This is an advanced (CEFR C1, IELTS 7.0) EFL Culture class about education in the UK. Students discuss their own education before doing a quiz about education in the UK. Students learn key words in preparation for a reading activity (compulsory, grammar school, academy, pupil, vital, tier). Students read a text about the British education system and answer comprehension questions. Students then learn the different options for post-16 education (vocational school, college, sixth form) before comparing education in the UK to their own country.

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 an upper intermediate (CEFR B2, IELTS 6.0) EFL Culture class about bank holidays. Students learn what a bank holiday is before learning some common activities on bank holidays (historic house, museum, rambling, picnic, art gallery, coast). Students then match up each activity with a verb before completing a text with the words. A discussion and a reading activity follow. Students discuss the similarities between the UK bank holidays and those in their country before debating with a partner.

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 advanced (CEFR C1/2, IELTS 7.5/8.0) EFL History class about the battle of Monte Cassino. Using primary and secondary sources (see below), students will answer the question of why the Allies bombed the famous monastery. Students will look at images of the event/period and discuss what they see. Next, students will learn the key people, places and time periods involved. Next, they will learn key vocabulary in preparation for a reading activity summarising the event. The students then read each source and answer comprehension questions to confirm their understanding. Students then evaluate the sources for their reliability by analysing the origin, context, perspective of the author, audience, and motive of each. Finally, students answer the question based on what they have learned.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about fast food. Students begin by describing photographs showing common things associated with fast food. Students then brainstorm the fast food they know already. Target language (hamburger, French fries, onion rings, hot dog, burrito, fried chicken) is then shown using photographs. Students then discuss fast food in their own experiences. The next activity is a reading task where students complete a gap-fill, followed by three free discussion activities.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about animal rights. Students begin by looking at two photos; one of battery-farmed chickens and one of free-range chickens. Teachers should elicit the differences between the experiences of these chickens. A discussion about ethics and animals follows. Target language (battery farming, activist, sentient, vegan, research, free-range) is introduced using photographs. A gap-fill activity follows to confirm students’ understanding. Students then discuss more questions and the class ends with predictions about the future of animal rights.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about wealth inequality. Students first look at a picture of a private jet and a picture of a beggar. Students then discuss how they feel about these pictures and what they show. Target language (disposable income, economic mobility, debt, poverty, tax rates, tax avoidance) is then introduced in pictures. Students then read a sentence and choose the correct word for each. A further discussion about taxes and wealth follow. To prepare for a reading activity about wealth inequality, students look at a picture and match vocabulary from the text to its meaning. Students then answer comprehension questions before thinking about the concept of a vicious cycle. After that, students read five situations and discuss how each situation affects inequality. Finally, students discuss agree/disagree statements.

This is an advanced (CEFR C1, IELTS 7.0) EFL Grammar class about inversion. Students will learn the concept of inversion and its rhetorical uses. Students learn about limiting adverbs which normally precede inversion. The form of inversion using negative adverbs is learned. Students read an article and identify examples of inversion. Students then answer comprehension questions. Next, inversion including conditional sentences are learned. The final activity sees students converting a normal sentence into an inverted sentence.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about emergencies. Students first brainstorm examples of emergencies, after which they look at images of the target language (fire, car crash, heart attack, hypothermia, broken bone, robbery). Students discuss general knowledge questions about emergencies. Next, students look at images of an emergency (falling into a frozen lake/river). Images of what to do in case of this emergency are shown, which students must put into the correct order. Students then read a sentence for each image and put them into the correct order. Further discussion about emergencies follows. Two free production activities (rank and defend the most serious emergency, discussion about if a given situation is an emergency or not) end the class.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about electronics. Students first brainstorm prior knowledge of electronics, after which they discuss their own experiences with electronic devices. The target language (smartphone, camera, tablet, smartwatch, wireless speaker, e-reader) is introduced using images. Students then drill the structure “for …ing” to show purpose by describing the use of each device. Students then discuss their preferred brands as well as how technology changes over time. After that, students discuss the pros and cons of each device. In preparation for a role play between a parent and child, students look at and describe a picture of a young girl with a smartphone. Finally, home appliance vocabulary (fridge, dishwasher, washing machine, microwave, stove and oven) are introduced in images. Students then rank the most to least useful.

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 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 upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about gardening. Students first describe images of gardens, after which they discuss gardening in general with a partner. Target language (lawn, soil, shrubs, pond, path, flowerbed) is introduced using photographs. Students confirm their understanding by choosing the correct piece of vocabulary for each sentence. A discussion then follows. Next, students look at a birds-eye view of a garden plan, which they should describe. Next, students can design their own garden (recommend printing slide 12). Finally, students give their opinions using agree/disagree statements.

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 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 video games. Students first brainstorm the various uses they have for computers. They then complete a short quiz about video games. Students then complete another brainstorm, this time the genres of video games. Target language (sandbox, first-person shooter, role-playing, racing, puzzle, action-adventure) is introduced in images. Pronunciation of each word is drilled, followed by a reading activity about video games and their effects. Students then answer multiple-choice comprehension questions and choose the correct answer based on the article. Finally, students discuss their opinions about some statements on video games.

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 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.