Wall label
Water Lilies Claude Monet, 1840–1926 · 1906
Water lilies floating on the pond in Monet's own garden at Giverny. He painted this pond hundreds of times to study how light changes on water.
Why it's great for language
A quiet pond — perfect for descriptive adjectives and 'there is / there are'.
A gentle note
Claude Monet's work fits nature, colours, 'there is / there are' 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: Water Lilies .
CEFR level A1 A2 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) there is / there are (A1–B1) can / can't for ability, offers, requests, possibility (A1–B1) prepositions of place (A1–B1) prepositions of time (at / in / on) (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) future 'will' — plans & intentions (affirmative) (A1–A2) 'very' as a modifier (with adjectives & adverbs) (A1–A2) indefinite pronouns: something / someone / anything … (A1–B1) 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) 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.
Make it yours One thing about your class — and the lesson will feel built for them.
Optional — but teachers who add this say the lesson lands better.
Paint my lesson A complete lesson, painted around Water Lilies.
