Artist profile
John William Waterhouse 1849–1917 · Late Pre-Raphaelite
John William Waterhouse (1849–1917) worked in the Late Pre-Raphaelite tradition. Their most famous work is The Lady of Shalott.
A gentle note
John William Waterhouse's work fits storytelling, past simple / narrative, describing people better than "present simple". Try one of those focuses, or pick another artist from the gallery.
Set the room
Shape the lesson
The painting adapts to your focus — chosen now: Miranda — The Tempest .
CEFR level B1 B2 C1 C2
Language focus Pick one thing your students will actually walk out able to do.
Grammar Vocabulary Function
have got / has got (A1–A2) articles a / an / the (A1–B1) plural nouns (-s) (A1–A2) possessive 's (A1–B1) possessive adjectives (my / your / his / her …) (A1–A2) subject & object pronouns (A1–B1) can / can't for ability, offers, requests, possibility (A1–B1) imperatives (affirmative & negative) (A1–B1) this / that / these / those (demonstratives) (A1–B1) common adjectives — position & word order (A1–A2) coordinating conjunctions: and / but / or (A1–B1) how much / how many (A1–B1) like + noun / like + -ing (A1–B1) because — giving reasons (A1–B1) past simple 'was / were' (A1–A2) future 'will' — plans & intentions (affirmative) (A1–A2) 'very' as a modifier (with adjectives & adverbs) (A1–A2) indefinite pronouns: something / someone / anything … (A1–B1) past simple (regular & irregular) — affirmative, negative, questions (A2–B1) past continuous (A2–B1) past simple vs past continuous (A2–B2) will for predictions, offers, requests & willingness (A2–B2) adverbs of manner (-ly) (A2–B2) countable & uncountable nouns + quantifiers (A2–B1) some / any / no / every compounds (A2–B2) much / many / a lot of / a little / a few (A2–B1) have to / don't have to (obligation & absence of obligation) (A2–B1) must / mustn't (obligation & prohibition) (A2–B2) should / shouldn't for advice & suggestions (A2–B2) shall for offers & suggestions (A2–B2) will be able to (future ability) (A2–B1) present perfect with ever / never / just / already / yet (A2–B2) too & enough (with adjectives) (A2–B1) first / then / next / finally (sequencers) (A2–B1) infinitive of purpose (to + verb) (A2–B2) verb + -ing (like / love / hate / enjoy + -ing) (A2–B2) verb + to-infinitive (want / need / decide + to …) (A2–B2) would like / would prefer / would love (A2–B2) defining relative clauses with who / which / that (A2–B2) past simple passive (basic) (A2–B1) reflexive pronouns (myself, yourself …) (A2–B2) possessive pronouns (mine, yours, his, hers …) (A2–B2) 'be' + adjective + that-clause (I'm sure that …) (A2–B1) 'look forward to' + -ing (A2–B2) Duration 30 min 45 min 60 min 90 min
Optional finish End with an art response (students make their own) Learners create their own artwork inspired by the painting's style, subject or mood — and use the target language while planning, labelling and presenting it.
Paint my lesson A complete lesson, painted around Miranda — The Tempest.
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