This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about illness. Students begin the class by brainstorming as many illnesses as they know. Next, target language (high blood pressure, diabetes, cancer, allergy, stroke, dementia) is introduced using pictures. Students then drill the pronunciation and form of the vocabulary. Students then read a short text about diabetes and answer comprehension questions. The next part of the class focuses on treatments; students first brainstorm different medical treatments. Further target language (lifestyle changes, chemotherapy, insulin injections, medication, medicine) is learned in pictures. Teachers should emphasise the difference between medication and medicine. Students then look at four idioms about illness which they match to the respective meanings. Finally, students talk to their partners using the idioms.

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 maps. Students first look at pictures of different types of map and discuss what each one is used for. Students then discuss their knowledge of maps with a partner. Target language (grid coordinates, contour lines, legend, GPS tracker, scale, compass) is introduced using pictures. Students complete sentences using the correct word. Students then discuss more questions with a partner. Students then read an article about how to use a map. Finally, students discuss places they would like to visit using the 2nd conditional, followed by an activity in which they answer comprehension questions about map of some mountains in England.

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 advanced (CEFR C1, IELTS 7.0) EFL Speaking class about motivation. Students will first describe various images showing different levels of motivation. Students should be encouraged to discuss what makes people motivated. Next, students discuss with their partners a definition of motivation and other basic concepts. Target language (empowerment, enthusiastic, incentive, admire, ambition, appreciation) is introduced in a match-up activity. Students then complete a gap-fill activity with the new vocabulary. Students then use the vocabulary in a discussion activity. Next, students read three situations and choose their particular motivation for doing that activity. Students are introduced to a reading activity by looking at a picture of a donkey, a carrot and a stick. Students should be encouraged to discuss the idea of motivating someone with a reward or a punishment. Finally, students think of examples of intrinsic and extrinsic motivations.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about nuclear power. Students first look at images related to nuclear power issues (reactor, waste, plant). Students then discuss the concept of energy. Target language (technician, meltdown, reactor, nuclear waste, turbine, contamination) is introduced using pictures. Students then complete sentences using the vocabulary. Finally, students complete three interactive speaking activities (discussion, agree/disagree, debate) about the topic.

Due to the sensitivity of the topic, this class is recommended for adult learners. This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about first dates. Students begin by describing some photographs of common first date ideas. Students then discuss generic ideas about first dates. Vocabulary is introduced using a match-up activity, after which they complete a gap-fill exercise to confirm their understanding. Students brainstorm common places to go on a first date. Next they will rank and defend the best and worst places to go on a first date. Finally, students engage in discussion with a partner.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about jobs. Students describe images of different jobs to activate prior knowledge. Not only the jobs themselves, but also the responsibilities and workplace should be elicited. A short discussion about the students’ jobs follows (if your students are school-age, you can skip this discussion or tailor the questions to their age group). Target language (firefighter, salesperson, farmer, pilot, mechanic, plumber) is introduced using photographs. Students then read a description of each job, which they must match to the job itself. Students then choose their preferred job and discuss it with a partner. To introduce the concept of home working, students look at two images; one showing a man working on a laptop with his young son at the kitchen table, and another showing a man commuting by subway. Students then look at five pictures, each showing a key word related to the reading article (convenient, stressful, boring, comfortable, healthy). A reading activity about home working at Twitter follows. Students demonstrate their understanding by answering comprehension questions. Finally, students perform a role play between a boss and an employer.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about jokes. Students first describe a picture of some men laughing. Teachers could elicit information about the situation to contextualise the class. A short discussion about jokes follows. Students then read a short text which introduces the target language (prank, knock-knock, dad jokes, pun). Students then look at various pictures which should introduce some different jokes. Students should then decide what kind of joke it is by referring back to the text they read. Students can discuss the jokes they learned and jokes in their culture. Verbs of speech (whisper, sigh, mumble, blurt out, whine, snap) are then practiced using a vocabulary match-up activity. Comprehension is then confirmed using pictures. The next activity sees students reading some jokes, in which they must find the verb of speech they learned. Some more puns are learned. Finally, students can practice their punchline delivery in English; print out slides 28-37. Every two slides is a new joke, assign students a partner and have them read the joke and deliver the punchline.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about lakes. Students will first describe pictures of lakes and lakeside activities. Each picture should be used to elicit prior knowledge from students. A short discussion about lakes in general follows. Target language (dock, freshwater, shore, shallow, deep, irrigation) is introduced using pictures, after which students check their understanding by choosing the correct word for a gap-fill exercise. A further discussion about lakes follows. A reading activity is contextualised with a short factual text about Lake Chad in Africa. Students read an article about the lake, which has been shrinking for decades. Students will then answer true/false questions about the text. Finally, students discuss their opinions with a partner in an agree/disagree activity.

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 exercise. Students first brainstorm the different ways to exercise. This is built upon using some images of various exercises. Target language (skipping, planking, push-ups, weightlifting, sit-ups, yoga) is then introduced using pictures. The difference between sport and exercise is then elicited and confirmed. Students consolidate their learning by looking at different pictures of sports and exercises, which they must categorise accordingly. Three free production activities give students the opportunity to practice the target language with a partner.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about flowers. Students begin by describing some images of flowers and gardens. Students then brainstorm the different types of plant (including vegetables and trees). The target language (seed, flower, leaf, stem, thorn, root) is introduced using a picture of a flower. Students then discuss flowers in their own experiences. A reading activity sees students reading about flowers blooming earlier in the UK. Comprehension questions follow. A further discussion about the ideas in the text follows. Next, students look at the pictures of the life cycle of a flower, which they must then put in order. the students then read the descriptions of the pictures, which they again must put in order (two words, bloom and pollinate, should be previewed for this activity). Finally, students discuss their opinions in an agree/disagree activity.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about family. Students first activate prior knowledge of family by naming four family members. This is followed by a short discussion with a partner about the students’ own families. An image of a family tree is shown, which students are expected to say. A family tree is then shown in different slides, each of which shows a different relationship between two members of the family. Students are expected to name the relationship between the different family members. Following this activity, students will read some comprehension questions and name the family relationship. Pronunciation of the different family relationships are drilled, followed by a discussion using the vocabulary. Students then read a text about a lady called Edith and her family. Comprehension questions follow the activity. Two free production activities follow.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about dance. Students first activate prior knowledge by brainstorming the types of dance they already know. The target language (ballet, folk dance, hip-hop, tap dance, waltz and salsa) are introduced using images. Students then have an opportunity to discuss dance with a partner. Students look at pictures of the movie Billy Elliot, which introduces the next discussion (about gender roles and dance among others). Students have another opportunity to give opinions in an agree/disagree activity. Finally, students consolidate their learning by looking at three pictures of different dances and naming them.

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 rainforests. Students begin by completing a short quiz about rainforests, after which they discuss rainforests in general. Target language (aquatic, canopy, humid, diverse, roots, moss) are introduced using pictures. Then students complete a gap-fill using the vocabulary. Discussion questions using the target language follow. Students then brainstorm problems associated with rainforests, which are narrowed down to deforestation using a picture. Students then read a text about deforestation and answer comprehension questions. Students then discuss cause and effect using the example of logging, and finally discuss the pros and cons of different things associated with deforestation.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about oceans. Students first learn a key word (stakeholder) which they will need to know later in the class. A short quiz activates students’ prior knowledge of oceans. Students then discuss basic questions about the topic. Target language (fishermen, cruise ships, cargo ships, surfers, tourists, scientists) is introduced in pictures. These are then matched to their meanings. Students then brainstorm the different ways in which these stakeholders use the ocean. To contextualise the main activity, students consider the implications of everyone using the ocean however they wanted. In small groups, students then read four different options for oceanic protection/industry. They must allocate a budget to the options and justify why to the class. Students then refer back to the original question and discuss the conflicts between stakeholders regarding the ocean. An agree/disagree activity and final discussion bring the class to an end.

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 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.