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 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 a beginner (CEFR A2, IELTS 4.0) EFL Grammar class about the present simple and present continuous aspects. Students will learn the form and function of both aspects and the differences between them. Gap-fill and speaking activities provide students with the opportunity to consolidate their learning.

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 an upper intermediate (CEFR B2, IELTS 6.0) EFL Grammar class about compound adjectives. Students learn key vocabulary they need to understand the grammar before describing some pictures. Students learn what a compound adjective is and how it is formed. Students learn the eight types of compound adjectives before testing their knowledge in an activity where they identify each type according to the rules they learned. Students then practice making their own compound adjectives using prompts. Students complete a reading activity in which they identify compound adjectives. Finally, students have a chance to use the language in a discussion with their partners.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Grammar class about the future continuous aspect. Students look at a picture to contextualise the class. Students learn the form and function of the future continuous before practicing making a future continuous sentence in a controlled exercise. Students then read a short story about two friends who go fishing. The students must identify examples of the future continuous and explain the exact function of the example. Students then practice changing the form of sentences between positive, negative and interrogative. Finally, students discuss with a partner, using the language.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Grammar class about phrasal verbs. Students will learn the difference between a verb and a phrasal verb and how to recognise them. Students will also learn that phrasal verbs are most commonly used in spoken English, and to learn their meanings by comparing them with more formal verbs. Students learn the form of a phrasal verb by looking at the main verb and the particle. The most common particles are reviewed. Students read a text and identify the phrasal verbs. Separable and inseparable phrasal verbs are then studied. Finally, students learn the difference between transitive and intransitive phrasal verbs. Gap-fill exercises help students to consolidate their learning.

This is pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about cooking. Students activate prior knowledge of the topic by completing a short quiz, after which they discuss some questions about food/cooking with a partner. Target language (cooking verbs) is then introduced using photographs. Students then match each cooking verb to a suitable food e.g. bake + bread. There is another opportunity for discussion, after which the students discuss the pros and cons of eating out or at home. Finally, students perform a role play. A supplementary activity sees students deciding which international cuisine is the best.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about housing. Students describe photographs of various types of house before a simple discussion about where they live. Target language (garage, loft/attic, balcony, patio, fireplace, utility room) is then introduced. Students confirm their understanding by matching the vocabulary to its meaning, after which they discuss questions using the vocabulary. A reading activity follows, in which students read housing advertisements in Manchester, UK. They confirm their understanding of the advertisements by matching pictures of the houses to the descriptions. Students finish the class by discussing their opinions about some statements, as well as designing their own house.

This is a beginner (CEFR A2, IELTS 4.0) EFL speaking class about hospitals. Students will learn vocabulary related to hospitals, after which they use the vocabulary in a sentence to confirm their understanding. Students then learn the pronunciation of each word. Then there is a short dialogue and two opportunities for freer practice using the target language.

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 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 sugar. Students look at pictures of sugary products to contextualise the class. The next activity is a brainstorm of sweet food and drinks followed by target language (sugar cube, sugar-free, sugar cane, addictive, sweets, ban). Free discussion activities follow, allowing students to use the target language.

This is an advanced (CEFR C1, IELTS 7.0) EFL Culture class about animal idioms. Students will learn the following idioms: ants in your pants, black sheep, crocodile tears, a little bird told me, beat a dead horse, bark up the wrong tree. Students confirm their understanding of each idiom with a quiz and a reading activity.

This an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about beauty. Students first describe two pictures, one showing make-up and another showing plastic surgery). The students should be encouraged to think about different beauty standards. Vocabulary is then introduced using pictures (cosmetics, plastic surgery, vitamins and supplements, hair styling, teeth whitening, moisturise). Students then match key words to the different pieces of vocabulary e.g. dentist - teeth whitening. A discussion activity follows. In preparation for a reading activity, students look at a photograph of a beauty contest. Next, key words in the text are previewed. after reading the article on beauty pageants, students answer comprehension questions. Finally, they discuss their opinions with partners in an agree/disagree activity.

This is an advanced (CEFR C1/2, IELTS 7.5/8.0) EFL History class about the Japanese attack on Pearl Harbour during the second world war. Using primary and secondary sources (see below), students will answer the question of why Japan attacked the US. 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 an advanced (CEFR C1/2, IELTS 7.5/8.0) EFL History class about the Enabling Act in March 1933 in Germany. Using primary and secondary sources (see below), students will answer the question of how the Act allowed Hitler to gain dictatorial power. 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 an advanced (CEFR C1/2, IELTS 7.5/8.0) EFL History class about the Wannsee Conference of 1942. Using primary and secondary sources (see below), students will answer the question of what was decided by the attendees. 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 an advanced (CEFR C1/2, IELTS 7.5/8.0) EFL History class about the Blitz. Using primary and secondary sources (see below), students will answer the question of how the British public survived the bombing raids. 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 an advanced (CEFR C1/2, IELTS 7.5/8.0) EFL History class about the Allied bombing of Hamburg in July 1943. Using primary and secondary sources (see below), students will answer the question of what effects the bombing had in Germany. 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.