Aliyya Dwidar Aliyya Dwidar

Chocolate trade
teenagers and adults level


The lesson is suitable for 7 July (World Chocolate Day). The aim of the lesson is to learn who makes our chocolate and, importantly, who receives our money each time we buy a bar of chocolate. Students will become aware of the injustices. In this lesson students do a few reading activities where they read about different stages of the journey and they learn where most/least of their money goes. They are ‘paid’ by the teacher in squares of chocolate so that they actually feel the unfairness of the system. They finish with a discussion on the injustices. Optional follow-up activities: 1. Research more ‘fair’ chocolate companies, i.e., those who pay the farmers properly. 2. Make an ad to convince customers to buy Fairtrade chocolate.


Main Aims

  • To provide scan, detailed, deduction and inference reading practice using a text about Chocolate trade in the context of chocolate from the land to the hand

Subsidiary Aims

  • To provide review of the passive voice in the context of the reading passage
  • To provide fluency speaking practice in a discussion in the context of the reading passage


Pre-reading (5-7 minutes) • To set lesson context and engage students to create interest and generate ideas plus teaching blockers

Warmer:photos of the chocolate making process/video about the chocolate journey(optional) Pre-reading • Ask students to raise their hands if they like chocolate. • (optional) Take a class vote to discover which brand of chocolate is most popular. Ask students some questions like: Does eating chocolate change our feelings? • Explain Today we’re going to learn about the journey of chocolate: how it’s made and where your money goes. Up till now, this is the bright side of chocolate. teaching blockers if necessary : chocolate pod-fairtrade

While-Reading/jigsaw reading/reading for gist (3-5 minutes) • This is an approach to reading that involves the students in speaking and summarizing skills.Plus reading to grasp the main idea.

I will divide the class into groups of three. Assign each group a role: (A) cocoa farmers, (B) chocolate companies, (C) retailers. • Give each student a copy of the worksheet and the passage • Explain that each group reads just read ONE text: A, B or C.Then present their part to the rest and the others are listening to them.• This is considered an integrated skill that combines reading, listening and speaking. • Students skim their text (read for gist) and answer Q.1. (Do you think the farmers' children were happy? Ss answer A. Cocoa farmers: plant cocoa trees, look after them, pick the pods, open them, take out the cocoa beans, prepare the cocoa beans and dry them.Total time: 6 months. B. Chocolate companies: buy the cocoa beans, transport them by ship, clean and process the beans, add ingredients, pour the liquid into shapes, wrap the bars and add labels. Total time: 24 days. C. Retailers: order the chocolate, check they have received the right quantity, put the new price label on the bars and put them on the shelves. Total time: 2 days.

While-Reading/scan reading for specific information (2-3 minutes) • To provide students with more challenging detailed reading tasks

•I will ask students to read texts A and C quickly and answer Q.2- Read texts A and C quickly. Find information about these topics. {Children- slave -harvest- Fairtrade}Set a time limit of 3 minutes. then they check their answers with their peers then we share answers. • Check students’ understanding. Answer key Text A: Adults, children and slaves. Some farmers’ children work instead of going to school. Some people work as unpaid slaves. (Child labour and slavery are common.) The cocoa farmers’ life is very unstable. If the harvest is bad, they earn nothing. This is why many are changing to other crops, causing a shortage of chocolate! Text C: Fairtrade is a good way to help farmers – when you see the label on the bar, it means that the chocolate company supports the environment, pays workers fairly (so that they can have access to healthcare etc.) and doesn’t use children or slaves.

While-Reading/close reading (2-3 minutes) • to look for specific details /to set the sentences in order to complete a full stage

Divide them into groups of three. Show the students the cut-up sentences. Tell them I scrambled them up. Ask them what they think their task is. (to put the paragraphs in the right order). Then hand over one set to each group. They should read and work out together which sentence comes in which order. Give them two minutes to finish. When the time is up, students share their answers and then I will double-check the answers with them. Q3-Put the following process in order according to the passage: a)In the factory the beans are cleaned and processed. B)The cocoa is sent to another factory to make delicious chocolate. C)Chocolate companies buy cocoa beans from Ghana. D)The beans become powder. E)The beans are transported by ship to the factory. Answers{C-E-A-D-B}

Post-Reading (7-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned by promoting their critical thinking and to revise the passive voice with them

I will write 2 marker sentences in the passive voice then I will ask students the question do you remember guys our previous lesson about the passive voice. Next, I will write 2 marker sentences on the board: 1- Chefs use these machines to mix the ingredients. 2- These machines are used to mix the ingredients. Then another question which sentence is active and which one is passive. After that, I will ask Ss that they have to underline all the passive sentences in the text to make sure that they recalled it. Next, I will distribute a small exercise to check their understanding. setting time1 min to answer the questions. Moving to the next step which is very important to show how the students responded to the text by exposing them to answer certain questions that promote their higher level of cognitivism in an oral discussion in front of the class and write their presentation in their own words . First I will make sure that they understand what is (fairtrade)? which means that chocolate companies pay cocoa farmers fair prices, protect the environment and they don't use slaves. Then I will divide them into 3 groups given the name of fairtrade company holders namely: KitKat, Mars, and Maltesers. Next, Hold up some bars of chocolate, one per group. (Alternatively, use biscuits or bars of chocolate.) • Tell them you are going to pay them for their work. Hand out a different number of chocolate squares to each group: Chocolate companies: 4 squares Retailers: 4 squares Cocoa farmers: half a square. • Wait for a reaction. • Encourage a brief class discussion on equality/fairness. Ask questions: Why do you think each group gets different amounts of your money? How fair does it seem? Firing the students' enthusiasm to call for justice and equality holding the slogan of children trafficking no more/children slavery no more. After that, I will ask them to make an oral discussion and answer the following question and present it in front of the class and rewarding them with chocolate. The questions3. Discuss the questions in your group. What do you feel about children and cocoa slaves making your chocolate? Why? Why do you think many cocoa farmers no longer want to grow cocoa? How could it affect you? How fair does it seem to you that retailers charge double the price? Why (not)? How does Fairtrade help the cocoa farmers? How do you know if the chocolate is Fairtrade? Would you pay 10p more for your chocolate if it helped the cocoa farmers? Finally, I will wrap up my lesson.

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