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 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 an advanced (CEFR C1, IELTS 7.0) EFL Grammar class about gradable and non-gradable adjectives. Students learn some key vocabulary needed to understand the concepts in the class before learning the function of gradable adjectives. Students test their understanding using a concept check before describing photographs using a gradable adjective. The concept of non-gradable adjectives is introduced followed by another concept check. Students then identify gradable and non-gradable adjectives from a list. Students then read an email and correct any mistakes they find. Two interactive discussions end the class.

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 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 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 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 upper intermediate (CEFR B2, IELTS 6.0) EFL Culture class about driving in the UK. Students learn key vocabulary (speed limit, petrol station, motorway, zebra crossing, roundabout, seatbelt), complete a gap-fill, read a text about driving, answer comprehension questions, discuss with a partner and guess vocabulary in an interactive activity.

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 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 a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about feelings. Students begin the lesson by reading four sentences and describing how they would feel in each situation. Students then look at six images, each of which shows a feeling (lonely, bored, stressed, shy, proud, confident). The pronunciation and form of each word is then drilled. Students then read a short text about a girl called Danielle and her first day at a new job. Students use the target language by confirming their understanding of the text. Two free discussion activities are then completed.

This is a pre-intermediate (CEFR B1, IELTS 5.0) EFL Speaking class about exercise. Students begin by describing photographs then brainstorming different types of exercise. Six exercises (skipping, push-ups, planking, weight-lifting, sit-ups, yoga) are then introduced in photographs. The difference between sport and exercise is then elicited and confirmed before students consolidate their learning in three free discussion activities.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about animals. Students begin the class by reading four short descriptions of some animals before guessing them. Students then brainstorm animals they know, after which they look at images of the target language (turkey, pelican, squirrel, gorilla, giraffe, turtle). Students drill pronunciation. Next they will discuss the animals with their partners. Next they will look at pictures of different habitats (woodland, ocean, rainforest, grassland, coast, forest). Students then match the animal to its habitat. More complex verbs of motion (amble, dart, glide, flutter, saunter, scurry) are introduced in the next part of the class using pictures of a gorilla, pelican and squirrel respectively. Students then describe the differences between the animals.

This is an upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about chores. The first activity has students describing some pictures of common chores. Next, they discuss the meaning of chore, as well as some basic questions related to their experiences of chores. Vocabulary (vacuum, dishes, laundry, clean, tidy, set the table) is introduced using pictures. Students then match each chore with a suitable verb to learn some collocations. A further discussion follows. Three production activities follow (a rank and defend about which chore is the most boring, agree/disagree, a role play between a parent and a child).

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about animals. Students complete a short quiz in which they must guess the name of an animal based on a description. Students then brainstorm the animals that they know (for large classes, the teacher might assign a particular environment/habitat for each group as different habitats will be learned later in the class). The target language (deer, otter, peacock, orca, octopus, gecko) is introduced using pictures. The pronunciation of each word is drilled, after which the students match each animal to a suitable adjective describing it. Students then contextualise the next activity by reading a summary of Monterey Bay in California. Students read an article about sea otters in Monterey Bay, after which they answer comprehension questions. Teachers should point out to students that the golf balls in Monterey Bay are a form of environmental pollution. The next slide shows six types of environmental pollution (oil spill, microplastics, radiation, light, noise, litter). Students then discuss how pollution affects animals. The following two activities involve students describing differences between the animals they learned, and naming the animals that live in a variety of habitats.

This is an advanced (CEFR C1, IELTS 7.0) EFL Speaking class about advertising. Students begin the class by looking at a picture of a man demonstrating reluctance or hesitancy. The students will then read a short text about a businessman who is reluctant to spend money on advertising. The aim of this activity is to make students aware of the prevalence and importance of advertising. A short discussion about advertising follows. Next, students learn target language (product placement, native advertising, guerilla advertising, endorsement, before-and-after, jingle) using pictures (some guidance may be required in this activity). Students then match the method of advertising to its description. A further discussion about the various methods of advertising follows. Students then look at four situations and decide upon the best way to advertise for that particular situation. Two free production activities follow.

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 Speaking class about vegetation. Students first look at pictures of plant life. They then discuss their own knowledge of plants and other types of vegetation. Target language (shrub, deciduous tree, evergreen, moss, mangrove, fern) is introduced in pictures. Students read a short text and complete sentences using the newly-learned vocabulary. Students then discuss vegetation in their country. In preparation for a reading activity about the taiga forest in Russia and Canada, students look at a map of this region. They then answer comprehension questions about it. Finally, students complete an agree/disagree activity about deforestation.