This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about university. Students first look at pictures of things associated with university. They then discuss some questions about university activities, subjects and university in their culture. Target language (campus, fresher, degree, professor, scholarship, group work) is introduced in pictures. Students then choose the correct word to complete a sentence. Next, students discuss the words in pairs. After that, students rank and defend the subject they would most like to study. Next, students read an article about studying in the UK. They then answer comprehension questions. To finish the class, students make predictions about university in the future and discuss the pros and cons of studying abroad.

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.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about service jobs. Students first brainstorm as many jobs as they know. They then discuss their own job. Target language (flight attendant, call centre rep, barista, housekeeper, personal trainer, security guard) is introduced using pictures. Students then match the job with the equipment that person needs to do their job. Students then discuss their interest in jobs. Prior to reading an article about the service sector, students look at a pyramid showing primary sector, secondary sector and tertiary sector. Students should be encouraged to think about the different types of employment. Students then answer comprehension questions about the text before they finish the class by discussing service jobs in an agree/disagree activity.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about risks. Students begin by describing pictures showing people doing risky activities (gambling, investing, skydiving). Students then discuss their concept of risk and examples of risks. Target language (investments, gambling, rock-climbing, dangerous driving, crime, free-diving) is introduced in pictures. Students rank the most to least dangerous activity. After that, they discuss the risky activities they learned. Before reading an article about free-climber Alex Honnold, students look at pictures of him climbing a cliff with no ropes. Students answer questions about the text before finishing the class with an interactive agree/disagree activity.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about punctuality. Students are first discuss their daily routine and what happens if they are late for work. Students then read a short dialogue in which the target language (all set, meet about + time, be a bit of a squeeze, half six, might be late, on time) is introduced. After that, students will match the vocabulary to its meaning. Students practice the new vocabulary in a role play activity. They then discuss the idea of being late. Next, students brainstorm common excuses for being late, before looking at six pictures and guessing which excuse the person has used. Students then rank the best to worst excuses for being late. Finally, students learn four idioms related to time before discussing them.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about pet peeves. Students are introduced to the topic using pictures of things people often get annoyed about (invading personal space, eating loudly, talking on the phone loudly). Students then discuss things that irritate them personally and how they react. Target language (queue jumping, cracking knuckles, chewing loudly, not indicating when turning in a car, arriving late, interrupting) is introduced in pictures. Students then discuss their own pet peeve using the vocabulary. Next, students brainstorm ways in which they can show annoyance. Students then read a dialogue between two people. Students should find the ways in which the people express annoyance. Students then match vocabulary from the text to the correct preposition. After that, students practice using the vocabulary in a speaking activity. Next, students rank and defend the thing which annoys them most, before finishing the lesson with a descriptive activity using images.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about nuclear power. Students first look at images related to nuclear power issues (reactor, waste, plant). Students then discuss the concept of energy. Target language (technician, meltdown, reactor, nuclear waste, turbine, contamination) is introduced using pictures. Students then complete sentences using the vocabulary. Finally, students complete three interactive speaking activities (discussion, agree/disagree, debate) about the topic.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about motivation. Students will first describe various images showing different levels of motivation. Students should be encouraged to discuss what makes people motivated. Next, students discuss with their partners a definition of motivation and other basic concepts. Target language (empowerment, enthusiastic, incentive, admire, ambition, appreciation) is introduced in a match-up activity. Students then complete a gap-fill activity with the new vocabulary. Students then use the vocabulary in a discussion activity. Next, students read three situations and choose their particular motivation for doing that activity. Students are introduced to a reading activity by looking at a picture of a donkey, a carrot and a stick. Students should be encouraged to discuss the idea of motivating someone with a reward or a punishment. Finally, students think of examples of intrinsic and extrinsic motivations.

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.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about the James Webb Space Telescope. Students first look at images showing various ideas related to outer space. An introductory discussion about astronomy follows. Target language related to the James Webb telescope (magnify, diameter, mirror, infrared, deploy, hexagon) is introduced in pictures. Students then complete a gap-fill activity using the vocabulary. A discussion expanding upon the target language follows. Students then read a summary text about the James Webb telescope, before reading an article about it. Students answer comprehension questions to demonstrate understanding. Finally, students complete two interactive speaking activities in pairs or groups.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about investing. Students first look at two images showing the ideas of investing (growing money over time, risk and reward). Students should discuss what they think the images show. Target language (dividend, capital, bonds, return, make a killing, share) is introduced in a short reading text, after which students match the vocabulary to its meaning. Students then complete a gap-fill exercise. Students then discuss their own experiences of investing. Further target language in the form of investment products (oil, stock market, cryptocurrencies, real estate, pension fund, bonds) is introduced in pictures. Students then rank the best to worst investments before debating the best of three potential investments. Finally, students design their own investment portfolio using a pie chart and the investment products they learned.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about illness. Students begin the class by brainstorming as many illnesses as they know. Next, target language (high blood pressure, diabetes, cancer, allergy, stroke, dementia) is introduced using pictures. Students then drill the pronunciation and form of the vocabulary. Students then read a short text about diabetes and answer comprehension questions. The next part of the class focuses on treatments; students first brainstorm different medical treatments. Further target language (lifestyle changes, chemotherapy, insulin injections, medication, medicine) is learned in pictures. Teachers should emphasise the difference between medication and medicine. Students then look at four idioms about illness which they match to the respective meanings. Finally, students talk to their partners using the idioms.

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 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 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 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.