1. You are going to meet a tall, mysterious stranger.

(Simple future, going to form, used for a

prediction.)

This sentence is targeted towards A2 level students who must be already familiar with basic grammar
skills. To establish the context, I will use a drawing of two people and one of them is telling the other
one “You are going to meet a tall, mysterious stranger”. I will write the sentence on the board and
ask one of the students to read it first, then I’ll read it again and correct them if there was any
mistake in the pronunciation. We then will analyze the sentence and point out the subject, the verb,
the object…etc. Next, I will highlight the going to form and ask my students if they’ve encountered it
before and what they think it means. To explain the meaning, I will go back to the drawing and ask
the students ‘did the person meet the tall mysterious stranger?’ the next question would be ‘When
will the person meet the tall stranger?’ by eliciting the answer ‘in the future’ I will introduce the form
and its use (An action that will happen sometime in the future). To explain the other use of this form
(planning something), I will write on the board ‘I am going to write a book’ and then with the same
method we’ll point out the other meaning. Next, I will re-read the original sentence and ask each
student to repeat it to check the phonology. I will proceed with the explanation and write the
sentence ‘it is going to rain’ then I’d ask the students ‘is it raining now?’ ‘Will it rain later?’ ‘Is it
certain that It will rain?’. That way I can assure that my students understood the meaning of this
grammar point. To check my students’ understanding, I’m going to ask each student to make three
sentences using the form we’ve just learned.

2. Mary threw the ball to Jane. She threw the ball to her. (Subject and object pronouns)

This one would fit the A2 class since it is considered a basic grammar lesson. To establish the context,
I will include this sentence in a small story that I will read and then ask the students to read it as well.
Next, I will write the sentence on the board and ask the students ‘who throw the ball?’ ‘Who caught
the ball?’ while asking these questions, I will make sure to use body language to clarify the meaning. I
will put the two parts of this sentence one under the other then ask the students to point out what is
similar and what is different. Then, with both sentences, I will ask them to give me the subject, the
verb and the object. After that, I will introduce the subject pronouns (pronouns that perform the
action in a sentence) and the object pronouns (pronouns that receive the action in a sentence) and
cite each one of them. I will then write another sentence on the board ‘I give you homework every
week’, I’ll ask my students ‘where is the verb in this sentence?’ ‘Who gives the homework?’ ‘Who
receives the homework?’ to make sure they understood the meaning of the lesson. I will then write
another sentence and I will proceed with reading the 3 sentences and ask my students to repeat
after me to learn the pronunciation of each word. For the last exercise I will pick a student and give
them a pen and then I will announce ‘I give you the pen, then I will ask the students ‘who gave the
pen?’ and ‘who receives the pen?’ to elicit the words ‘she’ and ‘him’. Then I will give each student an
action and ask them to do the same.

3. She´ll have finished by the time we arrive. (Future perfect tense)

This lesson is appropriate to B1 students who are more familiar with various grammar points already.
For this class, I will include the sentence in an audio that they will listen ad then discuss what they’ve
understood from it. Then, I will give each student the audio text to read again and analyze with the
teacher. I will then read the sentence and ask the students if they’ve understood the meaning of it. I
will then proceed with asking ‘Did she finish?’ ‘Did they arrive?’ ‘When will they arrive?’ ‘When will
she finish?’. Through these questions, I will elicit the meaning of the future perfect tense and explain
it to my students (we use it to talk about something that will be completed before a specific time in
the future (will/won't have + past participle)). Next, I will write another sentence on the board ‘She
will have cooked dinner’ and ask the students ‘Did she cook dinner?’ ‘Is she cooking dinner now?’
‘When will she finish cooking?’ to make sure they understood the meaning of the future perfect
tense. To check if my students can comfortably use this form, I will play a game with my students; I
will randomly give them places (airport, kitchen, restaurant) and in pairs, they will create a
conversation appropriate to that place and include the new grammar point in their dialogue. Then I
will ask each team to act out their conversation while the rest of the students and I will give
feedback.