| Vocational Course | Pastry |
| Subject / Module | Flour and Confectionery Products |
| Formative Unit | Cakes and Cake Decoration |
| Topic | Chocolate |
Teaching Objectives and Learning Outcomes
| Lesson Objectives | Description |
|---|---|
| Learning Outcomes | – develop the 4 CLIL language skills in a culinary setting: speaking, listening, reading and writing – learn about the history of chocolate production, extraction, processing, and use |
| Job Related Skills | – know the types of chocolate and their main properties – terminology in English – Speak and write in simple professional English |
| Content Aims | – learn the history of chocolate development from ancient times to the present day – know about the Use of chocolate – know the types of chocolate – know the types and techniques of tempering chocolate |
| Communication Aims | – use the correct terminology about chocolate – discuss and collaborate in groups – listen and provide brief feedback |
| Critical Thinking Aims | – connect the tools used for tempering chocolate with images (HOUT 1) |
| Culture Aims | – learn how chocolate is used in different countries (in fillings, glazes, decorations) – get to know the traditions of different countries in the use of chocolate |
Lesson Procedure
| Lesson Stage | Activity | Timing |
|---|---|---|
| 1. Lead-in |
Brainstorm: What is chocolate? – Students share their initial thoughts, associations, and prior knowledge related to chocolate. The teacher collects keywords or ideas on the board to activate thinking. | 5-7 min |
| 2. Chocolate History and Production |
Learn about chocolate origins, production processes, and global traditions through the presentation Chocolate. Note down new words from the presentation. Watch the following videos to support your learning: The History of Chocolate – https://www.youtube.com/watch?v=ibjUpk9Iagk Chocolate Tempering Techniques – https://www.youtube.com/watch?v=tV8kA4eWkRo |
30 min |
| 3. Group work: |
Interactive group work – student group presentations – students are divided into small groups (3–4 members) – each group makes presentation, such as: – Chocolate types and characteristics – Cocoa farming challenges and sustainability – Chocolate tempering techniques – Use of chocolate in different cultures – Groups summarize key points, explain findings, and answer one follow-up question from peers or the teacher. |
30 min |
| 4. Individual work: |
Individual work: Each student receives an individual worksheet (HOUT1) focused on chocolate tempering techniques and tools based on the presentation. The task aims to strengthen understanding of the tools, their correct use, and common tempering challenges in professional chocolate work. Tasks description: – Match each tempering tool with its correct image and function – Write one sentence in English for two of the tools explaining why they are important in the tempering process. Students complete the worksheet individually and submit it to the instructor for evaluation. |
10 min |
| 5. Wrap-up | Wrap-up and self-assessment: The teacher leads a reflective discussion: What did we learn today? What surprised you? Each student completes a self-assessment using “I can” statements (e.g., I can describe chocolate types, I can explain what tempering is). Optional: Students share one thing they’d like to learn more about. |
5 min |
Teaching Methods and Techniques
- Brainstorming
- Pictures, video materials
- Group work
- Individual work
- Problem-solving tasks
- Scaffolding
Answers to the Tasks in the HOUTs