The students are given one piece of chocolate each. let them eat while the advertisement is showing in the background. Ask them if they like chocolate. Elicit the word itself and then write it on the WB. make sure their pronunciation is correct./ˈtʃɒk(ə)lət/ (Maybe they will ask about advertisement, so be prepared. /ədˈvəːtɪzm(ə)nt-tis-/. They probably got confused with the verb. See advertise /ˈadvətʌɪz/, as the stress changes. They advertise chocolate. It is a chocolate advertisement.) Elicit the stress from the students. Then elicit the various kinds and brands of chocolate.

Let the students work in pairs. Let them discuss what are the benefits and what is not good with chocolate. Let them do a quick feedback in order to further build the context with the students. Monitor the pronunciation of chocolate and do immediate error correction. Maybe they will bring up the word cocoa. Do error correction for this word if needed. /ˈkəʊkəʊ/

Divide them into groups of three. Show the students the cut-up paragraphs. Tell them the editors got mixed up. Ask them what they think their task is. (to put the paragraphs in the right order). Then hand over one set each group. They should read and work out together which paragraph comes in which order. Give them two minutes to finish. When the time is up, hand them a printed out copy of the story where they all are in order.

Continue in their groups. Cheryl has a problem. What was her problem? Elicit the word "addiction" and its meaning. Repeat it a couple of times. The students are to look at the text and find the sentences that show she is an addict. If need be, do one sentence to give an example. Tell them to find at least six examples, but there are more. If they do not have paper, then give them one. Give them four minutes. Monitor and after they seem to come to an end, and time seem to run out, let them check with each other and see how different groups have answered. Let one person each write on the WB. Drill full sentences.

Let the students work in pairs. Look at the text and see the words in bold. Give them three minutes to discuss what they think these words mean. At this point feedback will not be given, but will be done after next exercise. g The vocabulary card game The students will now be separated into two teams: Dark chocolate and Milk Chocolate. On the WB a number of cards will be pasted. (vocabulary flip cards) Two of each will be a match in the sense that they are a definition or a synonym. Each team, and each member of a team will get a turn to turn the cards over and figure out to which card it belongs. When a team has matched a pair, the cards will be pasted at the side and this team gets a point. The will not continue again, but the other team will still get to do their turn. This will be done until all cards are finished and the students would have had a good review of the words.

The vocabulary given through the reading will be checked for understanding and drilled. They will set groups of three and using the vocabulary they should share what they love or even if they have an addiction (smoking?) and what signs they have seen. They could refer to the signs of Cheryl. If they feel uncomfortable then they can share about someone they know (also giving them a chance to talk about themselves in third person)

Editor's has problems again. The friend gave Cheryl an advise which has been erased from the text. In pairs make sentences for what they think the friends would tell Cheryl. Let some students share as a feedback