This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about animals. Like the Beginner class, students first read descriptions of animals before trying to guess them. This activity activates prior knowledge of animals. Students then spend two minutes brainstorming as many animals as they know before looking at target language using images. There is then an opportunity to drill pronunciation, after which students match each animal to an appropriate adjective. Students then engage in various free discussion activities with partners.

This is a beginner (CEFR A2, IELTS 4.0) EFL speaking class about weather. The class begins with a description of various weather. Students then discuss weather in their country, after which they learn key vocabulary related to weather conditions. A gap-fill exercise follows, where students demonstrate their understanding of the target language. A short reading activity follows with comprehension checks and a speaking activity. Finally, students have the opportunity to utilise the target language by describing a weather forecast using a map of China.

This is a beginner (CEFR A2, IELTS 4.0) EFL speaking class about pets. Students begin with a word-linking exercise, after which they discuss the topic of pets. Next, students learn vocabulary about pets and complete an exercise to check their understanding. Students discuss the vocabulary then complete two short reading activities and check their understanding with respective comprehension check activities. They then compare pros and cons of pets and finish the lesson with a role play activity.

This is a beginner (CEFR A2, IELTS 4.0) EFL speaking class about hobbies. Students begin by describing activities they see in a picture. They then have an introductory discussion about hobbies before looking at some examples using photographs. A gap-fill exercise consolidates their understanding before they engage in further freer speaking activities.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about farming. Students will first describe photographs of farming before discussing basic ideas about farming. Target language (barn, tractor, dairy, poultry, farmer, crops) is shown using pictures. Concept check is completed using a gap-fill with the target language. Students discuss their own experiences with the target language. Next, students read a text about dairy farming and answer comprehension questions. Students then discuss predictions about farming in the future before discussing the pros and cons of being a farmer. The final activity is another discussion.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about movies. Students describe three photographs, each showing something related to movies (director, theatre, scared). Students discuss their experiences of movies. Target language (action, sci-fi, drama, romance, comedy, horror) is introduced using well-known Hollywood movie posters. Students then choose a suitable adjective to describe each type of movie. Students move on to discuss movie genres in detail before giving their opinions in an agree/disagree activity. Students discuss the pros and cons of watching movies at the cinema or on a phone before reading a short text about someone’s opinions on movie genres. The class ends with a comprehension check.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about mythical creatures. Students first brainstorm how many (real) animals they can think of, before discussing the concept of fantasy creatures. Target language (griffin, minotaur, centaur, unicorn, werewolf, phoenix) is introduced using images. Students then read a description of each creature to check their understanding. Further discussion about the mythical creatures follows. A reading activity followed by comprehension check is completed next. Finally, students discuss the scariest mythical creature and design their own using the images shown in the target language stage.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about old age. Students describe pictures of elderly people in various situations. They then brainstorm common activities that old people like doing, before looking at target language (elderly, pension, retired, wrinkly, lonely). Two discussion activities follow; the first containing more basic questions. Students then complete an agree/disagree activity. Finally, students debate the topic of elderly people living with family.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about night. Students first describe some photographs of nighttime. Next they brainstorm activities that are typically done at night before looking at the target language (stargazing, moonlight, dusk, nighttime walk, bonfire). Students discuss their nighttime activities and the concept of nocturnal animals. Students give opinions in an agree/disagree activity before having a debate about whether to stay at home or go out at night.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL speaking class about music. Students begin by activating prior knowledge using photographs, after which they discuss their experiences with music. Target language is then introduced using photographs. Students then confirm their comprehension of each genre of music by matching the genre to the instruments commonly used. A further discussion is introduced. Various free conversation activities are then completed to consolidate students’ learning.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about libraries. Students describe photographs to their partner before discussing the concept of reading books. Target language (bookshelf, librarian, fiction, non-fiction, checkout desk and spine) is introduced. Students move their focus to discussing libraries in detail. The final three activities are free discussion activities (agree or disagree, pros and cons, debate).

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about painting. Students first describe paintings before discussing basic questions about painting. Target language (brush, canvas, portrait, frame, sketch, pallet) is shown using pictures. Students discuss further. Further target language (landscape, abstract, spray, still life) is shown before students describe different paintings using the vocabulary they have learned.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about restaurants. Students first describe imagery of restaurants before discussing their own experiences. Target language (waiter, menu, chef, starter, cutlery, main course) is shown using images. Students confirm their understanding by reading sentences and choosing the correct item of vocabulary for a gap-fill exercise. Further discussion about chefs in the students’ home country is completed, followed by the pros and cons of eating out or at home. A short dialogue with a gap-fill is completed using common language used by diners and waiters. This sets up the role play activity which ends the lesson. A supplementary reading activity can be assigned as homework.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about shopping. Students use pictures to discuss the different types of shopping and products available. A simple discussion about students’ experiences of shopping follows. After that, target language (cashier, receipt, basket, on sale, browse, window shopping) is introduced. Students complete a gap-fill using the target language before discussing the target language. A short dialogue between a parent and child follows, after which students answer comprehension questions. Students consolidate their learning with an agree/disagree free production activity.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about sports. Students brainstorm sports and then discuss their own experiences. Target language (badminton, tennis, golf, hockey, swimming, boxing) is shown in images. Students then read a prompt containing three words which they use to guess the sport. Another opportunity for discussion follows. Students then rank the most expensive sport to do. A reading activity followed by comprehension check follows. The final activity has students putting the events in a football match into the correct order.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about senses. Students identify each of the five senses using photographs before brainstorming five things they can do using each of their senses. The students then demonstrate their knowledge of the five senses. Students discuss their own experiences of the senses in two separate discussions. Students then look at different adjectives and state which sense they use to perceive each one. Finally, students will debate their partner over which sense they think is more important; sight or taste.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about weather. Students first match a picture showing a different weather condition to a short sentence. A short discussion about recent weather conditions follows. After this, students learn target language (clear, cool, drizzly, humid, foggy, overcast) using images. Students confirm their understanding by matching the weather conditions to the vocabulary. A further discussion follows. Students then assign an adjective describing different heat levels to a thermometer, before describing the weather conditions using a map of China. Next, students predict future weather conditions and debate which season has the best weather. Finally, students consolidate their learning by choosing a suitable adjective for a sentence.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about teenagers. Students first describe what they see in various images, before learning target language (moody, move out, sociable, rebellious, independent, immature). Students discuss their own experiences of being a teenager before completing a reading activity and gap-fill. Three free production activities follow (discussion, agree or disagree, rank and defend).

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about weddings. Students first describe some photographs of weddings before discussing their own understanding of weddings. The target language (bride, groom, speech, vows, reception, venue) is shown in photographs before students complete a gap-fill for each word. Further discussion follows. Next, students brainstorm common venues for marriages, before discussing the best and worst places to get married. Students then read a list of key events that take place during a wedding e.g. cutting the cake, before putting them into the correct order. Students then make predictions about weddings in future before consolidating their learning with a short quiz.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about stationery. Students look at a picture of a pencil case before brainstorming the contents. A simple discussion follows. Target language (biro pen, highlighter, paper clip, eraser, glue stick, notepad) is introduced using photographs. Students then choose the correct word to complete a gap-fill activity. A discussion containing more difficult questions follows. In preparation for a reading activity, students look at a list of words and guess what the text is about. Students read the text about the history of stationery and answer comprehension questions. Finally, students complete free production activities.