This is an upper intermediate (CEFR B1, IELTS 6.0) EFL Culture class about etiquette at dinner. Students learn key vocabulary (cutlery, seating arrangement, on silent, outside-in rule, portion size, elbows on table), complete a gap-fill, read a text about British table manners, answer comprehension questions, learn polite and impolite phrases at the dinner table and practice using them in a role-play.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Culture class about weddings. Students discuss their knowledge of weddings in their own culture before learning key vocabulary (bride, groom, best man, toast, vows, bridesmaid). Students complete a gap-fill with the new vocabulary before having another discussion in pairs. Students read a text about a wedding in the UK. They answer comprehension questions. More interactive activities end the class.

Due to the nature of the topic, this class is recommended for adult learners only. This is an advanced (CEFR C1, IELTS 7.0) EFL Culture class about pub culture in the UK. Students discuss their own drinking habits before doing a quiz about British pub culture. Students learn key vocabulary related to pubs (beer tap, bartender, bar, doorman, last orders, pint). Students read a text about social guidelines in British pubs and test their understanding with a short quiz. Students use phrases related to permission to talk about things you can and can’t do in a pub.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Culture class about etiquette on public transport. Students learn key vocabulary (courteous, elderly, handicapped, disturb, awkward, inappropriate), complete a gap-fill, read a text and answer comprehension questions, learn key phrases for polite and impolite requests and finally practice them in a role-play with a partner.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Culture class about driving in the UK. Students learn key vocabulary (speed limit, petrol station, motorway, zebra crossing, roundabout, seatbelt), complete a gap-fill, read a text about driving, answer comprehension questions, discuss with a partner and guess vocabulary in an interactive activity.

This is an advanced (CEFR C1, IELTS 7.0) EFL Culture class about age idioms. Students learn the following idioms: young at heart, born yesterday, act your age, teach an old dog new tricks. Students learn the meaning and test their understanding using a quiz before discussing the idioms with their partners.

This is an advanced (CEFR C1, IELTS 7.0) EFL Culture class about food idioms. Students will learn and practice the following idioms: bring home the bacon, a piece of cake, a cup of tea, take something with a pinch of salt, put all your eggs in one basket, and in a nutshell. Students confirm their understanding of each idiom before using each idiom in their own discussions.

This is an advanced (CEFR C1, IELTS 7.0) EFL Culture class about animal idioms. Students will learn the following idioms: ants in your pants, black sheep, crocodile tears, a little bird told me, beat a dead horse, bark up the wrong tree. Students confirm their understanding of each idiom with a quiz and a reading activity.

This is an advanced (CEFR C1, IELTS 7.0) EFL Culture class about time idioms. Students will learn the idioms whale of a time, time heals all wounds, time flies, time on my hands. Students confirm their understanding and discuss the idioms with a partner in various production activities.

This is an advanced (CEFR C1, IELTS 7.0) EFL Culture class about the four nations of the UK. Students will learn key facts about each of the four nations in reading activities. Students learn key vocabulary and discuss what they have learned with partners in interactive activities.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about feelings. Students begin the lesson by reading four sentences and describing how they would feel in each situation. Students then look at six images, each of which shows a feeling (lonely, bored, stressed, shy, proud, confident). The pronunciation and form of each word is then drilled. Students then read a short text about a girl called Danielle and her first day at a new job. Students use the target language by confirming their understanding of the text. Two free discussion activities are then completed.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about exercise. Students begin by describing photographs then brainstorming different types of exercise. Six exercises (skipping, push-ups, planking, weight-lifting, sit-ups, yoga) are then introduced in photographs. The difference between sport and exercise is then elicited and confirmed before students consolidate their learning in three free discussion activities.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about animals. Students begin the class by reading four short descriptions of some animals before guessing them. Students then brainstorm animals they know, after which they look at images of the target language (turkey, pelican, squirrel, gorilla, giraffe, turtle). Students drill pronunciation. Next they will discuss the animals with their partners. Next they will look at pictures of different habitats (woodland, ocean, rainforest, grassland, coast, forest). Students then match the animal to its habitat. More complex verbs of motion (amble, dart, glide, flutter, saunter, scurry) are introduced in the next part of the class using pictures of a gorilla, pelican and squirrel respectively. Students then describe the differences between the animals.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about chores. The first activity has students describing some pictures of common chores. Next, they discuss the meaning of chore, as well as some basic questions related to their experiences of chores. Vocabulary (vacuum, dishes, laundry, clean, tidy, set the table) is introduced using pictures. Students then match each chore with a suitable verb to learn some collocations. A further discussion follows. Three production activities follow (a rank and defend about which chore is the most boring, agree/disagree, a role play between a parent and a child).

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about animals. Students complete a short quiz in which they must guess the name of an animal based on a description. Students then brainstorm the animals that they know (for large classes, the teacher might assign a particular environment/habitat for each group as different habitats will be learned later in the class). The target language (deer, otter, peacock, orca, octopus, gecko) is introduced using pictures. The pronunciation of each word is drilled, after which the students match each animal to a suitable adjective describing it. Students then contextualise the next activity by reading a summary of Monterey Bay in California. Students read an article about sea otters in Monterey Bay, after which they answer comprehension questions. Teachers should point out to students that the golf balls in Monterey Bay are a form of environmental pollution. The next slide shows six types of environmental pollution (oil spill, microplastics, radiation, light, noise, litter). Students then discuss how pollution affects animals. The following two activities involve students describing differences between the animals they learned, and naming the animals that live in a variety of habitats.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about vegetation. Students first look at pictures of plant life. They then discuss their own knowledge of plants and other types of vegetation. Target language (shrub, deciduous tree, evergreen, moss, mangrove, fern) is introduced in pictures. Students read a short text and complete sentences using the newly-learned vocabulary. Students then discuss vegetation in their country. In preparation for a reading activity about the taiga forest in Russia and Canada, students look at a map of this region. They then answer comprehension questions about it. Finally, students complete an agree/disagree activity about deforestation.

This is an advanced (CEFR C1, IELTS 7.0) EFL Grammar class about perfect participle clauses. Students review the form and functions of present participle clauses, after which they learn the difference between them and perfect participle clauses. Students review past participles and test understanding with a concept check. Two controlled exercises follow. The passive perfect participle is then introduced, following a review of the passive in the simple aspect. Further concept check and exercises follow. Finally, students prepare a recipe for a popular Chinese dish using perfect participle clauses.

This is an advanced (CEFR C1, IELTS 7.0) EFL Grammar class about relative clauses with wh- words. Students learn the form and function of a relative clause before learning how to use a relative clause with the words whose, whereby, when, where, whatever, whoever, and whichever. Students complete controlled exercises and free discussion activities throughout.

Due to the nature of the topic, this class is recommended for adult learners only. This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about crime. Students firstly describe pictures of things commonly associated with crime (arrest, fingerprints, courtroom) before they discuss basic questions about crime. The next few slides introduce the target vocabulary (burglary, bribery, vandalism, assault, fraud, pickpocketing). To confirm understanding, students read the description of each crime and match it to the vocabulary they learned in the previous slides. A further discussion follows. An agree/disagree activity follows in which students read a crime and the respective punishment. Students discuss whether or not they agree with the punishment. A news article about different instances of crime is introduced using images, before students read the short article. Students then check their understanding using comprehension questions. Finally, students rank the most serious crime to the least serious.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about maps. Students first look at pictures of different types of map and discuss what each one is used for. Students then discuss their knowledge of maps with a partner. Target language (grid coordinates, contour lines, legend, GPS tracker, scale, compass) is introduced using pictures. Students complete sentences using the correct word. Students then discuss more questions with a partner. Students then read an article about how to use a map. Finally, students discuss places they would like to visit using the 2nd conditional, followed by an activity in which they answer comprehension questions about map of some mountains in England.