1. The teacher displays the first slide showing the question "How important is water in our lives?" 2. Students choose one of the three options. 3. Students briefly explain their answers. 3. The teacher conducts brief whole-class feedback and elicits several ideas. Questions -Why is water important? -What do we use water for? -What would happen if we had no clean water?

1. The teacher displays the Agree/Disagree statements and asks students to read them. 2. The teacher models one example using: I agree because... 3. Students discuss the statements in pairs and explain their opinions. 4. The teacher conducts brief whole-class feedback. 5. The teacher displays the prediction questions: -What parts of the world are experiencing water shortages? -What factors lead to water shortages? 6. Students discuss their ideas in pairs. 7. The teacher pre-teaches the target vocabulary (polar ice cap, distribution, transform, reservoir) using pictures, definitions, CCQs and drilling. CCQs -Polar ice cap Is it made of ice? Does it melt completely every summer? -Distribution Is distribution about sharing something? Does everyone always get the same amount? -Transform Does something stay the same after it is transformed? Does it change a little or a lot? -Reservoir Does a reservoir store water? Is it usually very small? 8. The teacher asks students to read the True / False / Doesn't Say statements before watching the video and predict their answers. 9. Students watch the video once and complete the task individually. 10. Students compare their answers in pairs. 11. The teacher conducts whole-class feedback and briefly asks students where they found the answers. ICQs Are you writing complete sentences? (No.) Are you predicting before watching? (Yes.) Do you compare your answers with your partner? (Yes.)

1. The teacher displays the first discussion question together with the useful language on the slide: -Why do you think only a small fraction of the Earth's water is available for human use? 2. Students discuss the question in pairs. 3. The teacher conducts brief whole-class feedback. 4. The teacher displays the second discussion task: -Choose the two best ways to protect fresh water and explain why. 5. Students work in pairs, choose two ideas and justify their choices. 6. Pairs share their answers with the class. 7. The teacher displays the third discussion question: -How can education help save water? 8. Students discuss the question in pairs. 9. Whole-class feedback. 10. The teacher asks the final personal questions: -Do you save water at home? -What is one thing you can do this week to save more water? 11. Students briefly share their ideas with the class. Throughout the speaking activities, the teacher monitors unobtrusively, encourages students to extend their answers, notes successful language and records common errors for delayed feedback. ICQs -Are you working alone or with your partner? (With my partner.) -How many ideas do you choose? (Two.) -Do you need to explain your ideas? (Yes.)

1. The teacher asks: -What was the best idea we discussed today? 2. Students briefly share their opinions. 3. The teacher writes several anonymous language mistakes on the board. 4. Students work together to identify and correct the mistakes. 5. The teacher highlights examples of successful language used during the discussions and praises students for their participation.