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 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 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 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 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 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 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 a pre-intermediate (CEFR B1, IELTS 5.0) EFL Grammar class about the present continuous aspect for future actions. Students will learn the difference between present continuous for present actions and future actions. Students also learn when not to use the present continuous for future actions. An interactive speaking activity allows students to practice using the target language. A reading activity and a discussion end the class.

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 Nuremberg Laws of 1935. Using primary and secondary sources (see below), students will answer the question of how the legal status of Jews in Germany changed. 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 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 upper intermediate (CEFR B2, IELTS 6.0) EFL Speaking class about driving. Students first read short sentences describing something related to driving, which they must guess. The target language (speed limit, traffic lights, petrol station, manual (gearbox), motorway, driving license) is introduced using images. Students then drill pronunciation of the vocabulary, after which they discuss it with a partner using question prompts. Students then look at images and short sentences as context for a reading activity, which is about the congestion charge in London. Students answer true/false questions to check their understanding. Two free production activities follow.

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 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 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 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).