Date

Unit: 3 Lesson: 1

Period
SBP: 11

Class
WBP: 9

Learning objectives:
Grammar Present simple: active and pass i vc Listening Listen for gist and for specific information Reading Read for gist Critical thinking Understand the importance of energy Function Ask !estions Writing A report

"eaching Aids: SB # WB # $omp!ter % &ata Sho'( Warm !p: Asking the st!dents to think of the different so!rces and !ses of energ) in o!r life( "he) sho!ld also think a*o!t the f!t!re and give their e+pectations( Proced!re: SB( ,+(1:
Listening Discuss these questions in pairs.
% "elling the st!dents to look at the five pict!res and asking 'hat the) can see in each( % "elling the st!dents to look at the list in the *ook and asking them to name 'hich t)pe of energ) is *eing prod!ced in each pict!re( % "elling them to 'rite their ans'ers in the spaces provided( % -oing thro!gh the ans'ers 'ith the class( % Asking the st!dents to think a*o!t the different so!rces of energ)( % Asking them 'hich ones are rene'a*le and 'hich ones are nonrene'a*le( % &isc!ssing the ans'ers 'ith the class(

SB( ,+(.:
% $hecking the meaning of these 'ords in )o!r Active Study Dictionary.
% Writing the 'ords from the *o+ on the *oard( % Sa)ing each 'ord and inviting different st!dents to come !p to the *oard to !nderline the stressed s)lla*le in each 'ord: li !id/ molten/ n!clear/ pipe/ po'er station/ press!re( % "elling the st!dents to look !p the 'ords in their Active Study Dictionary.

SB( ,+(3:
Listen to a radio interview about geothermal energy and answer these questions.
% Asking the st!dents if the) kno' 'hat geothermal energ) is( % ,+plaining that the) are going to listen to a radio intervie' a*o!t geothermal energ)( % Before the) listen/ 0 tell them to read thro!gh the three !estions( % Pla)ing the intervie' on the cassette t'ice( % P!tting the st!dents into pairs and asking them to disc!ss the three !estions( % &isc!ssing the ans'ers 'ith the 'hole class(

SB( ,+(1:
Listen again and complete these sentences. % Asking the st!dents to read thro!gh the sentences(
% ,+plaining that 0 am going to pla) the intervie' again and the st!dents m!st complete the sentences( - Pla)ing the tape t'ice( % -oing thro!gh the ans'ers 'ith the 'hole class(

SB( ,+(2:
Why do you think geothermal energy is better or the environment than that produced by traditional power stations!
% Asking the st!dents 'hat the) think of geothermal energ)( % Asking them 'hat advantages it has got and 'h) it is *etter for the environment than energ) prod!ced *) traditional po'er stations( % &isc!ssing the !estions 'ith the class(

SB( ,+(3:
"he sounds o #nglish
% Reminding the st!dents that 'ords 'ith more than one s)lla*le have a stress on one of the s)lla*les( % Reading the information on the )ello' Dont forget sticker 'ith the class( % 4aking s!re the) !nderstand ho' to 'rite stress marks in 'ords( 'ith the stress mark *efore the stressed s)lla*le( % 0n this e+ercise/ there are fo!r *o+es 'ith one 'ord in each *o+( % Sa)ing the 'ords and asking the st!dents to repeat them( % ,+plaining that the st!dents m!st 'rite the 'ords from the green *o+ in the correct col!mn on the right/ so that the 'ords in each col!mn have the stress in the same place( % Pla)ing the tape and telling the st!dents to check their ans'ers( % Pla)ing the tape again and asking them to repeat the 'ords(

WB( ,+(1:
Complete the table.
% "he st!dents m!st p!t the 'ords from the *l!e *o+ into the correct categor) in the ta*le *elo'( % 4aking s!re the st!dents !nderstand 'hat each of the fo!r categories means( % P!tting the st!dents into pairs and asking them to compare their ans'ers( % -oing thro!gh the ans'ers 'ith the 'hole class(

WB( ,+(.:
Find the words in the pu$$le to match the de initions.
% "elling the st!dents to start *) reading the gapped sentences( - ,+plaining that the) m!st look for the missing 'ords in the *o+/ and the) might find the 'ords verticall) or hori5ontall)( % "elling them to find each 'ord/ circle it and then !se it to complete one of the sentences( % -oing thro!gh the ans'ers 'ith the 'hole class(

WB( ,+(3:
%atch words that have stress on the same syllable.
% Reminding the st!dents of ho' 'ords 'ith more than one s)lla*le have stress on one of the s)lla*les/ % Reading the e+ample: industry, dangerous, company, Saturday. % "elling the st!dents to 6oin the 'ords from together at b to the 'ord in each of the other col!mns that has the same stress pattern in the same 'a)( % P!tting the st!dents into pairs to compare their ans'ers(

Date
Unit: 3 Lesson: .

Period
SBP: 1.

Class
WBP: 17

Learning objectives:
Grammar Present simple: active and pass i vc Listening Listen for gist and for specific information Reading Read for gist Critical thinking Understand the importance of energy Function Ask !estions Writing A report

"eaching Aids: SB # WB # $omp!ter % &ata Sho'( Warm !p: Asking the st!dents to think of the different so!rces and !ses of energ) in o!r life( "he) sho!ld also think a*o!t the f!t!re and give their e+pectations( Proced!re:
Language ocus &resent simple' active and passive

SB( ,+(1:
(tudy these sentences rom the listening and do the ollowing.
% "elling the st!dents to read the thro!gh the sentences in the *o+( % 8elping them 'ith an) voca*!lar) the) find diffic!lt( % Asking the st!dents to foc!s on parts a to e *elo' the *o+ and to follo' the instr!ctions( % 9or part e, 0 e+plain to the st!dents that the) can find intransitive ver*s in the Active Study Dictionary by looking for ver*s follo'ed *) :0;( % P!tting the st!dents into pairs to compare their ans'ers(

SB( ,+(.:
Complete this paragraph by choosing the present simple passive orm o the correct verb.
% "elling the st!dents to read the gapped te+t first( % Asking them 'hat the te+t is a*o!t and ho' it is related to the pict!re on the right (the picture is a

humorous illustration/cartoon about bio fuels - showing that plants are used to make fuel for cars . % ,+plaining that the st!dents m!st !se the 'ords in the colo!red *o+ to complete the te+t( % Reminding them that the sentences m!st *e passive( % 4aking s!re the st!dents !nderstand 'hat a passive ver* is and reminding them that the) need the ver* be *efore the participle( % -oing thro!gh the ans'ers 'ith the 'hole class(

SB( ,+(3:
Discuss these questions in pairs.
% P!tting the st!dents into gro!ps( % Asking them to think of all the different forms of energ) the) can remem*er and 'riting their ideas on the *oard( % "elling them to read the three !estions and disc!ss the ans'ers in their gro!ps( % Asking the gro!ps to share their ans'ers 'ith the 'hole class(

WB( ,+(1:
Complete these sentences with the correct orm o the verbs in brackets.
% Asking the st!dents to read thro!gh the gapped sentences( % "elling them to !se the correct form of the 'ords in *rackets to complete the sentences/ as in the given e+ample( % Warning the st!dents that not all the ver*s need to *e in the passive form( % -oing thro!gh the ans'ers 'ith the class(

WB( ,+(.:
)se the verbs in brackets to answer these questions with a passive and an active sentence.
% ,+plaining to the st!dents that the) m!st ans'er the !estions 'ith *oth a passive and an active e+ample( % Looking at the e+ample in sentence a 'ith the class( % "elling the st!dents to read the other !estions and give *oth passive and active ans'ers to each in the same 'a)( - P!tting the st!dents into pairs to compare their ans'ers( % -oing thro!gh the ans'ers 'ith the 'hole class(

WB( ,+(3:
Describe how we make electricity rom wind turbines. )se active or passive sentences.
% Asking the st!dents 'hat the) can see in the pict!re and talking a*o!t 'hat the 'ind t!r*ine does and ho' it 'orks( % ,+plaining that the st!dents m!st descri*e ho' a 'ind t!r*ine 'orks/ !sing the 'ord prompts given to help them( "he first e+ample has *een done for them( % P!tting the st!dents into pairs to compare their ans'ers( % -oing thro!gh the ans'ers 'ith the 'hole class(

Date
Unit: 3 Lesson: 3

Period
SBP: 13

Class
WBP: 11

Learning objectives:
Grammar Present simple: active and pass i vc Listening Listen for gist and for specific information Reading Read for gist Critical thinking Understand the importance of energy Function Ask !estions Writing A report

"eaching Aids: SB # WB # $omp!ter % &ata Sho'( Warm !p: Asking the st!dents to think of the different so!rces and !ses of energ) in o!r life( "he) sho!ld also think a*o!t the f!t!re and give their e+pectations( Proced!re:
Language ocus Reading

SB( ,+(1:
Check the meanings o these words in your Active Study Dictionary.
% Asking the st!dents to look at the 'ords in the *o+( % "elling them 0 am going to read them o!t/ and asking them to mark the stress on each 'ord *) !nderlining the part of the 'ord that has the stress( % <o' telling the st!dents to look !p the 'ords in their Active Study Dictionary. % Reminding st!dents that if the e+act 'ord does not appear in their dictionaries/ the) sho!ld *reak the 'ord do'n into individ!al 'ords and look each one !p separatel) for the definition(

SB( ,+(.:
Read the article quickly and answer these questions.
% Asking the st!dents to think of all the things 'e can get energ) from/ s!ch as s!n/ coal/ oil/ 'ood/ 'ind( 'aves/ etc( % "elling them to read the article !ickl) and 'hen the) the) have finished/ close their *ooks/ this 'a) 0 'ill see 'ho reads the !ickest( % <o' telling the st!dents to open their *ooks( % P!tting them into pairs and asking them to disc!ss the !estions( % -oing thro!gh the ans'ers 'ith the 'hole class(

SB( ,+(3:
)se these words to make questions about the article. "hen ask and answer the questions in pairs.
% "elling the st!dents to read the gapped !estions related to the article( % Asking them to complete the !estions !sing the 'ords in the *o+( % <o' p!tting the st!dents into pairs to compare their completed !estions( % -oing thro!gh the completed !estions 'ith the class( % <o' telling the st!dents to disc!ss the ans'ers to the !estions in their pairs( % -oing thro!gh the ans'ers 'ith the class(

SB( ,+(1:
Read these sentences rom the article and discuss the questions in pairs. % "elling the st!dents to read the sentences in the *o+ 'hich have *een taken from the article( % ,+plaining 'hat a prefi+ is: a part of a 'ord that goes *efore a 'ord to change the meaning of it( ,+ample: !nderstand/ mis!nderstand( % P!tting the st!dents into pairs and telling them to disc!ss the t'o !estions *elo' the *o+(

SB( ,+(2:
Discuss this question in pairs.
% Asking the st!dents to look at the pict!res and sa) 'hat the) can see happening( % "elling them to 'ork in pairs and to think of as man) 'a)s as the) can to save energ) and 'rite them do'n in a list( % <o' asking some pairs to read o!t their lists to the class(

WB( ,+(1:
%atch these words with their meanings.
% Asking the st!dents to look caref!ll) at the 'ords in col!mn one and the definitions in col!mn t'o( % "elling the st!dents to match each 'ord 'ith the correct definition( % -oing thro!gh the ans'ers 'ith the 'hole class(

WB( ,+(.:
Complete these sentences with words rom #*ercise +.
% "elling the st!dents to read thro!gh the gapped sentences( % ,+plaining that the) m!st !se the 'ords from ,+ercise 1 to complete the sentences( % -oing thro!gh the ans'ers 'ith the class(

WB( ,+(3:
Choose the correct pre i*es to make words with opposite meanings.
% Reminding the st!dents of 'hat a prefi+ is and asking them to think of e+amples of prefi+es( % "elling them to !se prefi+es to make ne' 'ords 'ith the opposite meaning to the listed 'ords( % Asking the st!dents to think of an) other e+amples !sing the same prefi+es( % "elling them the) can !se their Active Study Dictionary to find some more e+amples( 0n the last col!mn/ other ans'ers are possi*le(

Date
Unit: 3 Lesson: 1

Period
SBP: 11

Class

Learning objectives:
Grammar Present simple: active and pass i vc Listening Listen for gist and for specific information Reading Read for gist Critical thinking Understand the importance of energy Function Ask !estions Writing A report

"eaching Aids: SB # WB # $omp!ter % &ata Sho'( Warm !p: Asking the st!dents to think of the different so!rces and !ses of energ) in o!r life( "he) sho!ld also think a*o!t the f!t!re and give their e+pectations( Proced!re:
Critical thinking

SB( ,+(1:
,nswer the ollowing questions.
% Asking the st!dents to look at the pict!re/ top right/ and to sa) 'hat the) can see (a nuclear power station . % Asking 'hat the) think is *eing prod!ced (nuclear energy and ho' it is *eing prod!ced (by splitting atoms . % "elling the st!dents to read thro!gh the !estions and helping them 'ith an) voca*!lar) the) don=t kno'( % P!tting the st!dents into gro!ps and telling them to disc!ss the ans'ers( 0f the) have pro*lems the) sho!ld look at the article on page 13 again( % <o' going thro!gh the ans'ers 'ith the class(

SB( ,+(.:
Read this quotation rom the article and discuss the questions.
% "elling the st!dents to read the small e+tract from the reading passage in the *o+ on the right( % Asking the st!dents 'hat t)pe of energ) the article is talking a*o!t >n!clear?( % Asking them 'hat the) think is sho'n in the pict!re at the *ottom or the page >n!clear 'aste stored !ndergro!nd?( % <o' asking the st!dents to read the !estions/ then disc!ss them 'ith the class( % Asking the st!dents at the end if the) think that n!clear po'er is a good thing or a *ad thing/ and 'h)(

SB( ,+(3:
Discuss these questions in pairs.
% Asking the st!dents 'hat the) kno' a*o!t energ) no' and 'hich is rene'a*le or non% rene'a*le( % P!tting them into pairs to read thro!gh the !estions and then disc!ss their ans'ers( % -oing thro!gh the ans'ers 'ith the class(

Date
Unit: 3 Lesson: 2

Period
SBP: 12

Class
WBP: 1.

Learning objectives:
Grammar Present simple: active and pass i vc Listening Listen for gist and for specific information Reading Read for gist Critical thinking Understand the importance of energy Function Ask !estions Writing A report

"eaching Aids: SB # WB # $omp!ter % &ata Sho'( Warm !p: Asking the st!dents to think of the different so!rces and !ses of energ) in o!r life( "he) sho!ld also think a*o!t the f!t!re and give their e+pectations( Proced!re:
Communication

SB( ,+(1:
Read these newspaper headlines and discuss the questions in pairs. % Asking the st!dents to look at the headlines and asking them 'hat each one means and disc!ss their
ans'ers 'ith the class( % <o' p!tting the st!dents into pairs or gro!ps and telling them to read thro!gh the fo!r !estions and disc!ss them( % Asking some of the gro!ps or pairs to share their ans'ers 'ith the class( % -oing thro!gh the ans'ers 'ith the 'hole class(

SB( ,+(.:
-ou are going to do a survey into people.s use o energy. First/ think o questions you could ask to ind out the ollowing.
% ,+plaining that the st!dents are going to make a s!rve) of people=s energ) !sage( "he) 'ill !se it to ask some of the other st!dents in the class( % "elling them to read thro!gh the te+t in the *o+( % Asking the class to think of at least t'o !estions the) can ask a*o!t each topic in the *o+( "he) can s!ggest other topics and !estions/ for e+ample/ Using energ) at school and Wa)s of rec)cling( % <o' p!tting the st!dents into pairs and telling them to ask the !estions to their partner and take notes of their ans'ers( "he) 'ill !se the notes later(

SB( ,+(3:

Check your notes.

% 0n the last e+ercise/ the st!dents asked their partner !estions a*o!t their !se of energ) and took notes( 0 tell the st!dents to check thro!gh their notes/ correct an) mistakes and check an) diffic!lt spellings in their Active Study Dictionary.

WB( ,+(1:
Respond to each o the ollowing situations.
% "elling the st!dents to read the sit!ations caref!ll)( % ,+plaining that the) need to respond to each of the sit!ations *) 'riting a sentence( % P!tting the st!dents into pairs to read o!t and compare their responses( % <o' going thro!gh some of the possi*le ans'ers 'ith the class( "here is no one correct ans'er (

WB( ,+(.:
)se your partner.s answers to make notes about the survey you did in the (tudent.s 0ook.
%,+plaining that the st!dents m!st 'rite a report !sing the notes the) made in ,+ercises . and 3 on page 12 of the St!dent=s Book( % "elling them to prod!ce a plan similar to the one in the *ook( ,ach paragraph of the report can deal 'ith one of the topics the) asked a*o!t( 0f the) have additional topics/ tell them to add their notes !nder each topic( % 4oving aro!nd the class and helping the st!dents(

WB( ,+(3:
Write your report in +123+24 words.
% "elling st!dents to !se their plans to 'rite their report( % 4oving aro!nd the class and help the st!dents( % "elling them to read over their essa)/ check an) spellings in their Active Study Dictionary and then re'rite the report correcting an) mistakes( % <o' p!tting the st!dents into gro!ps of fo!r or five and have them read their reports to each other( % Asking each gro!p to choose the report 'hich the) think is the *est( % "he st!dent from each gro!p 'ith the *est report sho!ld stand and read it to the class(

Date
Unit: 3

Period
Assessment

Class

Learning objectives:
Grammar Present simple: active and pass i vc Listening Listen for gist and for specific information Reading Read for gist Critical thinking Understand the importance of energy Function Ask !estions Writing A report

"eaching Aids: SB # WB # $omp!ter % &ata Sho'( Warm !p: Asking the st!dents to think of the different so!rces and !ses of energ) in o!r life( "he) sho!ld also think a*o!t the f!t!re and give their e+pectations( Proced!re: Listening "ask
Target elements: listen and revise key language and vocabulary
% Writing the gapped sentences *elo' on the *oard( % ,+plaining that the st!dents are going to listen to the intervie' from Lesson 1 again( % "elling them to cop) the sentences and then to listen and complete them( % -oing thro!gh the ans'ers 'ith the st!dents after the listening( % Pla)ing the tape several times(

+ We get 5555 rom the heat inside the earth. 1 "he molten rock heats 5555 lakes o water. 6 "his water is then 5555 to the sur ace and is heated again to make steam. 7 "here are power stations that produce as much energy as two large 555 power stations. 2 8t.s been a 555.

Speaking "ask
Target element: practise and use some of the key themes of the unit
% @n the *oard/ 0 'rite the follo'ing themes:

Goals )se the car less )se less electricity )se more renewable energy
%P!tting the st!dents into gro!ps of three or fo!r( % "elling them to disc!ss all the things the) co!ld do to achieve these three goals( % <o' asking one or t'o of the st!dents to report *ack to the 'hole class(

Reading "ask
Target element: revise the main text from the unit
% Asking the st!dents to read the last t'o paragraphs or the te+t on page 13 of the St!dent=s Book again( %"elling them to tr) to memorise these paragraphs a*o!t the s!n( "he) 'ill need to read them several times( % <o' telling them to close their *ooks( % @n the *oard/ 0 'rite the follo'ing gapped sentences/ then 0 ask the st!dents to complete them( % "elling them to 'ork in pairs and to tr) to remem*er the f!ll sentences( + #nergy rom the sun is probably the .... 1 "his energy can be captured .... 6 8t is important or us to save energy in our homes and workplaces in order to stop using up .... % <o' asking the st!dents to open !p their *ooks and check their ans'ers(

Writing "ask
Target elements: revise and use the vocabulary and grammar from the unit
% "elling the st!dents to 'rite do'n some tips that can help !s save energ)( % Asking them to 'rite complete sentences(

,+amples: !e can walk to school and walk to the city. !e can turn off the lights when we are not in the room.
% When the) have 'ritten their tips/ 0 p!t the st!dents into gro!ps and tell them to read o!t their tips to the rest of the gro!p( % 9inding o!t 'hich tip is the most pop!lar in each gro!p and then in the class(

Date

Period
A "he 4ask of -old A $hapter: .

Class

Previe'ing: "he st!dents ans'er !estions a*o!t chapter: 1/ like: %Wh) 'as Leila so e+cited to *e going a'a) to Per! B %What 'as kno'n a*o!t the 0ncas B %Wh) sho!ld &r 8afe5 take good care of Leila B Cie'ing: %"he st!dents ans'er the !estions the) have prepared a*o!t the chapter 'ith me correcting their ans'ers orall)( %0 read and e+plain some important parts in the chapter( "he st!dents ans'er !estions like: %Where 'as LeilaDs first dig B %Where did Leila st!d) archaeolog) B Wh) B %Who 'as 'aiting for Leila at Lima Airport B Previe'ing: %"he st!dents are asked to read the chapter at home and prepare ans'er these !estions: %What 'as &r 8afe5 B %Where did Leila 'ork 'ith &r 8afe5 in ,g)pt B %What did Leila read on the plane B

Date

Period
A "he 4ask of -old A $hapter: . >$ont(?

Class

Previe'ing: "he st!dents ans'er !estions a*o!t the parts 'e have covered in the stor) so far/ like: %What did Samira ask Leila to tell &r 8afe5 B %What 'as Leila taking to &r 8afe5 B %Wh) 'as Leila going to Per! B Cie'ing: %"he st!dents ans'er the !estions the) have prepared a*o!t the chapter 'ith me correcting their ans'ers orall)( %0 read and e+plain some important parts in the chapter( "he st!dents ans'er !estions like: %What 'as LeilaDs career B %What did Leila sho' at the c!stoms B %Whom did Leila introd!ce to &r 8afe5 B Previe'ing: %"he st!dents are asked to read chapter: 3 at home and prepare to ans'er these !estions: %What did &r 8afe5 read d!ring the flight B %8o' 'ere the 0ncas similar to the ancient ,g)ptians B

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