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 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 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 a pre-intermediate (CEFR B1, IELTS 5.0) EFL Grammar class about adjective endings. Students will learn the difference in meaning between adjectives ending in +ed and adjectives ending in +ing. Gap-fill exercises, a reading activity and a discussion provide students with the opportunity to practice and produce the target language.

This is a beginner (CEFR A2, IELTS 4.0) EFL Grammar class about pronouns. Students will learn all 21 pronouns (subject, object, possessive) as well as the difference between possessive pronouns and possessive adjectives. Gap-fill activities after the introduction of each type of pronoun allow students to test their understanding. Students end the class by reading a text about a school trip to a planetarium, in which they must find examples of the pronouns they have learned.

This is a beginner (CEFR A2, IELTS 4.0) EFL Grammar class about nouns. Students will learn about the various types of noun in English: common, proper, abstract, concrete, countable and uncountable, collective. Each noun is introduced with a picture and exercises to consolidate learning follow each introduction to each noun.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Grammar class about conjunctions. Students learn the concept of conjunctions and why they are used. Students complete gap-fill exercises for each conjunction (and, or, but, even though, although, because, so, as, since, when). A discussion and noughts-and-crosses exercise give students the chance to practice with the language.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Grammar class about adverbs of time. Students will learn key vocabulary (adverb, definite, indefinite) to help them understand grammatical terms they encounter in the class. The basic concept of adverbs is introduced before students focus on why we use adverbs of time. Students learn the three key types (when, how long, how often) and practice with various brainstorming and gap-fill activities. Students test their understanding using concept check questions. Discussion and reading activities allow students to produce the language individually.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Grammar class about reflexive pronouns. Students will learn the difference between an object pronoun and a reflexive pronoun. Students learn general rules for using reflexive pronouns, including which pronoun to use if the subject’s gender is not known, showing emphasis using reflexive pronouns and showing that an action is completed by the subject alone. Next, they practice the language with gap-fill exercises, a reading activity and a discussion.