This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about exercise. Students first brainstorm the different ways to exercise. This is built upon using some images of various exercises. Target language (skipping, planking, push-ups, weightlifting, sit-ups, yoga) is then introduced using pictures. The difference between sport and exercise is then elicited and confirmed. Students consolidate their learning by looking at different pictures of sports and exercises, which they must categorise accordingly. Three free production activities give students the opportunity to practice the target language with a partner.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about flowers. Students begin by describing some images of flowers and gardens. Students then brainstorm the different types of plant (including vegetables and trees). The target language (seed, flower, leaf, stem, thorn, root) is introduced using a picture of a flower. Students then discuss flowers in their own experiences. A reading activity sees students reading about flowers blooming earlier in the UK. Comprehension questions follow. A further discussion about the ideas in the text follows. Next, students look at the pictures of the life cycle of a flower, which they must then put in order. the students then read the descriptions of the pictures, which they again must put in order (two words, bloom and pollinate, should be previewed for this activity). Finally, students discuss their opinions in an agree/disagree activity.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about family. Students first activate prior knowledge of family by naming four family members. This is followed by a short discussion with a partner about the students’ own families. An image of a family tree is shown, which students are expected to say. A family tree is then shown in different slides, each of which shows a different relationship between two members of the family. Students are expected to name the relationship between the different family members. Following this activity, students will read some comprehension questions and name the family relationship. Pronunciation of the different family relationships are drilled, followed by a discussion using the vocabulary. Students then read a text about a lady called Edith and her family. Comprehension questions follow the activity. Two free production activities follow.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about dance. Students first activate prior knowledge by brainstorming the types of dance they already know. The target language (ballet, folk dance, hip-hop, tap dance, waltz and salsa) are introduced using images. Students then have an opportunity to discuss dance with a partner. Students look at pictures of the movie Billy Elliot, which introduces the next discussion (about gender roles and dance among others). Students have another opportunity to give opinions in an agree/disagree activity. Finally, students consolidate their learning by looking at three pictures of different dances and naming them.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about stress. Students first describe pictures of people suffering from stress. Students should be encouraged to think about the causes of stress. Students then discuss general questions about stress. After that, students read a text about stress and its consequences. Target language (meditation, exercise, stress ball, sleep well, breathing exercise, therapist) is introduced in pictures. Four free production activities (rank and defend, pros and cons, discussion, agree/disagree) consolidate students’ learning and provide multiple opportunities to produce the language.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about rainforests. Students begin by completing a short quiz about rainforests, after which they discuss rainforests in general. Target language (aquatic, canopy, humid, diverse, roots, moss) are introduced using pictures. Then students complete a gap-fill using the vocabulary. Discussion questions using the target language follow. Students then brainstorm problems associated with rainforests, which are narrowed down to deforestation using a picture. Students then read a text about deforestation and answer comprehension questions. Students then discuss cause and effect using the example of logging, and finally discuss the pros and cons of different things associated with deforestation.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about oceans. Students first learn a key word (stakeholder) which they will need to know later in the class. A short quiz activates students’ prior knowledge of oceans. Students then discuss basic questions about the topic. Target language (fishermen, cruise ships, cargo ships, surfers, tourists, scientists) is introduced in pictures. These are then matched to their meanings. Students then brainstorm the different ways in which these stakeholders use the ocean. To contextualise the main activity, students consider the implications of everyone using the ocean however they wanted. In small groups, students then read four different options for oceanic protection/industry. They must allocate a budget to the options and justify why to the class. Students then refer back to the original question and discuss the conflicts between stakeholders regarding the ocean. An agree/disagree activity and final discussion bring the class to an end.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about personality. Students firstly think about their best friend and share why they like him/her with a partner. Students then read a text about someone’s friends and why he likes them. Descriptions of each friend are highlighted; the teacher should encourage students to think about an adjective that matches each description. The target language (selfish, kind, optimistic, dishonest, lazy, helpful) is introduced using a match-up activity. Pronunciation and form in a sentence are then drilled. Students confirm understanding by completing a gap-fill with each word. The question form for asking about someone’s personality is then introduced (what + be + subject + like?). Students then look at images of different jobs and discuss what kind of personality each job should/shouldn’t have. Antonyms of the target language are introduced via match-up, after which students discuss their own experiences with each of the personality types.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about medicine. Students begin by describing images associated with medicine. Teachers should aim to elicit key words like prescription, pharmacist, pills/tablets. Students then discuss their prior knowledge of medicine using question prompts. Target language (nasal spray, inhaler, liquid, tablets/pills, herbal medicine, cream) is introduced using images. Students then complete a gap-fill activity with the target language. Students then look at a list of common health problems and discuss the best medicine for each. A dialogue between a doctor and patient is contextualised using a picture of a doctor writing a prescription. Students then read the dialogue, after which they look at a table showing a health problem and a prescription; students should discuss what the prescription should be (medicine and length of treatment). Students consolidate their learning by unscrambling the key vocabulary.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about spending or saving money. Students first describe an image of people withdrawing cash from ATMs. Students then describe the last time they did various things involving money. Key vocabulary (spend, borrow, waste, lend, invest, cut) involving money is then matched to the correct preposition. Pronunciation of each verb is then drilled. Students’ understanding is then confirmed in a gap-fill activity. Students then brainstorm common things they spend money on, before discussing their spending habits in pairs or small groups. Next, students discuss ways in which they can save money in different areas (shopping, home, entertainment, transportation). Finally, students discuss their opinions in an agree/disagree activity.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about mountains. Students begin the class by describing four pictures of mountains. A short discussion follows. Target language (summit, tree line, cliff, slope, valley, ridge) is introduced using photographs. Students then match the vocabulary to the meaning. Students will then brainstorm the different kinds of animals that live in the mountains. Six images are then shown, each showing a different animal (cougar, snow leopard, golden eagle, ibex, black bear, hare). Students then rank the most dangerous animal to the least dangerous. Finally, students give their opinions in an agree/disagree activity.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about winter sports. Students first describe various images of winter sports before discussing their knowledge of the topic using question prompts. Target language (snowboarding, bobsled, figure skating, ice hockey, curling, slalom skiing) is introduced using pictures. Students then match the sport to its description. Another discussion follows. An image of a skiing event is shown, which students should describe. A reading activity about the mogul skiing Winter Olympic event follows. Students then answer comprehension questions about the event. Students then rank and defend the easiest winter sport to learn, before looking at a list of winter sport equipment and guessing the sport name.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about asteroid mining. Students begin by looking at three images of asteroids and mining. Teachers should encourage students to describe each picture using vocabulary related to the topic. A basic discussion about the concept of mining follows. Target language (elements, drill, ore, remote mining, radiation, rare earth metals) is introduced using pictures. A gap-fill activity follows. Students then discuss the vocabulary. Next, students read an article about asteroid mining, which they then answer comprehension questions about. Students then discuss the pros and cons of asteroid mining. Next, students debate asteroid mining. Finally, students unscramble the vocabulary they learned in the class.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about feelings. Students begin the class by reading four situations and discussing how they would feel in each. Next, target language (petrified, livid, dejected, invigorated, indifferent, suspicious) is introduced using photographs of people. Students then match the new vocabulary to a more basic definition. Students then drill the pronunciation and form of the target language. Next, students discuss what makes them feel of each the new words with a partner. After that, students match the target language to a basic synonym e.g. livid - angry. A reading article about the Buy Nothing movement, emphasis on the feeling of indifference, is introduced using pictures. Students then read the article and discuss the ideas in the text. Finally, students end the class by discussing the last time they felt each of the newly-learned emotions.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about the courtroom. Firstly, students will describe a picture of a courtroom. The teacher should aim to elicit vocabulary like judge, jury etc. Next, students discuss the job of lawyer. Target language (jury, usher, judge, defendant, prosecutor, defence lawyer) is introduced in a match-up activity. Students then drill the pronunciation of these words. Students will then read a summary of a legal proceeding, beginning with an arrest and ending in a sentencing. Key courtroom phrases are highlighted, which the students confirm their understanding of using comprehension questions. Students then complete an agree/disagree activity followed by a final discussion on the future of crime.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about challenges. Students first discuss challenges at different stages of life and how to respond to challenges. Target language (health problems, financial challenges, challenges at work, harassment/bullying, bereavement, relationships) is introduced using pictures. Students then read a sentence describing one of the problems, after which they match the challenge to the sentence. Another discussion about these challenges follows. Students then look at a picture of a person holding a mask in front of their face. Teachers should be aware that the article is about imposter syndrome before eliciting students’ ideas. Key vocabulary in the article (objective, psychology, doubt, therapy, fraud) is learned. An article about a student suffering from imposter syndrome follows, after which students demonstrate their understanding by answering comprehension questions. Students then complete a short speaking activity followed by an agree/disagree activity.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about buildings. Students begin the lesson by looking at a picture of a skyscraper and picture of a bungalow. Students should describe the differences between the two types of building. Teachers should encourage students to think about the purpose, layout, furniture, dimensions of the buildings. Students then brainstorm the different types of buildings they know. Target language (factory, warehouse, stadium, church, terminal, town house) is then introduced using pictures. Students then match the building with its function. A discussion about the buildings follows, after which students rank the best building to live in. They then drill the pronunciation of the words. Moving on, the students read a short summary of the new airport in Istanbul. Key words in the text are learned using a match-up exercise. Students read the article about the terminal building at Istanbul Airport before answering comprehension questions.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about astronomy. Students first describe images of phenomena in space. They will then complete a short quiz with facts about space. Target language (space probe, comet, gravity, light year, planet, orbit) is introduced using pictures. Students drill the pronunciation of the vocabulary. Next, students prepare for a reading activity by reading a short summary of the Voyager 1 space probe and Proxima Centauri. The students then read the article about Voyager 1. A discussion follows. Some words showing likelihood are then learned in context, before students place each word (no doubt, no chance, doubtful, likely, certain, impossibility) on a scale from 0% to 100%. Students then discuss the likelihood of different scenarios using the target language. The form of each word is practiced in a gap-fill activity, before students end the class by discussing how they would help aliens learn about humans.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about gender roles. Students begin the class by describing pictures of a mother with children and a man working. Teachers should encourage students to share their opinions about the pictures. An introductory discussion about gender stereotypes follows. Next, students learn target language (glass ceiling, empower, breadwinner, patriarchal, caregiver, wage gap) by looking at photographs. A gap-fill exercise consolidates students’ understanding of the words. A discussion and agree/disagree activity follows. The class ends with a gap-fill reading activity (more difficult).

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about superstition. Students first guess then learn the meaning of superstition. Next, students brainstorm as many superstitions as they can. A short discussion about luck follows. Target language related to superstitions (black cat, Friday the 13th, walking under a ladder, touch wood, wish on a shooting star, four-leaf clover) is introduced in pictures. Students then decide which of these superstitions is lucky and which are unlucky. Next, students discuss these superstitions compared to those in their country/culture. After that, students state their opinions in an agree/disagree activity. After that, the students read a text about a superstitious person called Sarah. They then answer comprehension questions. Finally, students perform a role-play based on the text.