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.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Culture class about Christmas. Students complete a quiz and discussion before learning key vocabulary (Christmas tree, stockings, gifts, baubles, holly). They complete a gap-fill using prepositions of place, after which they read a recipe for mince pies. Students look at pictures of the recipe and based on what they read, they put the pictures in the correct order. Students then read statements from different people about Christmas and decide if they agree or disagree.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Culture class about the first day at school. Students complete a quiz about the first day at school in the UK, learn key vocabulary associated with school (uniform, classroom, assembly, desk, exercise book, pencil case), read a summary of a student’s first day at school, answer comprehension questions, and discuss a timetable using common school subjects.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Culture class about British food. Students will learn some common British foods, discuss each food, learn key vocabulary to describe flavours, read a dialogue and read a recipe for Scotch eggs.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Culture class about small talk. Students learn the definition of small talk before reading sample dialogues containing key phrases for small talk. Students then brainstorm different functions for small talk e.g. to give advice, before matching a small talk phrase to its function. Students test their knowledge of each function by reading more dialogues and identifying the functions. Students complete the class with two interactive activities.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Culture class about Easter. Students complete a quiz about Easter in the UK, learn key vocabulary (rabbit, hot cross buns, Christianity, chocolate eggs, painting eggs), read a text about Easter and play a team game where they find an Easter egg in different pictures.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Culture class about etiquette when greeting others. Students discuss greetings in their culture before learning key vocabulary (eye contact, handshake, reserved, personal space, small talk, title). Students complete a gap-fill with the new vocabulary before reading a dialogue and answering comprehension questions. Students identify key phrases for etiquette before practicing in a role play with a partner. Two more interactive activities follow.

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.