where possible, using full sentences.
• When they have completed the table learners can work in groups to discuss who’s the biggest ‘chocoholic’ in the group. They shouldn’t take it too seriously!
• Invite some groups to share what they found out.

Productive task (20 minutes)

• This is a creative task that involves collaboration with a group. 
• If you can, bring in some chocolate bars and ask the learner what the ingredients are (nuts, caramel, coconut, biscuit, raisin, etc). Ask them if they like the designs of the wrappers and the name. 
• Show slide 11 or direct learners to task 4 on the student worksheet. Read through the questions with the class, to make sure they understand what to do.
• Put learners in groups and set a time limit of 10 minutes for ideas and notes.
• Now tell learners they should plan a short presentation. They must first decide who will say which part. Then, they should rehearse.

• Optional: To give learners support giving this presentation, show slide 12 or write up the following sentence starters on the board:

  Good morning/afternoon. I’m here  today to present our new chocolate bar. 

  First I want to tell you about it’s delicious ingredients. These are…

  Next, I can talk to you/show you the design of the chocolate bar. It is…has….

  The name of our…

  I’m sure you want to know the price. This costs only….

  Lastly, where can you buy it? You can buy it….Thank you for listening. Would you like to try ….?

   

• Learners present their chocolate bar to the class. Encourage the class to ask questions and make comments.
• The class can vote for the chocolate bar they think would be most successful.
• Optional extension: Groups make a poster advert for their new chocolate bar for a wall display.

Reflect (5 minutes)

•  Show slide 13 or write up the following questions on the board:

  Which activity did you enjoy most today? Why?

  Have you improved in using much/many? How do you know?

• Give learners time to think, then put them in pairs to share their answers.