Lesson 1: Introduction to 'To Be' Verb

Objective: Introduce non-native English students to the concept and usage of the 'to
be' verb.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Handouts with sentences for practice
● Book: "English Grammar in Use" by Raymond Murphy

Lesson Outline:

​ Warm-up (10 minutes):

● Greet the students and introduce yourself.
● Engage students in a short conversation using the 'to be' verb.
● Discuss the importance of the 'to be' verb in forming sentences.
​ Introduction (10 minutes):
● Explain what the 'to be' verb is and its basic forms (am, is, are).
● Provide examples of sentences using the 'to be' verb.
​ Explanation (15 minutes):
● Break down the usage of 'am,' 'is,' and 'are' with singular and plural
subjects.
● Explain affirmative, negative, and interrogative sentence structures.
​ Practice (15 minutes):
● Distribute handouts with sentences containing gaps for students to fill
in with the correct form of the 'to be' verb.
● Review the answers as a class.
​ Group Activity (10 minutes):
● Divide students into pairs or small groups.
● Give them a scenario to discuss using sentences with the 'to be' verb.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework from the "English Grammar in Use" book (relevant
chapter).

Homework:

● Read and complete exercises from Unit 1 in "English Grammar in Use."

 ● Write five sentences using 'am,' 'is,' and 'are' to describe objects around your
home.

Lesson 2: Present Simple Tense

Objective: Introduce non-native English students to the present simple tense and its
usage.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Verb flashcards (for various regular and irregular verbs)
● Book: "Practical English Usage" by Michael Swan

Lesson Outline:

​ Warm-up (10 minutes):

● Review the previous lesson on the 'to be' verb and ask students to
share their homework.
● Engage in a brief discussion about the importance of verb tenses in
communication.
​ Introduction (10 minutes):
● Introduce the concept of the present simple tense as used to describe
habitual actions, general truths, and routines.
● Provide examples of sentences in the present simple tense.
​ Explanation (15 minutes):
● Explain the formation of present simple tense for regular verbs (e.g.,
work, play) and irregular verbs (e.g., go, have).
● Discuss the third-person singular rule (He/She/It + verb-s/es).
​ Practice (15 minutes):
● Show verb flashcards and have students create present simple
sentences using those verbs.
● Provide sentences with missing verbs for students to complete
correctly.
​ Group Activity (10 minutes):
● Divide students into pairs or small groups.
● Assign them different scenarios and have them create dialogues using
the present simple tense.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
 ● Assign homework exercises from the "Practical English Usage" book
(relevant chapter).

Homework:

● Complete exercises on present simple tense from Unit 2 in "Practical English

Usage."
● Write a paragraph describing your daily routine using the present simple
tense.

Lesson 3: Present Continuous Tense

Objective: Teach non-native English students how to use the present continuous
tense to describe ongoing actions.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Pictures depicting various activities
● Book: "English Grammar Today" by Ronald Carter and Michael McCarthy

Lesson Outline:

​ Warm-up (10 minutes):

● Review the present simple tense and its usage.
● Engage in a brief discussion about the difference between habitual
actions and ongoing actions.
​ Introduction (10 minutes):
● Introduce the present continuous tense and explain its usage to
describe actions happening now.
● Provide examples of sentences using the present continuous tense.
​ Explanation (15 minutes):
● Explain the formation of the present continuous tense with the base
verb + "-ing."
● Discuss the concept of affirmative, negative, and interrogative
sentences in this tense.
​ Practice (15 minutes):
● Show pictures of different activities and have students describe them
using the present continuous tense.
● Provide sentences with gaps for students to fill in with the correct form
of the present continuous tense.
 ​ Group Activity (10 minutes):
● Divide students into pairs and give them scenarios to act out using the
present continuous tense.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "English Grammar Today" (relevant
chapter).

Homework:

● Complete exercises on the present continuous tense from Unit 3 in "English

Grammar Today."
● Write a short paragraph describing what you are currently doing.

Lesson 4: Possessive Pronouns and Adjectives

Objective: Introduce non-native English students to possessive pronouns and

adjectives.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Possessive pronoun flashcards
● Book: "Grammar in Use: Intermediate" by Raymond Murphy

Lesson Outline:

​ Warm-up (10 minutes):

● Review the present continuous tense and discuss its application in
various real-life situations.
​ Introduction (10 minutes):
● Introduce possessive pronouns and adjectives and explain the
difference between them.
● Provide examples of sentences using both possessive pronouns and
adjectives.
​ Explanation (15 minutes):
● Explain the usage of possessive pronouns (mine, yours, his, hers, its,
ours, theirs) and adjectives (my, your, his, her, its, our, their).
● Discuss the placement of possessive pronouns before nouns.
​ Practice (15 minutes):
 ● Show possessive pronoun flashcards and have students create
sentences using them.
● Provide sentences with missing possessive adjectives/pronouns for
students to complete.
​ Group Activity (10 minutes):
● Divide students into pairs and give them objects to describe using
possessive pronouns and adjectives.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Grammar in Use: Intermediate"
(relevant chapter).

Homework:

● Complete exercises on possessive pronouns and adjectives from Unit 4 in

"Grammar in Use: Intermediate."
● Write five sentences using possessive pronouns to describe items you and
your partner own.

Lesson 5: Prepositions of Place

Objective: Teach non-native English students prepositions of place and their correct
usage.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Pictures of various locations and objects
● Book: "Oxford Practice Grammar: Intermediate" by John Eastwood

Lesson Outline:

​ Warm-up (10 minutes):

● Review possessive pronouns and adjectives from the previous lesson.
● Discuss situations where we use possessive pronouns and adjectives
to indicate ownership.
​ Introduction (10 minutes):
● Introduce prepositions of place (in, on, under, next to, between, behind,
etc.).
● Provide examples of sentences using prepositions of place.
​ Explanation (15 minutes):
 ● Explain the usage of prepositions of place to describe the location of
objects and people.
● Discuss common errors and misconceptions related to prepositions of
place.
​ Practice (15 minutes):
● Show pictures of various locations and objects and have students
describe their positions using prepositions of place.
● Provide sentences with gaps for students to fill in with the correct
preposition.
​ Group Activity (10 minutes):
● Divide students into pairs and give them different scenarios to act out
using prepositions of place.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Oxford Practice Grammar:
Intermediate" (relevant chapter).

Homework:

● Complete exercises on prepositions of place from Unit 5 in "Oxford Practice

Grammar: Intermediate."
● Write a short paragraph describing the arrangement of items in your bedroom
using prepositions of place.

Lesson 6: Simple Past Tense (Regular Verbs)

Objective: Introduce non-native English students to the simple past tense for regular
verbs.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Past tense verb flashcards
● Book: "Essential Grammar in Use" by Raymond Murphy

Lesson Outline:

​ Warm-up (10 minutes):

● Review prepositions of place and have students share their homework.
● Discuss the importance of accurate use of prepositions in conveying
location.
 ​ Introduction (10 minutes):
● Introduce the concept of the simple past tense for regular verbs (e.g.,
walked, talked).
● Provide examples of sentences using regular verbs in the past tense.
​ Explanation (15 minutes):
● Explain the formation of the past tense for regular verbs by adding "-ed"
to the base form.
● Discuss the concept of affirmative, negative, and interrogative
sentences in the simple past tense.
​ Practice (15 minutes):
● Show past tense verb flashcards and have students create sentences
using them.
● Provide sentences with missing past tense verbs for students to
complete.
​ Group Activity (10 minutes):
● Divide students into pairs and give them different scenarios to role-play
using regular verbs in the past tense.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Essential Grammar in Use" (relevant
chapter).

Homework:

● Complete exercises on regular verbs in the simple past tense from Unit 6 in
"Essential Grammar in Use."
● Write a short narrative paragraph about a memorable event from your past
using the simple past tense.

Lesson 7: Simple Past Tense (Irregular Verbs)

Objective: Teach non-native English students about the simple past tense for
irregular verbs.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● List of common irregular verbs
● Book: "Practical English Usage" by Michael Swan

Lesson Outline:
 ​ Warm-up (10 minutes):
● Begin with a quick review of the previous lesson on the Present
Continuous Tense.
● Engage students in a discussion about their activities yesterday.
​ Introduction (10 minutes):
● Introduce the simple past tense for irregular verbs and explain its
usage to describe actions that happened in the past.
● Provide examples of sentences in the simple past tense using regular
verbs.
​ Explanation (15 minutes):
● Explain the concept of irregular verbs and how they change in the
simple past tense.
● Provide a list of common irregular verbs and their past tense forms.
​ Practice (15 minutes):
● Write sentences with gaps on the whiteboard, and have students fill in
the correct past tense form of the irregular verbs.
● Show pictures or provide prompts for students to create sentences
using irregular verbs in the simple past tense.
​ Group Activity (10 minutes):
● Divide students into pairs and have them create a short story using a
set of irregular verbs in the simple past tense.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Practical English Usage" (relevant
chapter).

Homework:

● Complete exercises on irregular verbs in the simple past tense from Unit 7 in
"Practical English Usage."
● Write a paragraph about a memorable event from your past, incorporating
irregular verbs in the simple past tense.

Lesson 8: Comparatives and Superlatives

Objective: Teach non-native English students how to form comparatives and

superlatives of adjectives.

Duration: 60 minutes

Materials:
 ● Whiteboard and markers
● List of adjectives for comparison
● Book: "English Grammar in Use" by Raymond Murphy

Lesson Outline:

​ Warm-up (10 minutes):

● Review the simple past tense for irregular verbs from the previous
lesson.
● Engage students in a discussion about memorable past experiences.
​ Introduction (10 minutes):
● Introduce the concept of comparatives (e.g., taller, faster) and
superlatives (e.g., tallest, fastest) to describe differences and
extremes.
● Provide examples of sentences using comparatives and superlatives.
​ Explanation (15 minutes):
● Explain the formation of comparatives and superlatives, including the
use of -er and -est endings, as well as the "more" and "most" structure
for longer adjectives.
● Discuss irregular forms (e.g., good - better - best, bad - worse - worst).
​ Practice (15 minutes):
● Show lists of adjectives and have students create sentences using
comparatives and superlatives.
● Provide sentences with gaps for students to complete with the correct
comparative or superlative form.
​ Group Activity (10 minutes):
● Divide students into pairs and have them compare two objects,
discussing their differences using comparatives.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "English Grammar in Use" (relevant
chapter).

Homework:

● Complete exercises on comparatives and superlatives from Unit 8 in "English

Grammar in Use."
● Write a paragraph comparing two cities you know, using comparatives and
superlatives.

Lesson 9: Future Simple Tense

Objective: Teach non-native English students how to form and use the future simple
tense.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Pictures depicting future events
● Book: "Grammarway 3" by Jenny Dooley and Virginia Evans

Lesson Outline:

​ Warm-up (10 minutes):

● Review comparatives and superlatives and have students share their
homework.
● Engage in a discussion about preferences and making choices.
​ Introduction (10 minutes):
● Introduce the concept of the future simple tense and its usage to talk
about future events.
● Provide examples of sentences using the future simple tense.
​ Explanation (15 minutes):
● Explain the formation of the future simple tense using "will" + base
verb.
● Discuss affirmative, negative, and interrogative sentences in the future
simple tense.
​ Practice (15 minutes):
● Show pictures depicting future events and have students describe what
will happen using the future simple tense.
● Provide sentences with gaps for students to complete with the correct
future simple tense form.
​ Group Activity (10 minutes):
● Divide students into pairs and have them plan a short dialogue about a
future event using the future simple tense.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Grammarway 3" (relevant chapter).

Homework:

● Complete exercises on the future simple tense from Unit 9 in "Grammarway

3."
 ● Write a paragraph about your plans for the weekend, using the future simple
tense.

Lesson 10: Modal Verbs: Can and Could

Objective: Introduce non-native English students to the modal verbs "can" and
"could."

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences with gaps for modal verbs
● Book: "Practical English Usage" by Michael Swan

Lesson Outline:

​ Warm-up (10 minutes):

● Review the future simple tense from the previous lesson.
● Engage in a discussion about future plans and aspirations.
​ Introduction (10 minutes):
● Introduce the modal verbs "can" and "could" and explain their uses to
express ability, possibility, and requests.
● Provide examples of sentences using "can" and "could."
​ Explanation (15 minutes):
● Explain the usage of "can" for present abilities and possibilities and
"could" for past abilities and requests.
● Discuss the structure of affirmative, negative, and interrogative
sentences with modal verbs.
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the correct
form of "can" or "could."
● Show scenarios and have students create sentences using the
appropriate modal verb.
​ Group Activity (10 minutes):
● Divide students into pairs and have them engage in a role-play where
they make requests using "can" and "could."
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Practical English Usage" (relevant
chapter).
Homework:

● Complete exercises on modal verbs "can" and "could" from Unit 10 in

"Practical English Usage."
● Write a short dialogue between two friends discussing what they can/could
do on their vacation.

Lesson 11: Modal Verbs: Must and Mustn't

Objective: Teach non-native English students how to use the modal verbs "must" and
"mustn't" to express necessity and prohibition.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing "must" and "mustn't"
● Book: "English Grammar in Use" by Raymond Murphy

Lesson Outline:

​ Warm-up (10 minutes):

● Review modal verbs "can" and "could" from the previous lesson.
● Engage in a discussion about rules and obligations in daily life.
​ Introduction (10 minutes):
● Introduce the modal verbs "must" and "mustn't" to express necessity
and prohibition.
● Provide examples of sentences using "must" and "mustn't."
​ Explanation (15 minutes):
● Explain the usage of "must" for strong necessity and "mustn't" for
prohibition.
● Discuss the structure of affirmative, negative, and interrogative
sentences with "must" and "mustn't."
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the correct
form of "must" or "mustn't."
● Show scenarios and have students create sentences using the
appropriate modal verb.
​ Group Activity (10 minutes):
● Divide students into pairs and give them situations to discuss using
"must" and "mustn't."
​ Wrap-up and Homework (5 minutes):
 ● Summarize the key points of the lesson.
● Assign homework exercises from "English Grammar in Use" (relevant
chapter).

Homework:

● Complete exercises on "must" and "mustn't" from Unit 11 in "English Grammar

in Use."
● Write a short paragraph about things you must do before going on a trip.

Lesson 12: Wh-Questions (What, When, Where, Who, Why, How)

Objective: Teach non-native English students how to form and use wh-questions.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Wh-question flashcards
● Book: "Grammar in Use: Intermediate" by Raymond Murphy

Lesson Outline:

​ Warm-up (10 minutes):

● Review modal verbs "must" and "mustn't" and have students share their
homework.
● Engage in a discussion about necessary actions in different situations.
​ Introduction (10 minutes):
● Introduce wh-questions (what, when, where, who, why, how) and
explain their usage to gather information.
● Provide examples of sentences using wh-questions.
​ Explanation (15 minutes):
● Explain the formation of wh-questions by placing the appropriate
wh-word at the beginning of a question.
● Discuss how to use wh-questions to inquire about different aspects of
a situation.
​ Practice (15 minutes):
● Show wh-question flashcards and have students create sentences
using them.
● Provide sentences with gaps for students to complete with the correct
wh-question word.
​ Group Activity (10 minutes):
 ● Divide students into pairs and give them a topic to discuss using
wh-questions.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Grammar in Use: Intermediate"
(relevant chapter).

Homework:

● Complete exercises on wh-questions from Unit 12 in "Grammar in Use:

Intermediate."
● Write five wh-questions about a recent news article or a current event.

Lesson 13: Imperatives

Objective: Teach non-native English students how to form and use imperatives to
give commands and instructions.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Pictures illustrating actions
● Book: "Practical English Usage" by Michael Swan

Lesson Outline:

​ Warm-up (10 minutes):

● Review wh-questions and have students share their homework.
● Engage in a discussion about different types of questions and their
purposes.
​ Introduction (10 minutes):
● Introduce the concept of imperatives to give commands and
instructions.
● Provide examples of sentences using positive and negative
imperatives.
​ Explanation (15 minutes):
● Explain the formation of imperatives for different subjects (you, we,
they).
● Discuss the use of imperatives to give direct orders, make requests,
and offer advice.
​ Practice (15 minutes):
 ● Show pictures illustrating actions and have students create imperative
sentences based on the pictures.
● Provide sentences with gaps for students to complete with the correct
imperative form.
​ Group Activity (10 minutes):
● Divide students into pairs and give them scenarios to create dialogues
using imperatives.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Practical English Usage" (relevant
chapter).

Homework:

● Complete exercises on imperatives from Unit 13 in "Practical English Usage."

● Write a set of instructions for a simple recipe using imperatives.

Lesson 14: Articles: A, An, The

Objective: Teach non-native English students how to use articles (a, an, the) correctly.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing articles
● Book: "English Grammar Today" by Ronald Carter and Michael McCarthy

Lesson Outline:

​ Warm-up (10 minutes):

● Review imperatives and have students share their homework.
● Engage in a discussion about giving instructions in different situations.
​ Introduction (10 minutes):
● Introduce articles (a, an, the) and explain their usage to specify nouns.
● Provide examples of sentences using articles.
​ Explanation (15 minutes):
● Explain the use of indefinite articles (a, an) with singular countable
nouns.
● Discuss the use of the definite article "the" for specific and known
nouns.
​ Practice (15 minutes):
 ● Provide sentences with gaps for students to complete with the correct
article.
● Show pictures and have students describe them using appropriate
articles.
​ Group Activity (10 minutes):
● Divide students into pairs and give them objects to describe using
articles.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "English Grammar Today" (relevant
chapter).

Homework:

● Complete exercises on articles from Unit 14 in "English Grammar Today."

● Write a paragraph describing your favorite book or movie, using appropriate
articles.

Lesson 15: Past Continuous Tense

Objective: Teach non-native English students how to form and use the past
continuous tense.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Pictures depicting past actions
● Book: "Grammarway 3" by Jenny Dooley and Virginia Evans

Lesson Outline:

​ **Warm-up (10

Lesson 11: Modal Verbs: Must and Mustn't

Objective: Teach non-native English students how to use the modal verbs "must" and
"mustn't" to express necessity and prohibition.

Duration: 60 minutes

Materials:
 ● Whiteboard and markers
● Sentences for practicing "must" and "mustn't"
● Book: "English Grammar in Use" by Raymond Murphy

Lesson Outline:

​ Warm-up (10 minutes):

● Review modal verbs "can" and "could" from the previous lesson.
● Engage in a discussion about rules and obligations in daily life.
​ Introduction (10 minutes):
● Introduce the modal verbs "must" and "mustn't" to express necessity
and prohibition.
● Provide examples of sentences using "must" and "mustn't."
​ Explanation (15 minutes):
● Explain the usage of "must" for strong necessity and "mustn't" for
prohibition.
● Discuss the structure of affirmative, negative, and interrogative
sentences with "must" and "mustn't."
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the correct
form of "must" or "mustn't."
● Show scenarios and have students create sentences using the
appropriate modal verb.
​ Group Activity (10 minutes):
● Divide students into pairs and give them situations to discuss using
"must" and "mustn't."
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "English Grammar in Use" (relevant
chapter).

Homework:

● Complete exercises on "must" and "mustn't" from Unit 11 in "English Grammar

in Use."
● Write a short paragraph about things you must do before going on a trip.

Lesson 12: Wh-Questions (What, When, Where, Who, Why, How)

Objective: Teach non-native English students how to form and use wh-questions.

Duration: 60 minutes
Materials:

● Whiteboard and markers

● Wh-question flashcards
● Book: "Grammar in Use: Intermediate" by Raymond Murphy

Lesson Outline:

​ Warm-up (10 minutes):

● Review modal verbs "must" and "mustn't" and have students share their
homework.
● Engage in a discussion about necessary actions in different situations.
​ Introduction (10 minutes):
● Introduce wh-questions (what, when, where, who, why, how) and
explain their usage to gather information.
● Provide examples of sentences using wh-questions.
​ Explanation (15 minutes):
● Explain the formation of wh-questions by placing the appropriate
wh-word at the beginning of a question.
● Discuss how to use wh-questions to inquire about different aspects of
a situation.
​ Practice (15 minutes):
● Show wh-question flashcards and have students create sentences
using them.
● Provide sentences with gaps for students to complete with the correct
wh-question word.
​ Group Activity (10 minutes):
● Divide students into pairs and give them a topic to discuss using
wh-questions.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Grammar in Use: Intermediate"
(relevant chapter).

Homework:

● Complete exercises on wh-questions from Unit 12 in "Grammar in Use:

Intermediate."
● Write five wh-questions about a recent news article or a current event.

Lesson 13: Imperatives

Objective: Teach non-native English students how to form and use imperatives to
give commands and instructions.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Pictures illustrating actions
● Book: "Practical English Usage" by Michael Swan

Lesson Outline:

​ Warm-up (10 minutes):

● Review wh-questions and have students share their homework.
● Engage in a discussion about different types of questions and their
purposes.
​ Introduction (10 minutes):
● Introduce the concept of imperatives to give commands and
instructions.
● Provide examples of sentences using positive and negative
imperatives.
​ Explanation (15 minutes):
● Explain the formation of imperatives for different subjects (you, we,
they).
● Discuss the use of imperatives to give direct orders, make requests,
and offer advice.
​ Practice (15 minutes):
● Show pictures illustrating actions and have students create imperative
sentences based on the pictures.
● Provide sentences with gaps for students to complete with the correct
imperative form.
​ Group Activity (10 minutes):
● Divide students into pairs and give them scenarios to create dialogues
using imperatives.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Practical English Usage" (relevant
chapter).

Homework:
 ● Complete exercises on imperatives from Unit 13 in "Practical English Usage."
● Write a set of instructions for a simple recipe using imperatives.

Lesson 14: Articles: A, An, The

Objective: Teach non-native English students how to use articles (a, an, the) correctly.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing articles
● Book: "English Grammar Today" by Ronald Carter and Michael McCarthy

Lesson Outline:

​ Warm-up (10 minutes):

● Review imperatives and have students share their homework.
● Engage in a discussion about giving instructions in different situations.
​ Introduction (10 minutes):
● Introduce articles (a, an, the) and explain their usage to specify nouns.
● Provide examples of sentences using articles.
​ Explanation (15 minutes):
● Explain the use of indefinite articles (a, an) with singular countable
nouns.
● Discuss the use of the definite article "the" for specific and known
nouns.
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the correct
article.
● Show pictures and have students describe them using appropriate
articles.
​ Group Activity (10 minutes):
● Divide students into pairs and give them objects to describe using
articles.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "English Grammar Today" (relevant
chapter).

Homework:
 ● Complete exercises on articles from Unit 14 in "English Grammar Today."
● Write a paragraph describing your favorite book or movie, using appropriate
articles.

Lesson 15: Past Continuous Tense

Objective: Teach non-native English students how to form and use the past
continuous tense.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Pictures depicting past actions
● Book: "Grammarway 3" by Jenny Dooley and Virginia Evans

Lesson Outline:

​ Warm-up (10 minutes):

● Begin with a quick review of the previous lesson on expressing
preference.
● Engage students in a discussion about what they were doing at specific
times yesterday.
​ Introduction (10 minutes):
● Introduce the past continuous tense and its purpose in describing
actions that were ongoing at a specific point in the past.
● Provide examples of sentences in the past continuous tense.
​ Explanation (15 minutes):
● Explain the structure of the past continuous tense (subject + was/were
+ verb-ing) for affirmative, negative, and interrogative forms.
● Discuss the rules for forming questions and negatives.
​ Practice (15 minutes):
● Show pictures depicting different past actions and have students
describe them using the past continuous tense.
● Provide sentences with gaps for students to complete with the correct
form of the past continuous tense.
​ Group Activity (10 minutes):
● Divide students into pairs and have them create a short dialogue about
what they were doing at a specific time in the past.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
 ● Assign homework exercises from "Grammarway 3" (relevant chapter).

Homework:

● Complete exercises on the past continuous tense from Unit 15 in

"Grammarway 3."
● Write a paragraph describing an event from your past, using the past
continuous tense to highlight ongoing actions.

Lesson 16: Present Perfect Tense (Simple)

Objective: Introduce non-native English students to the present perfect tense (simple
form).

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing the present perfect tense
● Book: "Essential Grammar in Use" by Raymond Murphy

Lesson Outline:

​ Warm-up (10 minutes):

● Review articles (a, an, the) from the previous lesson.
● Engage in a discussion about recent experiences and events.
​ Introduction (10 minutes):
● Introduce the concept of the present perfect tense (simple form) to
describe actions that connect the past to the present.
● Provide examples of sentences using the present perfect tense.
​ Explanation (15 minutes):
● Explain the formation of the present perfect tense with "have/has" +
past participle.
● Discuss how the present perfect tense is used to talk about
experiences, life events, and achievements.
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the correct
form of the present perfect tense.
● Show pictures and have students describe the experiences they have
had.
​ Group Activity (10 minutes):
 ● Divide students into pairs and have them share something interesting
they have done using the present perfect tense.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Essential Grammar in Use" (relevant
chapter).

Homework:

● Complete exercises on the present perfect tense from Unit 16 in "Essential

Grammar in Use."
● Write a paragraph about three things you have achieved in your life so far.

Lesson 17: Present Perfect Continuous Tense

Objective: Teach non-native English students how to form and use the present
perfect continuous tense.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Pictures depicting ongoing actions
● Book: "Grammar in Use: Intermediate" by Raymond Murphy

Lesson Outline:

​ Warm-up (10 minutes):

● Review the present perfect tense (simple form) and have students
share their homework.
● Engage in a discussion about recent activities and events.
​ Introduction (10 minutes):
● Introduce the present perfect continuous tense to describe ongoing
actions that started in the past and continue to the present.
● Provide examples of sentences using the present perfect continuous
tense.
​ Explanation (15 minutes):
● Explain the formation of the present perfect continuous tense with
"have/has been" + base verb + "-ing."
● Discuss how the present perfect continuous tense emphasizes the
duration of actions.
​ Practice (15 minutes):
 ● Show pictures depicting ongoing actions and have students describe
the situations using the present perfect continuous tense.
● Provide sentences with gaps for students to complete with the correct
form of the present perfect continuous tense.
​ Group Activity (10 minutes):
● Divide students into pairs and have them share something they have
been doing recently using the present perfect continuous tense.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Grammar in Use: Intermediate"
(relevant chapter).

Homework:

● Complete exercises on the present perfect continuous tense from Unit 17 in

"Grammar in Use: Intermediate."
● Write a short diary entry describing your activities over the past week using
the present perfect continuous tense.

Lesson 18: Gerunds and Infinitives

Objective: Introduce non-native English students to gerunds and infinitives and their
usage.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing gerunds and infinitives
● Book: "English Grammar Today" by Ronald Carter and Michael McCarthy

Lesson Outline:

​ Warm-up (10 minutes):

● Review the present perfect continuous tense and have students share
their homework.
● Engage in a discussion about recent ongoing activities.
​ Introduction (10 minutes):
● Introduce gerunds and infinitives and explain their usage as verb forms
that can function as nouns, subjects, objects, or complements.
● Provide examples of sentences using gerunds and infinitives.
​ Explanation (15 minutes):
 ● Explain the formation of gerunds (base verb + "-ing") and infinitives (to
+ base verb).
● Discuss how gerunds and infinitives are used after certain verbs,
expressions, and prepositions.
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the correct
gerund or infinitive form.
● Show sentences with verbs and have students decide whether to use a
gerund or infinitive.
​ Group Activity (10 minutes):
● Divide students into pairs and have them create sentences using
gerunds and infinitives.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "English Grammar Today" (relevant
chapter).

Homework:

● Complete exercises on gerunds and infinitives from Unit 18 in "English

Grammar Today."
● Write five sentences using gerunds and five sentences using infinitives to
express different actions.

Lesson 19: Adverbs of Frequency

Objective: Teach non-native English students how to use adverbs of frequency to

describe how often actions occur.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing adverbs of frequency
● Book: "Practical English Usage" by Michael Swan

Lesson Outline:

​ Warm-up (10 minutes):

● Review gerunds and infinitives and have students share their
homework.
● Engage in a discussion about activities people do regularly.
 ​ Introduction (10 minutes):
● Introduce adverbs of frequency and explain their usage to describe
how often actions occur.
● Provide examples of sentences using adverbs of frequency.
​ Explanation (15 minutes):
● Explain the different adverbs of frequency (always, usually, often,
sometimes, rarely, never) and their placement in sentences.
● Discuss how adverbs of frequency are used with present simple tense
verbs.
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the correct
adverb of frequency.
● Show sentences and have students match them with appropriate
adverbs of frequency.
​ Group Activity (10 minutes):
● Divide students into pairs and have them create dialogues using
adverbs of frequency.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Practical English Usage" (relevant
chapter).

Homework:

● Complete exercises on adverbs of frequency from Unit 19 in "Practical English

Usage."
● Write a short paragraph describing your daily routine and use adverbs of
frequency to indicate how often you do different activities.

Lesson 20: Past Perfect Tense

Objective: Teach non-native English students how to form and use the past perfect
tense.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing the past perfect tense
● Book: "Grammarway 3" by Jenny Dooley and Virginia Evans

Lesson Outline:
 ​ Warm-up (10 minutes):
● Review adverbs of frequency and have students share their homework.
● Engage in a discussion about how often people do various activities.
​ Introduction (10 minutes):
● Introduce the past perfect tense and explain its usage to describe an
action that happened before another action in the past.
● Provide examples of sentences using the past perfect tense.
​ Explanation (15 minutes):
● Explain the formation of the past perfect tense with "had" + past
participle.
● Discuss how the past perfect tense is used to show the sequence of
events in the past.
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the correct
form of the past perfect tense.
● Show pictures and have students describe events using the past
perfect tense.
​ Group Activity (10 minutes):
● Divide students into pairs and have them share personal experiences
using the past perfect tense.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Grammarway 3" (relevant chapter).

Homework:

● Complete exercises on the past perfect tense from Unit 20 in "Grammarway

3."
● Write a short story where you use the past perfect tense to describe events
that happened before another event in the past

Lesson 21: Reported Speech (Statements)

Objective: Teach non-native English students how to transform direct speech into
reported speech for statements.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing reported speech
 ● Book: "English Grammar in Use" by Raymond Murphy

Lesson Outline:

​ Warm-up (10 minutes):

● Review the past perfect tense and have students share their
homework.
● Engage in a discussion about past experiences and events.
​ Introduction (10 minutes):
● Introduce reported speech and explain how to transform direct speech
(spoken words) into reported speech (reported words) for statements.
● Provide examples of sentences using reported speech for statements.
​ Explanation (15 minutes):
● Explain the changes needed when transforming direct speech into
reported speech, such as changes in verb tenses and pronouns.
● Discuss the use of reporting verbs (say, tell) and their patterns.
​ Practice (15 minutes):
● Provide sentences in direct speech and have students transform them
into reported speech.
● Show sentences in reported speech and have students identify the
original direct speech.
​ Group Activity (10 minutes):
● Divide students into pairs and give them dialogues to transform from
direct to reported speech.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "English Grammar in Use" (relevant
chapter).

Homework:

● Complete exercises on reported speech (statements) from Unit 21 in "English

Grammar in Use."
● Write a paragraph about a recent conversation you had, transforming the
direct speech into reported speech.

Lesson 22: Reported Speech (Questions)

Objective: Teach non-native English students how to transform direct speech into
reported speech for questions.

Duration: 60 minutes
Materials:

● Whiteboard and markers

● Sentences for practicing reported speech
● Book: "Grammarway 4" by Jenny Dooley and Virginia Evans

Lesson Outline:

​ Warm-up (10 minutes):

● Review reported speech (statements) and have students share their
homework.
● Engage in a discussion about the different types of sentences in
conversation.
​ Introduction (10 minutes):
● Introduce the transformation of direct speech questions into reported
speech.
● Explain how to change question forms and reporting verbs while
maintaining the sense of the original question.
​ Explanation (15 minutes):
● Explain the changes required for transforming different types of
questions (yes-no questions and wh-questions) into reported speech.
● Discuss backshifting of tenses in reported speech questions.
​ Practice (15 minutes):
● Provide direct speech questions and have students transform them
into reported speech.
● Show reported speech questions and have students identify the
original direct speech question.
​ Group Activity (10 minutes):
● Divide students into pairs and give them dialogues with questions to
transform into reported speech.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Grammarway 4" (relevant chapter).

Homework:

● Complete exercises on reported speech (questions) from Unit 22 in

"Grammarway 4."
● Write a dialogue between two people, incorporating questions and then
transforming them into reported speech.

Lesson 23: Countable and Uncountable Nouns

Objective: Teach non-native English students the difference between countable and
uncountable nouns and their appropriate usage.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Noun examples for practicing countable and uncountable nouns
● Book: "Practical English Usage" by Michael Swan

Lesson Outline:

​ Warm-up (10 minutes):

● Review reported speech (questions) and have students share their
homework.
● Engage in a discussion about different types of nouns in the English
language.
​ Introduction (10 minutes):
● Introduce the concepts of countable and uncountable nouns and
explain their basic distinctions.
● Provide examples of nouns that are countable and those that are
uncountable.
​ Explanation (15 minutes):
● Explain the differences in usage between countable nouns (individual
items) and uncountable nouns (mass or abstract nouns).
● Discuss how to use articles, quantifiers, and expressions with
countable and uncountable nouns.
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the
appropriate countable or uncountable noun.
● Show nouns and have students categorize them as countable or
uncountable.
​ Group Activity (10 minutes):
● Divide students into pairs and have them create sentences using both
countable and uncountable nouns.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Practical English Usage" (relevant
chapter).

Homework:
 ● Complete exercises on countable and uncountable nouns from Unit 23 in
"Practical English Usage."
● Write a short paragraph about your favorite food, using appropriate countable
and uncountable nouns.

Lesson 24: Comparing Adjectives (continued)

Objective: Teach non-native English students how to form and use comparative and
superlative forms of adjectives.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing comparative and superlative adjectives
● Book: "English Grammar Today" by Ronald Carter and Michael McCarthy

Lesson Outline:

​ Introduction (10 minutes):

● Introduce the concept of comparing adjectives using comparative and
superlative forms.
● Explain how comparative forms are used to show the difference
between two things, and superlative forms indicate the highest or
lowest degree of a quality.
​ Explanation (15 minutes):
● Explain the formation of comparative and superlative forms of
adjectives (adding -er/-est or using "more" and "most").
● Discuss irregular forms (e.g., good - better - best, bad - worse - worst).
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the correct
comparative or superlative form of adjectives.
● Show pictures or describe scenarios and have students make
comparisons using adjectives.
​ Group Activity (10 minutes):
● Divide students into pairs and have them compare two objects or
people using comparative and superlative adjectives.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "English Grammar Today" (relevant
chapter).
Homework:

● Complete exercises on comparative and superlative adjectives from Unit 24 in

"English Grammar Today."
● Write a short paragraph comparing two cities you know, using comparative
and superlative adjectives.

Lesson 25: Prepositions of Time and Place

Objective: Teach non-native English students how to use prepositions of time and
place accurately.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing prepositions of time and place
● Book: "Grammarway 2" by Jenny Dooley and Virginia Evans

Lesson Outline:

​ Warm-up (10 minutes):

● Review comparative and superlative adjectives and have students
share their homework.
● Engage in a discussion about preferences and making comparisons.
​ Introduction (10 minutes):
● Introduce the concept of prepositions of time and place and explain
their importance in providing context and clarity in sentences.
● Provide examples of sentences using prepositions of time and place.
​ Explanation (15 minutes):
● Explain common prepositions of time (in, on, at) and place (in, on, at,
under, behind, between, etc.).
● Discuss how prepositions help indicate when and where actions take
place.
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the
appropriate preposition of time or place.
● Show pictures or describe scenarios and have students use
prepositions to describe the location or time.
​ Group Activity (10 minutes):
● Divide students into pairs and give them situations to describe using
prepositions of time and place.
 ​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Grammarway 2" (relevant chapter).

Homework:

● Complete exercises on prepositions of time and place from Unit 25 in

"Grammarway 2."
● Write a short paragraph describing your daily routine, using appropriate
prepositions of time.

Lesson 26: Modal Verbs: May and Might

Objective: Introduce non-native English students to the modal verbs "may" and
"might" to express possibility and uncertainty.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing "may" and "might"
● Book: "Practical English Usage" by Michael Swan

Lesson Outline:

​ Warm-up (10 minutes):

● Review prepositions of time and place and have students share their
homework.
● Engage in a discussion about locations and time preferences.
​ Introduction (10 minutes):
● Introduce the modal verbs "may" and "might" and explain their usage to
express possibility and uncertainty.
● Provide examples of sentences using "may" and "might."
​ Explanation (15 minutes):
● Explain the differences between "may" and "might" in terms of degree
of possibility and likelihood.
● Discuss the structure of affirmative, negative, and interrogative
sentences with "may" and "might."
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the correct
form of "may" or "might."
 ● Show scenarios and have students create sentences using the
appropriate modal verb.
​ Group Activity (10 minutes):
● Divide students into pairs and have them speculate about future
scenarios using "may" and "might."
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Practical English Usage" (relevant
chapter).

Homework:

● Complete exercises on "may" and "might" from Unit 26 in "Practical English

Usage."
● Write a short paragraph speculating about the future using "may" and "might."

Lesson 27: Gerunds vs. Infinitives (Part 2)

Objective: Teach non-native English students more about gerunds and infinitives and
their usage.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing gerunds and infinitives
● Book: "Grammarway 4" by Jenny Dooley and Virginia Evans

Lesson Outline:

​ Warm-up (10 minutes):

● Review modal verbs "may" and "might" and have students share their
homework.
● Engage in a discussion about future possibilities.
​ Introduction (10 minutes):
● Introduce additional concepts related to gerunds and infinitives.
● Clarify situations where both gerunds and infinitives can be used
interchangeably.
​ Explanation (15 minutes):
● Explain situations where gerunds are preferred over infinitives and vice
versa.
 ● Discuss common verbs that are followed by gerunds or infinitives and
their patterns.
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the correct
gerund or infinitive form.
● Show sentences with verbs and have students choose whether to use a
gerund or infinitive.
​ Group Activity (10 minutes):
● Divide students into pairs and have them create sentences using both
gerunds and infinitives.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Grammarway 4" (relevant chapter).

Homework:

● Complete exercises on gerunds and infinitives (Part 2) from Unit 27 in

"Grammarway 4."
● Write a short paragraph describing your preferences for activities using
gerunds and infinitives.

Lesson 28: Passive Voice (Present Simple and Past Simple) (continued)

Objective: Teach non-native English students how to form and use passive voice in
present simple and past simple tenses.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing passive voice
● Book: "English Grammar in Use" by Raymond Murphy

Lesson Outline:

​ Wrap-up and Homework (5 minutes):

● Summarize the key points of the lesson.
● Assign homework exercises from "English Grammar in Use" (relevant
chapter).

Homework:
 ● Complete exercises on passive voice (present simple and past simple) from
Unit 28 in "English Grammar in Use."
● Write a paragraph about a recent event, describing it in both active and
passive voice.

Lesson 29: Conditionals (Zero and First)

Objective: Introduce non-native English students to conditional sentences, focusing

on zero and first conditionals.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing zero and first conditionals
● Book: "Grammarway 3" by Jenny Dooley and Virginia Evans

Lesson Outline:

​ Warm-up (10 minutes):

● Review passive voice (present simple and past simple) and have
students share their homework.
● Engage in a discussion about events and actions.
​ Introduction (10 minutes):
● Introduce conditional sentences and explain their usage to express
possible or likely future events based on certain conditions.
● Provide examples of sentences in zero and first conditionals.
​ Explanation (15 minutes):
● Explain the structure of zero conditionals (if + present simple, present
simple) and their use for general truths and facts.
● Discuss the structure of first conditionals (if + present simple, future
simple) and their use for real or possible future situations.
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the correct
form of zero or first conditionals.
● Show scenarios and have students create sentences using zero and
first conditionals.
​ Group Activity (10 minutes):
● Divide students into pairs and have them create dialogues using zero
and first conditionals.
​ Wrap-up and Homework (5 minutes):
 ● Summarize the key points of the lesson.
● Assign homework exercises from "Grammarway 3" (relevant chapter).

Homework:

● Complete exercises on zero and first conditionals from Unit 29 in

"Grammarway 3."
● Write a short paragraph about what you would do if you won a large sum of
money, using both zero and first conditionals.

Lesson 30: Future Tenses (Going to and Will)

Objective: Teach non-native English students how to use the future tenses "going to"
and "will" to express future actions.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing "going to" and "will"
● Book: "Practical English Usage" by Michael Swan

Lesson Outline:

​ Warm-up (10 minutes):

● Review zero and first conditionals and have students share their
homework.
● Engage in a discussion about future plans and predictions.
​ Introduction (10 minutes):
● Introduce the future tenses "going to" and "will" and explain their usage
to express intentions, predictions, and plans.
● Provide examples of sentences using "going to" and "will."
​ Explanation (15 minutes):
● Explain the structure of "going to" (subject + am/is/are + going to +
base verb) and its use to indicate planned future actions.
● Discuss the structure of "will" (subject + will + base verb) and its use to
express spontaneous decisions or predictions.
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the correct
form of "going to" or "will."
● Show scenarios and have students create sentences using "going to"
and "will."
 ​ Group Activity (10 minutes):
● Divide students into pairs and have them discuss their future plans
using both "going to" and "will."
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Practical English Usage" (relevant
chapter).

Homework:

● Complete exercises on "going to" and "will" from Unit 30 in "Practical English
Usage."
● Write a paragraph about your future career aspirations, using both "going to"
and "will" to express different aspects.

Lesson 31: Reported Speech (Commands and Requests)

Objective: Teach non-native English students how to transform direct speech

commands and requests into reported speech.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing reported speech (commands and requests)
● Book: "English Grammar Today" by Ronald Carter and Michael McCarthy

Lesson Outline:

​ Warm-up (10 minutes):

● Review future tenses ("going to" and "will") and have students share
their homework.
● Engage in a discussion about plans and predictions.
​ Introduction (10 minutes):
● Introduce reported speech for commands and requests.
● Explain the changes needed when transforming direct speech
commands and requests into reported speech.
​ Explanation (15 minutes):
● Explain the changes required for different types of commands
(imperatives) and requests in reported speech.
● Discuss reporting verbs used for commands and requests (e.g., ask,
tell, order, suggest).
 ​ Practice (15 minutes):
● Provide direct speech commands and requests and have students
transform them into reported speech.
● Show reported speech sentences and have students identify the
original direct speech.
​ Group Activity (10 minutes):
● Divide students into pairs and give them scenarios to transform from
direct speech to reported speech.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "English Grammar Today" (relevant
chapter).

Homework:

● Complete exercises on reported speech (commands and requests) from Unit

31 in "English Grammar Today."
● Write a dialogue in which one person gives a command or makes a request,
and then transform it into reported speech.

Lesson 32: Articles (Definite and Indefinite)

Objective: Teach non-native English students how to use definite and indefinite
articles correctly.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing articles (definite and indefinite)
● Book: "Practical English Usage" by Michael Swan

Lesson Outline:

​ Warm-up (10 minutes):

● Review reported speech (commands and requests) and have students
share their homework.
● Engage in a discussion about communication and interaction.
​ Introduction (10 minutes):
● Introduce the concepts of definite and indefinite articles (the, a, an) and
their importance in specifying or generalizing nouns.
● Provide examples of sentences using definite and indefinite articles.
 ​ Explanation (15 minutes):
● Explain the usage of "the" as the definite article and its use with
specific nouns or when referring to something previously mentioned.
● Discuss the usage of "a" and "an" as indefinite articles and their use
with nonspecific nouns.
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the
appropriate definite or indefinite article.
● Show nouns and have students choose the correct article to use.
​ Group Activity (10 minutes):
● Divide students into pairs and have them create sentences using both
definite and indefinite articles.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Practical English Usage" (relevant
chapter).

Homework:

● Complete exercises on articles (definite and indefinite) from Unit 32 in

"Practical English Usage."
● Write a short paragraph describing your favorite book or movie, using
appropriate articles.

Lesson 33: Expressing Ability and Permission (Can, Could, May)

Objective: Teach non-native English students how to use "can," "could," and "may" to
express ability and permission.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing "can," "could," and "may"
● Book: "Grammarway 2" by Jenny Dooley and Virginia Evans

Lesson Outline:

​ Warm-up (10 minutes):

● Review articles (definite and indefinite) and have students share their
homework.
● Engage in a discussion about preferences and descriptions.
 ​ Introduction (10 minutes):
● Introduce the modal verbs "can," "could," and "may" and explain their
usage to express ability and permission.
● Provide examples of sentences using these modal verbs.
​ Explanation (15 minutes):
● Explain the usage of "can" to express general ability or capability in the
present.
● Discuss the usage of "could" to express past ability or a more polite
form of "can."
● Explain the usage of "may" to seek or grant permission.
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the correct
form of "can," "could," or "may."
● Show scenarios and have students create sentences using the
appropriate modal verb.
​ Group Activity (10 minutes):
● Divide students into pairs and have them create dialogues involving
requests, permissions, or abilities.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Grammarway 2" (relevant chapter).

Homework:

● Complete exercises on "can," "could," and "may" from Unit 33 in "Grammarway

2."
● Write a short paragraph describing a skill or ability you have, using appropriate
modal verbs.

Lesson 34: Expressing Obligation and Necessity (Must, Have to) (continued)

Homework:

● Complete exercises on "must" and "have to" from Unit 34 in "English Grammar
in Use."
● Write a paragraph about a situation where you felt a strong obligation to do
something, using "must" or "have to."

Lesson 35: Indirect Questions

Objective: Teach non-native English students how to form and use indirect
questions.
Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing indirect questions
● Book: "Grammarway 3" by Jenny Dooley and Virginia Evans

Lesson Outline:

​ Warm-up (10 minutes):

● Review "must" and "have to" and have students share their homework.
● Engage in a discussion about obligations and responsibilities.
​ Introduction (10 minutes):
● Introduce indirect questions and explain their purpose in making
questions more polite or less direct.
● Provide examples of sentences using indirect questions.
​ Explanation (15 minutes):
● Explain the structure of indirect questions (statement + question word
+ if/whether) and their use in reporting questions.
● Discuss different question words and how to use them in indirect
questions.
​ Practice (15 minutes):
● Provide direct questions and have students transform them into
indirect questions.
● Show scenarios and have students create sentences using indirect
questions.
​ Group Activity (10 minutes):
● Divide students into pairs and have them create conversations using
indirect questions.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Grammarway 3" (relevant chapter).

Homework:

● Complete exercises on indirect questions from Unit 35 in "Grammarway 3."

● Write a short dialogue between two people using both direct and indirect
questions.

Lesson 36: Expressing Preference (Prefer, Would Rather)

Objective: Teach non-native English students how to express preference using
"prefer" and "would rather."

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing "prefer" and "would rather"
● Book: "Practical English Usage" by Michael Swan

Lesson Outline:

​ Warm-up (10 minutes):

● Review indirect questions and have students share their homework.
● Engage in a discussion about preferences and choices.
​ Introduction (10 minutes):
● Introduce the verbs "prefer" and "would rather" and explain their usage
to express personal preferences.
● Provide examples of sentences using "prefer" and "would rather."
​ Explanation (15 minutes):
● Explain how to use "prefer" with the pattern "prefer + verb-ing/noun"
and "prefer + to-infinitive."
● Discuss how to use "would rather" with the pattern "would rather + verb
base form."
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the correct
form of "prefer" or "would rather."
● Show scenarios and have students create sentences expressing
preferences.
​ Group Activity (10 minutes):
● Divide students into pairs and have them discuss their preferences and
choices using "prefer" and "would rather."
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "Practical English Usage" (relevant
chapter).

Homework:

● Complete exercises on expressing preference (prefer, would rather) from Unit

36 in "Practical English Usage."
 ● Write a short paragraph about your preferred leisure activity, using both
"prefer" and "would rather."

Lesson 37: Adverbs of Degree

Objective: Teach non-native English students how to use adverbs of degree to modify
verbs, adjectives, and other adverbs.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing adverbs of degree
● Book: "English Grammar Today" by Ronald Carter and Michael McCarthy

Lesson Outline:

​ Warm-up (10 minutes):

● Review expressing preference ("prefer," "would rather") and have
students share their homework.
● Engage in a discussion about personal preferences.
​ Introduction (10 minutes):
● Introduce adverbs of degree and explain their function in modifying the
intensity or extent of verbs, adjectives, and other adverbs.
● Provide examples of sentences using adverbs of degree.
​ Explanation (15 minutes):
● Explain how adverbs of degree are used to modify verbs (e.g., very
quickly), adjectives (e.g., extremely beautiful), and other adverbs (e.g.,
quite slowly).
● Discuss different types of adverbs of degree (e.g., very, quite, extremely,
really) and their positions in sentences.
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the
appropriate adverb of degree.
● Show adjectives and have students modify them with adverbs of
degree.
​ Group Activity (10 minutes):
● Divide students into pairs and have them create sentences using
adverbs of degree to describe different situations.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
 ● Assign homework exercises from "English Grammar Today" (relevant
chapter).

Homework:

● Complete exercises on adverbs of degree from Unit 37 in "English Grammar

Today."
● Write a paragraph describing a memorable experience, incorporating adverbs
of degree to enhance your descriptions.

Lesson 38: Expressing Purpose (To, In Order To, So That) (continued)

Homework:

● Complete exercises on expressing purpose (to, in order to, so that) from Unit
38 in "Grammarway 4."
● Write a paragraph explaining why you chose a particular career path, using
expressions of purpose.

Lesson 39: Comparative and Superlative Adverbs

Objective: Teach non-native English students how to form and use comparative and
superlative forms of adverbs.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Sentences for practicing comparative and superlative adverbs
● Book: "English Grammar in Use" by Raymond Murphy

Lesson Outline:

​ Warm-up (10 minutes):

● Review expressing purpose (to, in order to, so that) and have students
share their homework.
● Engage in a discussion about goals and intentions.
​ Introduction (10 minutes):
● Introduce the concept of comparative and superlative adverbs and
explain their usage to compare the intensity of actions.
● Provide examples of sentences using comparative and superlative
adverbs.
 ​ Explanation (15 minutes):
● Explain the formation of comparative adverbs (adding "-er") and
superlative adverbs (adding "-est").
● Discuss irregular forms of comparative and superlative adverbs (e.g.,
well - better - best, badly - worse - worst).
​ Practice (15 minutes):
● Provide sentences with gaps for students to complete with the correct
comparative or superlative adverb.
● Show scenarios and have students create sentences using
comparative and superlative adverbs.
​ Group Activity (10 minutes):
● Divide students into pairs and have them compare two actions or
situations using comparative and superlative adverbs.
​ Wrap-up and Homework (5 minutes):
● Summarize the key points of the lesson.
● Assign homework exercises from "English Grammar in Use" (relevant
chapter).

Homework:

● Complete exercises on comparative and superlative adverbs from Unit 39 in

"English Grammar in Use."
● Write a short paragraph describing your travel experiences, using comparative
and superlative adverbs to emphasize different aspects.

Lesson 40: Review and Consolidation

Objective: Review and consolidate the grammar concepts covered in the previous
lessons.

Duration: 60 minutes

Materials:

● Whiteboard and markers

● Worksheets for review and consolidation
● Books used in previous lessons

Lesson Outline:

​ Warm-up (10 minutes):

● Begin with a quick review of the previous lessons, asking students to
recall key grammar points.
 ● Engage in a discussion about the importance of grammar in effective
communication.
​ Review (20 minutes):
● Go over each grammar concept covered in the past lessons and
highlight key rules and usage.
● Provide examples and ask students to identify the correct forms or
explain the usage.
​ Consolidation Activities (20 minutes):
● Divide students into small groups and give them worksheets with
mixed exercises from previous lessons.
● Have them work together to complete the exercises, reinforcing their
understanding of different grammar concepts.
​ Group Presentations (5 minutes each group):
● Each group presents their answers and explains their reasoning for the
exercises they completed.
​ Wrap-up (5 minutes):
● Summarize the main grammar concepts reviewed and consolidated in
this lesson.
● Encourage students to continue practicing these concepts in their daily
communication.
​ Homework (5 minutes):
● Assign a reflective writing task where students write about their
progress in understanding and using English grammar.

Homework:

● Write a reflection on your journey of learning English grammar so far. Discuss

which concepts you found most challenging and how your understanding has
improved.
​