LESSON PLAN
Teacher: Fatıma Erdoğan
Grade: 9th
Level of the students: Elementary
Topic: Chocolate
Duration: 80 min.
Materials: Smart board, Board marker , Worksheet
Objectives:
By the end of the lesson,
students will be able to;
·
See real life
material related to the topic by eating chocolate
·
Practice their
reading, writing and speaking skills.
·
Recall and
discuss about chocolate addiction and other addictions.
·
Use “modals” in the meaningful sentences by
writing a letter with ‘should, can, might,’
·
Compare their
answers by doing reading activities.
·
Write a letter
related to the topic.
·
Criticize ideas
to help her.
Preparation(20 min)
1.
The teacher brings
in some chocolate to the class- maybe a small bag of chocolate sweets that will
be shared.
2.
The t puts the
students into pairs and give each pair a copy of the worksheet. They need to
ask each other the questions in part 1.
3.
The t monitors
while the students discuss the questions together.
4.
The t does whole
class feedback on these questions. The teacher can also tell the class her
answers to questions.
5.
The t asks to
students to imagine someone that eats a lot of chocolate every day. Writes on
the board: He is _____ to chocolate. He has an ___ .And gives the words:
addicted, addiction.
6.
The t asks
students what other things people can be addicted to. She elicits examples such
as alcohol, shopping etc.
The Main Activity (30 min)
1.
The teacher
tells them they are going to read about a woman, Cherly, who is addicted to
chocolate. The t draws their attention to part 2 and asks them to read the
choices.
2.
The teacher gives
each student their own copy of the text, asks them to read it fairly and to
decide who Cheryl is writing to.
3.
The teacher lets
students compare their answers before asking for suggestions. The t reminds them
that they can read the text again if it is necessary .
4.
The teacher gets
the suggestions and gives feedback.
5.
The teacher tells
them they’re going to read the text in more detail to understand each
paragraph.
6.
Students read
the summaries of the paragraphs in part 3 and decide which summary is the
correct one for paragraph.
7.
They match
summary and paragraph number.
8.
Students read
another time and decide if the sentences are True or False.
9.
Students compare
their answers with each other. If there are any differences, they should try to
explain their answers.
Follow-up(30 min.)
1. “Cheryl asks what can ı do?” The t asks to students
work in pairs or small groups and to brainstorm ideas to help Cheryl. What can
she do? How can her family help?
2. The teacher encourages them to come up with four or
five ideas. And she tells them to take notes.
3. The teacher tells them to write a letter back to her
by using should, can , try doing , might etc. She gives opening lines:
Dear Cheryl
Here are some ideas to help you with your problem.
Firstly...
4. After then, the t mixes the letters and hands out .Students
read each others’ letters and decide which ones give the best suggestions.
Chocolate:
1 I know that I have a problem – a big problem. It may sound funny but
it’s very bad for me – for my health and for my life. What’s the problem? I
can’t stop eating chocolate!
2 I started eating chocolate as a child of course; me and my sisters all
ate a lot of different kinds of chocolate. However, my sisters and I are adults
now and I’m the only one who still eats it a lot. My elder sister can have a
bar of Toblerone and make it last a week. My younger sister is happy with one
box of chocolates a year for Mother’s Day. My parents don’t eat any chocolate
at all. Me – I need it every day, and lots of it too.
3 So, how much do I eat? Well, I have about 10 bars of chocolate a day. My
first bar is at 8 o’clock in the morning, and then I have my last one just before
I go to bed. Sometimes if there’s no chocolate in the house I drive to the
nearest shop that sells it (about 2 kilometres away) and buy some more. I even
drive out late at night if I need some chocolate. If the children (and this is
terrible, I know) have chocolate in the house I take it. When Sarah was eight
someone gave her a box of chocolates for her birthday. I took the box and then,
when she was out playing, I ate some. Then I ate some more. I finished the
whole box! A few days later she said, “Where’s my box of chocolates?” and I
said, “I don’t know”. I know that was very bad. At Christmas we got a giant
family-sized bag of chocolate sweets, I ate the whole bag on my own in two
days!
4 I know eating a lot of chocolate is bad for my health. There’s a lot of
sugar in all types of chocolate. There’s also a lot of fat. I think that’s why
I have many spots on my face, and I’m a little overweight too. Sometimes I try
to stop but if I don’t have any, I get very bad headaches. However, as soon as
I have some chocolate I feel better and happier too. I know that it’s also very
bad to take and eat chocolate that’s not mine but I can’t stop myself.
5 What can I do? Even at night I dream about chocolate. My favourite dream
is falling down a hole and landing on a big pile of chocolate bars! I really do
want to stop, or start to eat less. At the supermarket there’s always chocolate
for sale while I wait to pay for my shopping. At the station (bus, train,
underground…) there’s always chocolate for sale in machines. Everywhere I look
there’s chocolate for sale! I try to speak to my family but nobody understands.
They all like chocolate but nobody wants to eat 10 bars a day, and nobody
understands why I do.
6
I
need help! Please tell me what I can do to stop eating chocolate!
1. Ask and answer
these questions about chocolate
a.
Do you
like chocolate cake? Chocolate ice-cream? Chocolate bars? Hot chocolate drinks?
b.
How much
chocolate do you have every week?
c.
Do you
eat more chocolate now than when you were a child, or less?
d. Do
you think it’s bad that some children eat a lot of chocolate?
2. Read a text written by Cheryl, a woman who is
addicted to chocolate. Who is she writing to?
a. . Her mother
b. A newspaper
c. A magazine problem page
d. A company that makes
chocolate
3.
Read the text again
and match a summary with a paragraph.
summary paragraph
a Cheryl is the only
one addicted to chocolate in her family 1
b Why Cheryl’s
addiction is a problem 2
c Cheryl wants help 3
d The description of the
addiction 4
e An introduction to the
problem 5
f Why the addiction is
difficult to stop 6
4.
Are the following
sentences True or False?
a Cheryl is the middle child in her
family
b She is a
mother
c Sarah is
one of her sisters
d Cheryl
feels ill if she stops eating chocolate
e She feels
both good and bad after eating chocolate
f It’s very
easy to buy chocolate
g Her
family don’t give her any help
