Eddy Salgado Eddy Salgado

TP5. LP Eddy Salgado
Intermediate level


Intermediate students from different parts of the American Region who seeks to develop fluency and accuracy in English.


Main Aims

  • To provide fluency speaking practice in a conversation in the context of the importance of water

Subsidiary Aims

  • To provide clarification of water lexis in the context of the importance of water


Warmer/Lead-in (3-6 minutes) • To set lesson context and engage students

-T displays questions about water: 1) How much water should you drink in a day? 2) Is it better to drink cold water or warm water? 3) Why is it important to drink enough water? -T provides sample vocabulary to answer -T models one answer with one student -Learners share their ideas in breakout rooms -T conducts OCFB

Language Preparation (8-10 minutes) • To highlight and clarify useful language for coming productive task

-T presents useful vocabulary to talk about the importance of water -Ss do choral and individual drill of phrases -Ss try to guess the meaning of words, through matching lexis with pictures -Ss do choral and individual drill of vocabulary

Content preparation (8-12 minutes) • To prepare students for the content of the task

-Students answer the question: why is water important to us? in main room. -T writes ideas -Students watch the first three minutes of a video about water -T displays answers and compares Ss answers -T provides OCFB

Productive Task(s) (8-12 minutes) • To provide an opportunity to practice target productive skills

-Students discuss the following questions: 1) What do you use water for? 2) What other use of water do you know? 3) How does water benefit you? 4) Why do you think some people do not drink enough water? 5) What other things do you eat or drink that are good for your body? 6) Do you agree with the idea of replacing water with artificial products, such as Gatorade? Why? -T. demoes one question -Learners discuss in Breakout Rooms -T. writes ideas and provides feedback

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

-T. categorizes language production in: 1) language to praise 2) language to correct 3) language to reformulate -T. gives 5 minutes for students to correct and reformulate language -Learners give their ideas on language -T. provides feedback

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