Jacob Semm Jacob Semm

Reading Lesson: Water
Elementary level


Students read information about water truths and myths, answer questions about the text, and perform follow up activity.


Main Aims

  • To provide detailed reading practice using a text about water in the context of facts and myths

Subsidiary Aims

  • To provide fluency speaking practice in a GTKY in the context of drinking in student's home country


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Open class discussion about water: Do you like it? Is it important? Do you drink it often? How many glasses in a day? What other things do you drink often?

Pre-Reading/Listening (5-6 minutes) • To prepare students for the text and make it accessible

Students receive handout with 6 questions, Ss don't actually answer them, only respond if they think they can answer it. 1. Why do we need to drink water? (A) 2. Do people need less water when the weather's cold? (C) 3. Can we drink too much water? (F) 4. Can we get the water we need from other drinks or food? (D) 5. How much water do we need to drink a day? (B) 6. Do soda and coffee make us dehydrated? (E) Now, read quickly through the article, and write the questions in the blank lines. **Students flip over the handout**

While-Reading/Listening #1 (8-9 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Match highlighted words in the article with phrases on handout. 1. __________ how hot or cold it is (temperature) 2. __________ when water comes out of your body (sweat) 3. __________ scientists do these (experiments) 4. __________ not a long time ago (recently) 5. __________ things people believe which are not true (myth) 6. __________ a minimum of (at least) 7. __________ have in it (contain) 8. __________ the truth is (in fact)

Post-Reading Detailed task (9-10 minutes) • To provide students with more challenging detailed, deduction and inference task.

Re-fold your papers, and answer the questions without looking at any notes or the text. Is there anything in the article you don't agree with?

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

In groups by country/region, have students prepare a short speech about the "drinking culture" of their country/region. Specifically talk about your country's use of water, in addition to other important beverages (alcoholic and non-alcoholic). Do you have any myths about water, or other beverages? Try to have each person in the group say something as part of the presentation.

Presentation and feedback (8-10 minutes) • To provide fluency practice, and provide feedback

Groups make their short speech to the class. Audience listens for which they would most like to go to based on the 'drinking culture'. Once finished, open class content feedback session where students share comments. Teacher provides language feedback.

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