XXX Listening Speaking Reading Grammar Writing
Topic: Think of Bio-fuels
Instructor: Seong Mi	Students Competency Level Intermediate	Number of Students: 8	Lesson Length: ?
Materials: (List the Names of all materials used in the lesson. Materials must be shown at the end of this document) * Food Chart - Salmon Salad - Vegetable Cheese Canapé - Corn Soup - Tomato Bruschetta - Stuffed Eggs * Discussion Supplements - Bio-fuel is a good alternative for fossil fuel - Bio-fuel is NOT a good alternative for fossil fuel * Quiz Cards - Global Warming - Crop - CO2 - Bio-fuel - Limit - Energy source - Alternative - Environment
Aims: (What students will be able to achieve by participating in the activities of the lesson. (Ss gain or get by doing…) - Participate actively and Familiarize with concept of Bio-fuel. - Enhance listening skills by discussing, playing a quiz, and listening to teacher. - Enhance speaking skills by presenting opinions, discussing, playing a quiz and answering teacher. - Enhance communication skills during discussion in a group.
Language Skills: (Lists what activities language skills students will be using by participating in the activities of the lesson.) Reading: (Where did reading occur in the lesson?) Food chart, Discussion supplement, Quiz cards Listening: (Where did listening occur in the lesson?) Teacher’s talk, Other students’ talk during discussion, quiz, presenting Speaking: (Where did speaking occur in the lesson?) Answering the teacher, group discussion, quiz Writing: (Where did writing occur in the lesson?) Summarizing the opinions
Language Systems: (Lists what language systems students will be using by participating in the activities of the lesson.) Phonology: (sound) Teacher’s talk, discussion, quiz Function: (situation) A stand for Bio-fuels, a stand against Bio-fuels Lexis: (meaning) Vocabulary about food, Bio-fuel Grammar: (language structure) Argument and description Discourse: (communication) Discussion, interaction with a teacher, playing a quiz
Assumptions: (What students must already be able to do and what concepts must already be mastered before the lesson in order to achieve the aims of the lesson.) - Every student has heard of fossil fuels. - Every student understands pros and cons debate and participate with joy. - Every student understands the environment which we live in.
Anticipated Errors and Solutions: (What things might go wrong in the lesson and what the solution will be. An SOS activity should also be included) - A certain student can’t answer easily. * Solution: Teacher gives more time to think of a question and asks it again later. - Students say something that is not related to the subject. * Solution: Teacher reacts to students positively and asks a question that can guide students differently the subject.
References:

Lead-In or Pre-Task Part (Warm-Up Part to activate and create interest in the lesson.)
Materials: (List the Names of all materials used in the Lead-In or Pre-Task Part of the lesson. Materials must be shown at the end of this document) * Food Chart - Salmon Salad - Vegetable Cheese Canape - Corn Soup - Tomato Bruschetta - Stuffed Eggs
Time:	Classroom Set Up:	Student Activity and Goals:	Teacher Procedure & Instructions:
1min 3 min 5 min	Whole Whole Ss-T	Ss greet the teacher . Ss listen to teacher. Ss talk to teacher.	Greeting. Ask Ss to imagine that Ss are in a restaurant and show food chart. Tell what T likes most among the foods on it and Why T likes it. Ask Ss what to eat and why among them. Let’s talk about the other side of food in groups.

Pre-Activity or Task Familiarization Part (Presentation Part Presenting the language structure to be covered in the lesson. Prepares students for the communication activity.)
Materials: (List the Names of all materials used in the Pre-Activity or Task Familiarization Part of the lesson. Materials must be shown at the end of this document) * Discussion supplement - Bio-fuel is a good alternative for fossil fuel - Bio-fuel is NOT a good alternative for fossil fuel
Time:		Classroom Set Up:	Student Activity and Goals:	Teacher Procedure & Instructions:
6 min 2 min 13 min		Whole Groups Groups	Ss listen carefully. Ss move and make groups. Ss read, share ideas and summarize their opinions.	Introduce the group discussion. Tell Ss what the subject is and stories related to it. Divide Ss into 2 groups. Hand out discussion supplement and ask Ss to read, share their ideas and summarize their opinions for pros and cons debate.
Main Activity or Task Realization Part (Practice to Production Part Teacher lead practice of the language presented and move to communication based more student centered activity)
Materials: (List the Names of all materials used in the Main Activity or Task Realization Part of the lesson. Materials must be shown at the end of this document) * Discussion Supplements - Bio-fuel is a good alternative for fossil fuel - Bio-fuel is NOT a good alternative for fossil fuel
Time:		Classroom Set Up:	Student Activity and Goals:		Teacher Procedure & Instructions:
2 min 4X5 min 20 min		Whole Groups Groups	Ss listen and are ready for the debate. Everything below happens four times at least Ss participate in activity. One of pros argues and the others listens. After that, One of cons argues against what is said before.		Teacher gives instructions and introduce pros and cons debate. Teacher starts debate as a moderator. Everything below happens four times at least. Teacher monitors debate. In between, teacher organizes Ss’ opinions and helps to lead debate smoothly.
Post Activity or Post Task Part (Wrap-Up Part Close the Lesson on a high note to and consolidate language learned in a communication based activity new situation.)
Materials: (List the Names of all materials used in the Post Activity or Post Task Part of the lesson. Materials must be shown at the end of this document) * Quiz Cards - Global Warming - Crop - CO2 - Bio-fuel - Limit - Energy source - Alternative - Environment
Time:	Classroom Set Up:		Student Activity and Goals:	Teacher Procedure Instructions:
1 min 2 min 4 min 1 min	Whole Whole S – S Whole		Ss pay attention to T. Ss listen and say the word that T explains or describes. Everything below happens twice. A students picks a card and gives a quiz. The other students try to guess actively. Ss listen.	Give instructions about a quiz. Demonstrate(Give a quiz). T describes the word that Ss learned or used during the debate. Everything below happens twice. Ask a student to pick a card and give a quiz in a similar way. And T monitors it with smile. Close by expressing how fun and happy this class was. And praise highly all the students of their active participation and improvement.

Food Chart

- Appetizer

* Salmon Salad

* Vegetable Cheese Canape

* Corn soup

* Tomato Bruschetta

* Stuffed Eggs

Discussion Supplement

Bio-fuel is a good alternative for fossil fuel.
★ CO2 reduction ★ No limit to production ★ Trying to increase the energy efficiency, and to solve the lack of food ★ Can solve other problems, too	Bio-fuel is a great idea for the environment because we can reduce CO2 emission by 36 to 52 percent by using Bio-fuels instead of oil and gas. As you know, the main cause of global warming is CO2 emission, so we can slow down the global warming process by using Bio-fuels. We can produce Bio-fuels without limit as long as there are crops. If we used it for our cars, we would not worry about increasing gas prices. Many researchers are developing new technology to increase the energy efficiency. Also, they are trying to produce Bio-fuels using animal waste, which would solve the crop shortage problem. If we use more animal waste or other unwanted sources to produce Bio-fuels, we can solve the waste disposal problem while getting the energy we need.

Discussion Supplement

Bio-fuel isn’t a good alternative for fossil fuel.
★ Damaging the nature ★ Not simple to produce Bio-fuel ★ Not a efficient source of energy (Need lots of corns for a little ethanol) ★ Problem about the lack of food	Bio-fuels can cause other serious environmental problems. That is, we need lots of corn or soybeans to produce Bio-fuels. To meet the need, we have to clear natural forests and make more farmlands. In this process, we cannot help but destroy many trees and eventually the ecosystem. Production process of Bio-fuels is not that simple. We first need to collect and transport crops from many fields both near and far to refinery stations to produce them. It is neither convenient nor cost-effective. Bio-fuels are not a very efficient source of energy. For example, a study shows that we need 200 kilograms of corn to produce only 85 liters of pure ethanol. This indicates that they won’t meet the demand of all the people. The serious problem related to Bio-fuels is the lack of food for people, especially for the poor. some unwanted sources can be used for producing Bio-fuels, but we still mostly depend on crops like corn or soybeans for producing them.

Quiz Cards

Global warming	Crop
CO2	Bio-fuel
Limit	Energy Source
Alternative	Environment