This clip comes from GOOD magazine. The creators of the clip cite the following information sources: Thirst Relief International; UN Development Programme; UN Environment Programme; United States Geological Survey; World Health Organization; World Water Council; Worldwater.org. A big thank you to Amanda Wilson for passing the clip this way :)
- Language level: Pre-intermediate (A2) +
- Learner type: Young learners; Teens; Adults; CLIL
- Time: 40 minutes
- Activity: Speaking; Text reconstruction
- Topic: The environment
- Language: Second conditional; Language of basic statistics (‘the average person’, etc)
- Materials: Video; Worksheets
Lesson plan outline
- Write the following on the board: Whoever you are
- Add the remainder of the text and ask students if they have any more ideas to add: Nowadays, most of us fetch and carry no more
- Add the missing words to the spaces:
- Ask students to consider whose words these are and when they were spoken.
- Wipe the board clean. Play the clip from the beginning and pause it at 0:38
- Ask the following questions:
- Do you agree with the sentiment?
- Do you think everyone in the world would agree with the sentiment?
- Ask students what they know about water. Brainstorm as much information as possible and write new/interesting language on the board.
- If students copied the text from steps 2 and 3, ask them to close their notebooks so that it is out of view. Give out copies of the Water Worksheet (included in the PDF download). Ask students if they can recall the three missing words in the first paragraph. (Answer = whoever, wherever, whenever)
- Direct your students’ attention to the 10 world water facts on the second part of the worksheet. Put students into pairs or small groups and ask them to work together to discuss and share ideas and reach a consensus agreement for each missing word or figure (all discussion to be done in English of course!)
- Allow groups to share their answers before playing the video in full.
- Ask students to hide their worksheets. Tell them that you want them to reconstruct (i.e. write down) as many of the 10 water facts as they can, as accurately as possible. When students protest, tell them that you have something that will help – give out copies of the Word Cloud which is included in the PDF download. (In order to construct all 10 water facts, each item in the cloud would have to be used once and once only.)
- Allow students to compare what they have written before showing the clip again and/or allowing students to look back at their Water Worksheets.
Wherever you live
_____________(a) is the _____________ (b) of life
As vital as the _____________ (c) you _____________ (d)
(Note: Make sure you leave enough space on the board to include the next part of the text – see step 2 below)
Invite students to suggest what the missing words are but don’t tell them whether they are right or wrong at this stage.
_____________ (a) is delivered to us where we need it, whenever we want it
Turn a faucet and there is ____________ (a) at any hour of the day or night
Glossary: Fetch: You say this to your dog when you throw a stick. Faucet: US word for tap