Take a bottle of water to class and ask Ss what it is. Elicit the answer from the class and ask them if they like drinking it. Ask them sets of questions and elicit answers randomly: How much water do you drink a day? How often do you drink it? How much water should we drink a day? Why do we need it? Put the question "What parts of body is water important for?" on the board and have SS in groups of three discuss the question for a minute and write down the names of body parts they think water might be important for. Elicit the answers randomly from different groups.

Tell the SS that they are going to hear a talk about water and the human body. Ask them to listen and write down the names of the body parts mentioned and to see if they were right in their guesses. Indicate that there are five of them mentioned in the passage. Have them compare their answers in pairs before checking with the whole class. If the answers are correct continue if not play the recording again.

Give Ss a handout of the text with the new words highlighted. Fold the bottom of the paper and ask Ss not to unfold it unless they are asked to do it. Set them a time limit to read the text and then to match the words in bold with their definitions. Have them check in pairs before seeing the answer key. Ask some CCQs to see how they understood the meaning.While they are reading stick these words to the board with their pronunciation. Have a whole class and an individual drilling.

Put up the numbers from ex 3, p24 (Global Pre-Intermediate Coursebook) on the board and elicit from Ss how they are said. Tell the Ss that they are going to listen to the same recording again and they have to tell what these numbers indicate according to the listening. Indicate that the numbers are not in the same order in the listening passage. When they have finished ask them to compare their answers in pairs before having a whole class feedback. You can give SS the answer key to ensure that they all have correct answers.Re-play some or all of the recording as necessary.

Put on the board an open end question: Human beings need water to ......................... ? and elicit the answers from different Ss. To make it easier for them you can ask the question "Why?"(there isn't any true or false answers, just write the answers that sound a bit more logical). You can write more than one idea to complete the sentence. After you have written the answers on the board ask Ss in pairs to discuss the question "Why do we need to drink water?" for a minute and to write as many possible ideas as they can. Get the answers from a couple of pairs. Encourage them to use full sentences.

Have Ss work individually and write down the purpose of each object. Befor they start doing it you may want to elicit the names of these objects by pointing to each on the paper. If Ss don't know their names put them on the board as they we''ll need their names in the semi-contolled practice stage. Give one example before they start writing. Then, have them to compare their answers in pairs before having a whole class feedback.

SS work in pairs. Rearrange the pairs. Ask each person to describe at least 2 objects from their list to their partners. Tell them not to look at their sentences while giving a description. Model one sentence with one of the students. Monitor and give help if necessary. At this stage you could collect errors to be discussed in the delayed feedback if time left.

If time left, give Ss a handout with the prompts and have them using these prompts interview their partners. Model the first sentence with one of the students. Monitor and take notes of common errors to be discussed immediately after the activity has finished. Put them on the board and elicit answers from different individuals.