Lesson Plans

Grammar · Novice High – Intermediate Low

Lesson 1: Expressing Future Plans and Predictions

Class context: A 20-student Grammar & Communication class (mostly Latin American students, with some from China, Japan, and Korea), described as collaborative with a friendly, comfortable classroom atmosphere.

Learning outcomes: identify and explain the difference between will and be going to; use will for spontaneous decisions and predictions.

Prerequisites: simple present tense, the verb be, and basic S+V+O sentence structure.

Grammar · Foundation B (Intermediate Low – Mid)

Lesson 2: Comparative Structures Using Adjectives

Class context: A 12-student class with learners from Latin American, Asian, and African countries.

Focus: comparative structures (S + be + adj-er / more + adj + than), including suffix rules for one-syllable, two-syllable (-y), and multi-syllable adjectives, plus irregular forms (good, bad, far). Anticipates common challenges, such as forgetting than or confusing spelling rules.

Prerequisites: descriptive adjectives, the verb be, basic sentence structure.

Grammar · Foundation B / Novice High – Intermediate Low

Lesson 3: Past Continuous for Actions in Progress

Class context: A 12-student Foundation B class with learners from Latin American, Asian, and African countries.

Learning outcomes: identify the form of the past continuous; explain when it's used to describe actions in progress at a specific past time; use it accurately in controlled and communicative speaking activities.

Prerequisites: past progressive exposure, basic S + was/were + V-ing + O structure. Opens with a reading text, Last Night at the Dorm, that models the target structure in context.

Grammar / Speaking · High-Intermediate

Lesson 4: Superlative Adjectives

Class context: 12–18 adult learners, a mix of high-intermediate IEP students and pre-matriculated university students, who had studied comparatives with adjectives in the previous lesson.

Learning outcomes: recognize superlative adjectives in a reading; form correct superlatives for short and long adjectives (the + adj-est / the most + adj); use superlatives accurately to describe real people, places, and experiences; communicate opinions using superlatives in speaking and writing.

Reading & Vocabulary · High-Intermediate

Lesson 5: Context Clues Through Karaoke & Music, Plus Extensive Reading

Class context: 12–18 adult learners who had already practiced vocabulary and reading-skill strategies in prior lessons.

Focus: using context clues to determine the meaning of unfamiliar vocabulary (distract, pay attention, beat, mood, energy, steady, range, seem, control, social) while reading about a high-interest topic — karaoke and music — paired with sustained independent reading.

Learning outcomes: recognize and use target vocabulary in context; apply context clues to infer word meaning; read independently to build fluency and enjoyment; discuss opinions about music and karaoke orally using the target vocabulary.

Listening & Speaking · High-Intermediate – Advanced

Lesson 6: Listening for Gist & Detail; Speaking Part 2 Long Turn

Class context: An IELTS-preparation listening and speaking class of 10–15 adult learners at IELTS Fighter, most already comfortable with short conversational exchanges but needing targeted practice organizing longer responses and catching specific detail under timed listening conditions.

Learning outcomes: distinguish gist-type from detail-type listening questions and predict the expected answer type before listening; plan and deliver a coherent 1–2 minute extended spoken response using a four-part structure; use at least three discourse markers to organize a spoken narrative.