IELTS Speaking &Vocabulary Lesson Plan

Overview:

To improve speaking fluency, vocabulary, pronunciation, and coherence for a beginner-

intermediate level student preparing for the IELTS Speaking test. The student will attend
5 sessions per week, each lasting 45 minutes. The goal is to gradually increase speaking
proficiency through structured practice, focusing on key IELTS speaking skills and
strategies. Each session will have a clear goal, with activities that target specific areas of
speaking.

2-Month IELTS Speaking Course Overview

Month 1: Foundations & Part 1–2 Development

Week Theme / Focus IELTS Focus Skills Focus
Week Introducing Self, Part 1: Personal Basic descriptions, short
1 Family, and Routines Questions answers, confidence
Week Describing Places, Extended Part 1 + Descriptive language,
2 Holidays, and Daily Intro Part 2 (Cue adjectives, past tense,
Life Card) sequencing
Week Describing People, Part 2: Long Turn Organizing ideas,
3 Health, and Food (Cue Cards) expressing opinions, 1–2-
minute talk
Week Work, Technology, Part 2 + Intro to Part 3 Giving opinions, comparing
4 and Learning (Discussion) ideas, fluency development

Month 2: Advanced Skills, Part 3, & Test Simulation

Week Theme / Focus IELTS Focus Skills Focus
Week Review Week (Units Mixed Part 1 + Fluency, vocabulary recall,
5 1–6) Part 2 timing, pronunciation
Week Abstract Ideas, Speaking Part 3 Discussing abstract ideas,
6 Opinions, and Global giving reasons, supporting
Topics opinions
Week Full Test Simulation Full Speaking Timing, confidence, strategy,
7 Test (Parts 1–3) handling pressure
Week Personal Topics + Final Test Fluency, personalization,
8 Final Test Prep Preparation relaxation, polishing weak areas
 Weekly IELTS Speaking Course Overview
WEEK 1: Introduction + Units 1–3
Book Units: 1–3
IELTS Focus: Speaking Part 1 + Intro to the IELTS Speaking Test
Skills Focus: Vocabulary, present/past tenses, basic fluency

WEEKLY GOALS
• Understand the format and timing of all 3 parts of the IELTS Speaking test.
• Build confidence answering simple personal questions.
• Use present and past tenses with familiar vocabulary (family, free time, events).
• Speak in complete sentences using basic connectors (and, but, because).

Speaking
Day Focus Teacher Role Student Role
Skills Focus
Intro to IELTS Explain test format (Parts Ask questions,
Test
Speaking Test + 1–3), timing, band take notes, try
1 awareness +
Warm-up descriptors. Model Part 1 3–5 warm-up
basic fluency
Questions answers. Qs.
Unit 1: Family Teach family vocab,
Talk about your Basic clarity +
Grammar: model 2–3 answers,
2 family, describe grammar
Possessive correct errors in
two people. accuracy
adjectives grammar.
Share personal Coherence,
Unit 2: Free
Elicit hobbies, introduce hobbies, sentence
Time
common phrases for free- ask/answer building,
3 Grammar:
time activities, model questions about tense control
Present simple +
linking words. free-time (Present
Linking Words
activities. Simple)
Talk about a
Unit 3: Special Guide students in memorable Coherence,
Occasions narrating events, prompt event, use sentence
4 Grammar: Past use of time expressions, linking words, building,
Simple + Time model sentence structure practice past tense control
Expressions for storytelling. simple (Past Simple)
narration.
Respond like
Simulate 10–12 Part 1 Practical
Part 1 Practice + test setting,
5 questions. Give feedback fluency + real
Feedback reflect and
using band descriptors. test prep
improve.
WEEK 2: Describing Places, Holidays, and Daily Life
Book Units: 4–6
IELTS Focus: Extended Part 1 answers + Introduction to Part 2 (Cue Card)
Skills Focus: Descriptive language, using adjectives, topic vocabulary, simple past

Weekly Goals:
• Use descriptive language with greater confidence
• Speak about familiar past experiences (e.g., holidays, routines) in logical order
• Gain comfort with IELTS Part 1 and an introduction to the Part 2 cue card
• Improve fluency by speaking in longer, more connected turns

Day Focus Teacher Role Student Role Speaking

Skills Focus
1 Unit 4: Elicit vocab about Describe your Adjectives +
Hometown hometown. Practice hometown or a location details
Vocabulary: pronunciation and place you like.
towns, buildings sentence structure.
2 Unit 5: Introduce storytelling Talk about a Describing
Holidays structures (first, then, holiday you events in
Grammar: past finally). enjoyed. sequence
tense, time
expressions
3 Unit 6: Daily Practice routines and Describe your Fluency with
Life compare past/present daily routine present/past
Time & activities. and weekend. contrast
frequency
4 Part 1 + Intro to Show a simple cue Try a short 1- Structure
Part 2 Cue card. Model 1–2 minute talk (intro–detail–
Cards answers. (guided). end)
5 Speaking Review vocabulary. Answer 5–6 Cue card flow
Practice + Conduct mock Part 1 Part 1 Qs, try and confidence
Feedback and short Part 2. full Part 2 with
help.
WEEK 3: Describing People, Health, and Food
Book Units: 7–9
IELTS Focus: Part 2: Long Turn (Cue Cards)
Skills Focus: Organizing ideas, talking for 1–2 minutes, expressing opinions

Weekly Goals:
• Gain confidence in speaking for 1–2 minutes using cue cards
• Organize ideas with clear beginnings, middles, and conclusions
• Use descriptive and opinion-based language more accurately
• Respond to cue cards with relevant vocabulary and good timing

Day Focus Teacher Role Student Role Speaking

Skills Focus
1 Unit 7: People Practice describing Talk about a Cue card:
Descriptive appearance and person you person
adjectives personality. admire. description
2 Unit 8: Health Ask about health Talk about Giving advice +
Modal verbs (should, routines, illnesses. healthy habits. personal views
must)
3 Unit 9: Food Introduce food Compare Expressing
Likes/dislikes, vocab, preferences. foods from preference with
comparisons different reasons
cultures.
4 IELTS Speaking – Present cue card, Talk for 1–2 Cue card
Cue Card Practice guide ideas, time minutes. Get fluency +
(Using Units 7–9) student. feedback. structure
5 IELTS Speaking – Time student for 2 Deliver two Organizing
Part 2 Mock Practice full cue cards. Give Part 2 talks ideas under
& Feedback score + feedback. with support. pressure
WEEK 4: Work, Technology, and Learning
Book Units: 10–12
IELTS Focus: Part 2 + Intro to Part 3 (Discussion)
Skills Focus: Giving opinions, comparing ideas, fluency development

Weekly Goals:
• Improve fluency and coherence when giving longer responses
• Express and support opinions clearly in both Part 2 and early Part 3 practice
• Use topic-specific vocabulary for work, technology, and learning
• Begin developing skills for abstract thinking and discussion in IELTS Part 3

Day Focus Teacher Role Student Role Speaking

Skills Focus
1 Unit 10: Work & Guide job Talk about your Clear
Jobs vocabulary and job dream job. description +
talk cue card. reasons
2 Unit 11: Guide discussion: Talk about a Vocabulary
Technology phone use, Internet. gadget you use expansion +
every day. linking
3 Unit 12: Learning Compare school Share thoughts on Opinion-based
now vs past. learning English. answers
Opinion prompts.
4 Introduction to Explain Part 3: Try 2–3 Part 3 structure
Part 3 abstract Qs related discussion Qs
Discussion to Part 2. with opinion
support.
5 Cue Card + Combine Part 2 + Talk + answer 3 Depth + fluency
Follow-Up Qs Part 3 practice follow-ups in discussion
WEEK 5: Review Week (Units 1–6)
Book Units: 1–6 Review
IELTS Focus: Mixed Part 1 + Part 2
Skills Focus: Fluency, vocabulary recall, timing, pronunciation

Weekly Goals:
• Strengthen grammar accuracy and vocabulary retention across previous topics
• Build natural fluency and confidence in spontaneous speech
• Improve pronunciation for clearer communication
• Prepare for mock speaking tests with real-time feedback and self-reflection

Day Focus Teacher Role Student Role Speaking

Skills Focus
1 Grammar Review: Highlight common Correct and Grammar
Tenses errors (present/past). improve control
sentences.
2 Vocabulary Vocabulary games, Practice word Lexical
Review: Topics category challenges. use in short resource
answers.
3 Pronunciation Focus on stress, Repeat Pronunciation
Clinic rhythm, problem sentences and
sounds. mini-talks.
4 IELTS Speaking Give random Qs and Speak for 10 Confidence
Simulation cue card. Give band minutes. boost
Practice feedback. Reflect.
5 Reflection + Encourage personal Practice natural Fluency &
Fluency Practice topics, repeat Qs. speed and flow. coherence
WEEK 6: Abstract Ideas, Opinions, and Global Topics
Book Units: 7–12 Review
IELTS Focus: Speaking Part 3
Skills Focus: Discussing abstract ideas, comparing, explaining reasons

Weekly Goals:
• Learn and practice strategies for answering abstract and opinion-based
questions
• Use structured reasoning and give relevant examples when supporting ideas
• Improve ability to compare, contrast, and explain causes or effects clearly
• Build confidence in managing extended discussions under IELTS timing pressure

Day Focus Teacher Role Student Role Speaking

Skills Focus
1 Part 3 Teach structures: “In Discuss topics Opinion
Introduction my opinion…”, “I think (work, health) in building
Compare & X because…” detail
contrast
2 Giving Model 2-part answers. Give Fluency in
Reasons & Ask follow-up Qs. explanations with ideas
Examples examples.
3 Supporting Practice Defend opinions Complex
Opinions agree/disagree politely. sentence use
structures.
4 Part 3 Practice Practice 2–3 full Part 3 Respond using Idea
Sets Qs structured development
answers
5 Full Part 2 + 3 Run timed test, offer Deliver Part 2, Discussion
Simulation feedback then handle 3 under pressure
Part 3 Qs
WEEK 7: Mock Test Week
IELTS Focus: Full Test Simulation (Parts 1, 2, and 3)
Skills Focus: Timing, confidence, strategy

Weekly Goals:
• Build familiarity with IELTS speaking test format and pressure
• Improve timing and pacing for all three parts of the test
• Strengthen confidence in delivering organized, fluent responses
• Use feedback to self-correct and refine performance strategies

Day Focus Teacher Role Student Role Speaking

Skills Focus
1 Speaking Test Simulate full Part 1 Answer with Warm-up +
1 – Part 1 (12 questions) confidence clarity
2 Speaking Test Cue card: 1-minute Manage time, Long turn
2 – Part 2 prep + 2-min talk organize ideas strategy
3 Speaking Test Abstract discussion Respond naturally, Higher-level
3 – Part 3 (4–5 Qs) defend ideas fluency
4 Feedback Analyze recordings, Self-correct, redo Correction &
Session note errors weak areas coaching
5 Full Test Full Part 1–3 Test Focus + Real test
Simulation performance experience
WEEK 8: Personal Topics + Final Test Prep
Focus: Confidence, review, polishing weak areas
Skills Focus: Fluency, personalization, relaxation techniques

Weekly Goals:
• Personalize responses for more natural fluency and confidence
• Correct and polish recurring issues through targeted drills
• Strengthen cue card delivery and abstract thinking under pressure
• Reduce test-day anxiety through strategy and familiarity
• Deliver a complete IELTS Speaking test with confidence and control

Day Focus Teacher Role Student Role Speaking

Skills Focus
1 Personalized Choose based on Speak naturally Personal
Speaking Topics student interest on favorite topics fluency
2 Problem Spotting Identify 3 Drill corrections + Targeted
(Feedback Drills) recurring issues re-practice improvement
3 Cue Card Show 2 new Deliver talks, Creativity +
Masterclass cards, help reflect structure
brainstorm
4 Last Part 3 Practice Choose harder Practice 2–3 Part Abstract
questions 3 sets expression
5 Final Speaking Test Full test under Speak with Final fluency +
timed conditions confidence strategy
 WEEK 1: Introduction + Units 1–3

Day 1
Lesson Title: Introduction to the IELTS Speaking Test
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Introduce the IELTS Speaking test format and build confidence answering basic Part 1
questions.

Objectives:
• Understand the structure, timing, and scoring of the IELTS Speaking test
• Recognize question types for Parts 1, 2, and 3
• Respond to basic personal questions with increasing fluency

Materials:
• IELTS Speaking test format chart
• Sample Part 1 question cards
• Simplified band descriptor sheet
• Student notebook

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Ask: “What do you Share prior Engagement +
know about IELTS knowledge confidence
Speaking?”
Test 10 Explain Parts 1–3, Take notes, ask Test awareness
Format min timing, scoring with questions
Intro visuals
Sample 5 min Model 2–3 answers to Listen, note Comprehension +
Demo Part 1 questions fluency and modeling
length
Guided 15 Ask Part 1 Qs (name, Respond using Fluency + basic
Practice min hometown, daily life) full sentences vocabulary
Wrap-Up 5 min Summarize key Share something Retention
takeaways new learned

Homework:
Write answers to 3 Part 1 questions from a worksheet.

Assessment:
• Participation during Part 1 answers
• Understanding shown through Q&A and homework
Day 2
Lesson Title: Unit 1: Family
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Build vocabulary and fluency for talking about family using accurate grammar
(possessive adjectives).

Objectives:
• Use family-related vocabulary in full sentences
• Practice grammar with possessives (my, her, their, etc.)
• Build confidence answering common IELTS family questions

Materials:
• Family tree handout
• Unit 1 vocabulary list
• Sample Part 1 family questions

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Vocabulary 5 min Review key family Match words to Lexical
Warm-up words family members resource
Grammar 10 Teach/review Practice: "This is my Grammar
Focus min possessive adjectives brother. Her name accuracy
with examples is..."
Speaking 20 Ask sample family Answer questions; Fluency +
Practice min questions (from Part 1) describe 2 family detail
members
Mini 5 min Highlight common Take notes on Self-
Reflection errors, give feedback corrections correction
Wrap-Up 5 min Summarize today's Share what was Self-
learning easy/hard awareness

Homework:
Prepare a 5–6 sentence description of two family members.

Assessment:
• Speaking performance during family Q&A
• Grammar accuracy with possessives
Day 3
Lesson Title: Unit 2: Free Time
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Describe daily routines and free-time activities using present simple and linking words.

Objectives:
• Use the present simple to talk about hobbies
• Practice using connectors (and, but, because)
• Answer fluently with good pronunciation

Materials:
• Hobbies flashcards
• Linking word mini-chart
• Pronunciation drill sheet

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Ask: “What do you do Share 1–2 ideas Vocabulary
in your free time?” activation
Grammar 10 Review present Fill gaps: “I like Coherence +
Focus min simple + linking words __ because __.” grammar
Guided 20 Ask Qs about Answer in full Fluency
Speaking min hobbies, routines, sentences
weekend activities
Pronunciation 5 min Focus on common Repeat and Pronunciation
hobby words & practice phrases improvement
intonation
Wrap-Up 5 min Review new vocab & Share 1 new Retention
structures word and
sentence

Homework:
Write 4–5 sentences about your weekend activities.

Assessment:
• Clarity and fluency during hobby Q&A
• Linking word usage
Day 4
Lesson Title: Unit 3: Special Occasions
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Use past simple tense to describe a memorable celebration or special day.

Objectives:
• Use time expressions and past verbs
• Sequence events in logical order
• Speak clearly with simple past accuracy

Materials:
• Event photos or prompt cards
• Time expression list (“last year”, “then”, “after that”)
• Past tense verbs chart

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Event 5 min Ask about holidays, Name 2–3 special Topic
Brainstorm birthdays, school trips events familiarity
Grammar 10 Teach past simple + Match verb forms, Grammar
Focus min time expressions build short timelines accuracy
Guided Talk 20 Prompt students with Describe a Past tense
min “Tell me about…” celebration with 3–4 fluency
sentences
Feedback 5 min Highlight verb use and Self-correct and Self-
Time transitions improve awareness
Wrap-Up 5 min Recap structure: Review past tense Organization
When – What – Who – sentence
How

Homework:
Write a short paragraph about a past celebration (6–7 sentences).

Assessment:
• Sentence structure and past tense use during storytelling
• Use of transitions and time expressions
Day 5
Lesson Title: IELTS Speaking Part 1 Practice + Feedback
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Consolidate Week 1 content and simulate Part 1 of the IELTS test with feedback.

Objectives:
• Practice answering 10–12 Part 1 questions naturally
• Receive feedback based on fluency, grammar, pronunciation
• Reflect on personal speaking improvement

Materials:
• Part 1 question cards
• Feedback sheet (fluency, grammar, vocab, pronunciation)
• Stopwatch or timer

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Ask 2 questions to ease Respond Confidence +
nerves naturally flow
Mock 20 Ask 10–12 varied Part 1 Respond as in Exam fluency +
Interview min questions, time answers real test control
Feedback & 10 Give comments using Listen and take Self-
Notes min band descriptors notes improvement
Retry 5 min Re-ask 2–3 weak Try again with Reinforcement
Practice questions corrections
Wrap-Up 5 min Reflect on week Share best tip Motivation
progress learned

Homework:
Practice 5 Part 1 questions at home using your feedback notes.

Assessment:
• Performance during mock interview
• Response to feedback
• Consistency in sentence construction and vocabulary
 WEEK 2: Describing Places, Holidays, and Daily Life

Day 1
Lesson Title: Unit 4: Hometown
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Help students describe places using adjectives and location-related vocabulary with
fluency and clarity.

Objectives:
• Learn and apply descriptive vocabulary for towns and buildings
• Practice pronunciation of key terms
• Build fluency by describing a familiar place

Materials:
• Unit 4 vocabulary list
• Visuals of towns/buildings
• Sentence frames for location description

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Ask: “What is your Answer basic Qs Vocabulary recall
hometown like?” about hometown
Show photos.
Vocabulary 10 Present place-related Listen, repeat, take Pronunciation,
Intro min vocab + adjectives notes vocabulary
Sentence 10 Model 2–3 example Build sentences Structure building
Practice min answers using frames
Guided 15 Ask follow-up Describe a place Descriptive
Speaking min questions using vocab and fluency
details
Wrap-Up 5 min Review new words, Ask final Qs or Confidence +
correct 1–2 common summarize their feedback
mistakes answers

Homework:
Write 5–6 sentences about your hometown using at least 5 adjectives.

Assessment:
• Use of descriptive vocabulary
• Sentence clarity and pronunciation
• Participation in guided speaking
Day 2
Lesson Title: Unit 5: Holidays
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal: Build storytelling fluency in the past tense when discussing holidays.

Objectives:
• Practice using the past tense and time expressions
• Use sequencing words to describe a past event
• Improve storytelling skills with logical order

Materials:
• Unit 5 vocabulary/grammar focus
• Past tense verbs chart
• Holiday cue cards

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Ask: “Where did you Share short Speaking from
go on your last responses memory
holiday?”
Grammar 10 Review past tense + Practice verb Grammar control
Focus min sequencing words changes, take notes
Model 10 Tell a short holiday Answer questions Listening +
Story min story (with visuals) about it comprehension
Guided 15 Support student in Describe a holiday Fluency +
Speaking min telling their own using time structure
story expressions
Wrap-Up 5 min Review errors, Self-reflect on Reflection
highlight strong improvement
sentences

Homework:
Prepare a short story (6–8 sentences) about your best holiday using time expressions.

Assessment:
• Clear use of past tense
• Logical sequence in storytelling
• Active participation
Day 3
Lesson Title: Unit 6: Daily Life
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal: Compare daily routines using the present and past tenses.

Objectives:
• Use adverbs of frequency and time-related phrases
• Contrast current and past routines
• Gain fluency with common daily actions

Materials:
• Unit 6 content
• Daily routine chart (then vs now)
• Frequency adverb flashcards

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Ask: “What do you do Give 2–3 examples Daily routine
every morning?” vocabulary
Grammar 10 Present time Make present and Grammar fluency
Review min expressions (e.g., past sentences
usually, always)
Compare & 10 Give prompts: Talk about old and Fluency + tense
Talk min “Before… Now…” current routines comparison
Speaking 15 Ask student to Build 4–6 sentence Coherence,
Task min describe daily life + description fluency
weekend
Wrap-Up 5 min Correct and reinforce Repeat/correct key Pronunciation +
sentence forms phrases accuracy

Homework:
Write a paragraph comparing your routine now vs when you were younger.

Assessment:
• Tense use accuracy
• Ability to compare fluently
• Vocabulary range
Day 4
Lesson Title: Part 1 + Intro to Part 2 Cue Cards
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal: Practice IELTS Part 1 and introduce Part 2 cue card structure.

Objectives:
• Answer Part 1 questions fluently
• Understand how to approach a Part 2 task
• Organize ideas for longer speaking turns

Materials:
• Sample cue card
• 3–5 Part 1 questions
• Part 2 structure handout (Intro–Details–Conclusion)

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Ask 3 warm-up questions Respond in full Fluency check
(from Units 4–6 topics) sentences
Part 2 10 Explain cue card format Take notes, ask Qs Awareness of
Intro min and time structure about format Part 2
Model & 10 Give sample answer to Listen and identify Listening + idea
Demo min cue card structure mapping
Try It! 15 Support student in short Use prompt to Long turn
min 1-min talk (with notes) speak for 1 minute practice
Wrap-Up 5 min Reflect on structure and Ask follow-up Qs Self-evaluation
timing about their talk

Homework:
Prepare a full 1-minute talk for tomorrow’s mock practice using the cue card.

Assessment:
• Ability to speak beyond 4–5 sentences
• Clear cue card structure (Intro–Detail–End)
• Appropriate vocabulary usage
Day 5
Lesson Title: Speaking Practice + Feedback (Parts 1 & 2)
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal: Apply what’s been learned in a mock setting with guided feedback.

Objectives:
• Practice IELTS-style speaking under timed conditions
• Reflect on feedback to improve performance
• Increase confidence handling both Part 1 and Part 2

Materials:
• Part 1 & 2 questions
• Cue cards
• Feedback checklist

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Ask 3–4 familiar Part 1 Respond in full Confidence +
Qs to review key topics fluency
Mock Part 1 10 Conduct 8–10 questions Respond Fluency,
min under exam timing naturally, stay grammar, vocab
on topic
Mock Part 2 15 Give cue card + prep Deliver full 1–2 Long turn,
min time (1 min), then time minute talk organization
talk
Feedback & 10 Give structured feedback Repeat 1–2 Correction +
Redo min using band descriptors weak areas growth
Wrap-Up 5 min Discuss performance, Ask final Qs, Test mindset
set next steps reflect

Homework:
Record yourself answering a different cue card and 3 Part 1 questions at home.

Assessment:
• Use of full answers and linking words
• Band descriptor application (fluency, vocab, grammar, pronunciation)
• Overall improvement from Day 1
 WEEK 3: Describing People, Health, and Food

Day 1
Lesson Title: Unit 7: People -Descriptive adjectives
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal: Use adjectives and clear structure to describe a person in detail.

Objectives:
• Learn descriptive adjectives for appearance and personality
• Practice cue card structure: Introduction – Main details – Conclusion
• Build fluency with familiar topics

Materials:
• Unit 7 vocabulary list
• Sample cue card: “Describe a person you admire”
• Adjective handout

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Ask: “Who is someone you Answer in 1–2 Personal
admire and why?” sentences response
Vocabulary 10 Teach Take notes, Vocabulary
Intro min appearance/personality pronounce and expansion
adjectives match adjectives
Cue Card 10 Show sample cue card + Listen, note Structure
Model min give model answer structure awareness
Guided 15 Help student plan and Speak about Cue card
Practice min deliver talk (1–2 min) someone using delivery
cue card
Wrap-Up 5 min Give brief feedback on Ask 1 follow-up Pronunciation
fluency and grammar question + review

Homework:
Write 5–6 sentences describing a person using 3–4 new adjectives from class.

Assessment:
• Use of descriptive language
• Clarity and fluency in cue card
• Participation and structure usage
Day 2
Lesson Title: Unit 8: Health -Modal verbs
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal: Express opinions and give health advice using modal verbs.

Objectives:
• Use modal verbs: should, must, have to
• Give advice and describe healthy habits
• Support opinions with examples

Materials:
• Unit 8 vocabulary/grammar page
• Health cue card: “Describe a healthy habit you do”
• Modal verb guide sheet

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Ask: “What do you do to Share 2–3 activities Personal
stay healthy?” fluency
Grammar 10 Teach modals for Practice forming Grammar
Focus min advice: should, must, advice sentences accuracy
have to
Cue Card 10 Show cue card + Fill in idea planner Planning &
Prep min brainstorm ideas organizing
Speaking 15 Time 1-minute talk, give Deliver cue card Opinion
Task min guided prompts response fluency
Wrap-Up 5 min Review one strong and Ask 1 question Grammar in
one weak point using a modal speaking

Homework:
Write 6–8 sentences about one thing people should do to be healthy.

Assessment:
• Proper use of modal verbs
• Relevance and fluency of answer
• Clear opinion and support
Day 3
Lesson Title: Unit 9: Food -Likes/dislikes, comparisons
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal: Express preferences and compare foods using specific vocabulary.

Objectives:
• Use food-related vocabulary
• Express likes/dislikes and comparisons
• Practice longer turns using reasons and examples

Materials:
• Unit 9 vocabulary sheet
• Cue card: “Describe a food from your country”
• Comparison phrases list

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Ask: “What’s your Respond with short Speaking
favorite food and why?” explanation warm-up
Vocab 10 Teach food names, taste Match and Vocabulary
Review min words, comparison pronounce food building
phrases vocab
Cue Card 10 Show cue card + give Listen and note Cue card
Model min example answer language structure
Guided 15 Ask student to describe Deliver 1–2 minute Expressing
Practice min food using structure response preference
Wrap-Up 5 min Highlight strong phrases Reflect on their Self-evaluation
and areas to improve favorite part of the
talk

Homework:
Compare two foods (from your country and another) in 5–6 sentences.

Assessment:
• Ability to express preferences clearly
• Correct use of comparison structures
• Fluency in description
Day 4
Lesson Title: Cue Card Practice
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal: Build comfort with cue card structure and timing through practice.

Objectives:
• Organize and deliver a cue card answer
• Speak fluently for 1–2 minutes
• Use vocabulary from Units 7–9

Materials:
• 3–5 cue cards (People, Health, Food topics)
• Cue card planning worksheet
• Timing tool

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Quick review of past Share thoughts on Review +
cue cards favorite topic warm-up
Planning 10 Teach how to plan Plan with teacher Organization
Review min ideas (mind-map, support
notes)
Cue Card 15 Give student 1–2 cue Speak for 1–2 Fluency,
Round 1 min cards to respond to minutes per card confidence
Feedback 10 Give feedback on Listen, take notes, Error
Session min structure, timing, ask questions awareness
language
Wrap-Up 5 min Set goal for final test Review key Goal setting
day takeaways

Homework:
Choose one cue card and record your answer. Listen and self-evaluate using checklist.

Assessment:
• Fluency and timing (1–2 min)
• Ability to organize and expand ideas
• Vocabulary and grammar range
Day 5
Lesson Title: Part 2 Mock Practice & Feedback
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal: Apply cue card strategies in a timed practice with feedback.

Objectives:
• Deliver full Part 2 responses from cue cards
• Use organized structure: Intro – Detail – Ending
• Receive band-style feedback on fluency, grammar, vocab, pronunciation

Materials:
• 2–3 cue cards from this week
• Assessment checklist (based on IELTS Band Descriptors)
• Timer

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Review Part 2 timing Ask final Qs before Confidence +
and tips practice mindset
Mock Cue 10 Time prep (1 min) + Deliver full response Cue card
Card 1 min speaking (2 min), fluency
observe
Feedback 1 5 min Give specific feedback Reflect, ask Error
clarification correction
Mock Cue 10 Repeat with second Deliver improved Sustained
Card 2 min cue card response speaking
Final 10 Summarize progress, Discuss strengths Reflection +
Feedback min score, and next steps and goals progress
Wrap-Up 5 min Motivate student for Ask final questions, Confidence
next week set weekend goal building

Homework:
Prepare and record answers to two cue cards from today. Self-check timing and
fluency.

Assessment:
• Cue card structure (intro, detail, conclusion)
• Timing accuracy (1–2 minutes)
• Effective use of descriptive and opinion-based language
 WEEK 4: Work, Technology, and Learning
Day 1
Lesson Title: Unit 10: Work & Jobs
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal: Use job-related vocabulary and reasons to describe ideal or dream jobs.

Objectives:
• Learn vocabulary related to jobs and workplaces
• Practice cue card structure: Describe – Why – Future goals
• Speak fluently about career ideas and motivations

Materials:
• Unit 10 job vocabulary list
• Cue card: “Describe your dream job”
• Job adjectives handout (e.g., challenging, rewarding, creative)

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Ask: “What job would Respond and explain Personal
you like in the future?” briefly response
Vocab 10 Teach 10–12 job- Take notes, match Vocabulary
Intro min related terms jobs and tasks building
Cue Card 10 Show cue card, model Listen and highlight Cue card
Model min ideal response key expressions structure
Guided 15 Help student build Speak for 1–2 Fluency +
Practice min ideas, guide with minutes on dream reasons
questions job
Wrap-Up 5 min Give focused feedback Reflect on strengths Coherence
on content + structure review

Homework:
Write 6–8 sentences describing a dream job and explain why.

Assessment:
• Job vocab usage
• Ability to give reasons and elaborate
• Cue card structure accuracy
Day 2
Lesson Title: Unit 11: Technology
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal: Use topic vocabulary and linking devices to talk about tech use.

Objectives:
• Learn vocabulary for gadgets and technology use
• Practice linking ideas: and, but, so, because
• Deliver fluent response about everyday tech

Materials:
• Unit 11 vocab list (phone, apps, devices)
• Cue card: “Describe a gadget you use every day”
• Linking words list

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Ask: “What’s one Share and explain Personal
gadget you can’t live fluency
without?”
Vocab 10 Teach key technology Practice pronunciation, Vocabulary
Intro min words + function verbs meaning building
Linking 5 min Show how to link ideas Combine sentences in Fluency +
Focus with basic conjunctions speaking coherence
Cue 20 Help student prep + Speak about a tech Fluency +
Card min time answer (1–2 item + answer 2 follow- content depth
Task mins) ups
Wrap-Up 5 min Provide feedback on Ask 1 follow-up using Sentence
vocab + sentence “because” linking
building

Homework:
Record a 1-minute talk about your favorite app or website.

Assessment:
• Vocabulary accuracy
• Use of linking words
• Speaking fluency
Day 3
Lesson Title: Unit 12: Learning
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal: Express opinions about learning using comparison and reasoning.

Objectives:
• Practice talking about school and learning
• Compare past vs. current learning experiences
• Support opinions with reasons

Materials:
• Unit 12 topic sheet (subjects, school memories)
• Cue card: “Describe something you learned that was useful”
• Comparison phrases handout (e.g., more than, different from)

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Ask: “What subject Share and explain Personal
do/did you like in why fluency
school?”
Vocab & 10 Teach learning-related Match and use Vocabulary +
Compare min vocab + comparison them in short comparison
terms sentences
Cue Card 10 Show example: Take notes on Cue card
Model min “Describe a useful organization organization
thing you learned”
Practice 15 Guide student in Deliver full cue card Fluency +
Talk min developing structured response opinion sharing
answer
Wrap-Up 5 min Highlight good use of Reflect: What Self-awareness
comparison and helped the most
reasoning today?

Homework:
Write 5–6 sentences comparing school in the past and now.

Assessment:
• Clear opinion expression
• Use of comparison vocabulary
• Cue card fluency
Day 4
Lesson Title: Introduction to Part 3 Discussion
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal: Learn to discuss and expand ideas in response to abstract questions.

Objectives:
• Understand how Part 3 questions relate to Part 2
• Practice expressing opinions and supporting ideas
• Use formal phrases for discussion

Materials:
• Part 3 sample questions (work, tech, education)
• Discussion phrases sheet (e.g., I believe…, In my opinion…)
• Cue card for Part 2 warm-up

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Ask one cue card Q Answer with short Part 2 warm-up
from this week cue card
Part 3 Intro 10 Explain structure: Listen, take notes Awareness of
min follow-up Qs, deeper Part 3
ideas
Guided 20 Ask 2–3 questions, Answer using Discussion
Practice min guide answers, provide opinion + examples fluency
support
Reflection 5 min Ask: “What was hard? Identify Metacognitive
What helped?” improvement areas skill
Wrap-Up 5 min Assign follow-up Q for Ask 1 opinion Independent
homework question speaking

Homework:
Choose one topic (work, tech, learning) and answer 3 Part 3 questions in writing.

Assessment:
• Relevance and support of opinions
• Use of opinion phrases
• Fluency and coherence
Day 5
Lesson Title: Cue Card + Follow-Up Questions
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal: Practice combining Part 2 and Part 3 with sustained fluency and depth.

Objectives:
• Deliver cue card responses confidently
• Answer follow-up questions with structured opinions
• Use varied vocabulary and sentence structures

Materials:
• Two cue cards from this week
• Part 3 follow-up Qs
• Feedback checklist

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Review structure of Ask clarifying Readiness
Part 2 and Part 3 questions check
Cue Card 10 Give cue card, time Deliver response Fluency +
Round min response (1–2 min) on familiar topic structure
Part 3 15 Ask 3 follow-up Expand answers Discussion
Discussion min questions, support with with examples depth
prompts
Feedback & 10 Give score-style Reflect and note Performance
Review min feedback + areas to next-step goals evaluation
improve
Wrap-Up 5 min Set weekend prep Ask 1 final Confidence +
goals, encourage discussion fluency
reflection question

Homework:
Record yourself answering 1 cue card + 3 Part 3 questions. Listen and identify one
strength and weakness.

Assessment:
• Fluency and content in Part 2 + Part 3
• Opinion development and explanation
• Range of vocabulary and grammar
 WEEK 5: Review Week (Units 1–6)
Day 1
Lesson Title: Grammar Review: Tenses
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Review present and past tense forms and correct common mistakes to improve
grammar accuracy in speaking.

Objectives:
• Identify and correct common tense errors (present simple, past simple)
• Practice forming accurate sentences about personal experiences
• Build confidence using correct tense forms in speech

Materials:
• Tense error worksheet
• Example sentences for correction
• Flashcards with verbs and time markers

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Elicit common tense Discuss errors Awareness of
errors from students they have errors
noticed
Explanation 10 Present rules for present Listen and take Grammar
min and past simple notes knowledge
Guided 15 Provide sentences with Correct Grammar
Practice min errors, guide correction sentences in accuracy
pairs
Speaking 10 Prompt students to talk Describe daily Tense control
Practice min about daily routines and and past
past events activities
Wrap-up 5 min Summarize key points, Ask questions, Confidence
assign homework note challenges

Homework:
Write 5 sentences about your daily routine and 5 sentences about a past event using
correct tenses.

Assessment:
• Participation in correction activities
• Accuracy in spoken sentences during practice
Day 2
Lesson Title: Vocabulary Review: Topics
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Consolidate and recall vocabulary from Units 1–6 through interactive activities.

Objectives:
• Recall topic-specific vocabulary (family, hobbies, places, holidays)
• Use vocabulary accurately in short answers
• Improve lexical resource for IELTS Speaking

Materials:
• Vocabulary flashcards
• Word categorization game sheets
• Topic cue cards

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Quick review of key Recall words and Vocabulary
vocabulary from previous phrases recall
units
Game 15 Organize vocabulary into Participate in Lexical
Activity min categories (e.g., family, vocabulary games resource
food)
Speaking 15 Use vocabulary in short Answer with Accuracy +
Drills min answers, prompt with target vocabulary fluency
questions
Wrap-up 10 Recap vocabulary use and Reflect on new Vocabulary
min common errors words learned retention

Homework:
Create flashcards of 10 new words and practice using them in sentences.

Assessment:
• Participation and accuracy in games and drills
• Use of target vocabulary in speaking
Day 3
Lesson Title: Pronunciation Clinic
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Improve pronunciation focusing on stress, rhythm, and problematic sounds.

Objectives:
• Identify common pronunciation difficulties
• Practice stress and rhythm patterns in sentences
• Repeat and improve pronunciation in mini-talks

Materials:
• Audio recordings for stress and rhythm
• Pronunciation drills worksheet
• Sentence lists

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Introduce stress and rhythm Listen and repeat Awareness
concepts words
Drill 20 Model problem sounds and Repeat drills, Pronunciation
Practice min stress patterns practice sentences
Mini-talks 15 Guide mini speaking tasks Speak on familiar Fluency +
min with pronunciation focus topics clarity
Wrap-up 5 min Give feedback and tips Note areas to Confidence
practice

Homework:
Record yourself reading a short paragraph focusing on stress and intonation.

Assessment:
• Pronunciation accuracy during drills
• Improvement in mini-talk clarity
Day 4
Lesson Title: IELTS Speaking Simulation Practice
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Simulate Parts 1 and 2 of the IELTS Speaking test to build confidence and provide
feedback.

Objectives:
• Practice answering 10–12 Part 1 questions fluently
• Deliver a 1–2 minute Part 2 cue card talk
• Receive and apply band score feedback

Materials:
• Sample Part 1 questions
• Cue cards for Part 2 topics
• Band descriptors checklist

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Explain test simulation Prepare Test readiness
format mentally
Part 1 15 Ask Part 1 questions, note Respond Fluency + clarity
Practice min performance confidently
Part 2 20 Present cue card, time Deliver long turn Organization +
Practice min student, give feedback fluency
Wrap-up 5 min Provide detailed feedback Reflect and ask Self-awareness
and improvement tips questions

Homework:
Practice 3 Part 1 questions and 1 Part 2 cue card talk at home using feedback.

Assessment:
• Fluency and coherence in mock test
• Use of feedback in follow-up practice
Day 5
Lesson Title: Reflection + Fluency Practice
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Encourage self-reflection and improve natural fluency on personal topics.

Objectives:
• Reflect on progress and identify areas for improvement
• Practice speaking naturally at a comfortable speed
• Use personal experiences to build fluency and coherence

Materials:
• Reflection questions sheet
• Timer for fluency practice
• List of personal topic prompts

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Reflection 10 Guide student to reflect on Share strengths Self-
min weekly progress and challenges awareness
Fluency 25 Prompt on personal topics, Speak Fluency &
Drills min encourage natural speed continuously for coherence
set times
Wrap-up 10 Provide encouragement Note goals for next Motivation
min and future practice tips week

Homework:
Choose a personal topic and speak on it for 2 minutes daily, focusing on smooth flow.

Assessment:
• Engagement in reflection and fluency drills
• Improvement in natural speaking pace
 WEEK 6: Abstract Ideas, Opinions, and Global Topics
Day 1
Lesson Title: Part 3 Introduction: Compare & Contrast
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Introduce Part 3 question types focused on comparing and contrasting ideas, and
practice opinion-building language.

Objectives:
• Learn key phrases for expressing opinions and comparisons (e.g., “In my
opinion…”, “I think X because…”)
• Practice discussing abstract topics such as work and health
• Build confidence using structured opinions

Materials:
• Example Part 3 questions
• Opinion phrase handout
• Topic prompts (work, health)

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Introduce Part 3 style Listen and ask Awareness
questions clarifying questions
Phrase 15 Present opinion Repeat and practice Opinion
Teaching min phrases with examples key phrases language
Guided 20 Ask guided questions Discuss and Opinion
Discussion min on work and health compare ideas using building
phrases
Wrap-up 5 min Summarize key Note new phrases to Confidence
phrases and practice
encourage use

Homework:
Write 3 sentences giving opinions on a work-related and health-related topic using
learned phrases.

Assessment:
• Use of opinion phrases during discussion
• Ability to compare and contrast ideas
Day 2
Lesson Title: Giving Reasons & Examples
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Develop ability to support opinions with reasons and relevant examples during Part 3
discussions.

Objectives:
• Model two-part answers (opinion + reason/example)
• Practice giving clear explanations with examples
• Improve fluency in presenting ideas

Materials:
• Sample Part 3 questions with model answers
• Reason and example sentence frames

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm- 5 min Review yesterday’s opinion Recall and use Fluency
up phrases phrases
Modeling 15 Demonstrate 2-part answers Listen and take Answer
min with reasons/examples notes structuring
Practice 20 Ask follow-up questions to Respond with Fluency +
min elicit explanations reasons and clarity
examples
Wrap-up 5 min Provide feedback and Note strengths and Self-
encourage reflection challenges awareness

Homework:
Prepare answers to 3 Part 3 questions using reasons and examples.

Assessment:
• Clarity and relevance of reasons/examples in answers
• Fluency during practice
Day 3
Lesson Title: Supporting Opinions
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Practice structures for agreeing, disagreeing, and defending opinions politely during
discussion.

Objectives:
• Learn polite agreement/disagreement phrases
• Use complex sentences to support or oppose ideas
• Practice respectful opinion exchanges

Materials:
• Agree/disagree phrase list
• Sample dialogue scripts

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Introduce polite Repeat and Politeness in
disagreement phrases practice speech
phrases
Explanation 10 Explain complex sentence Take notes Grammar in
min structures (because, context
although)
Role-play 25 Guide role-plays to practice Use polite Complex
min agree/disagree phrases in sentence use
debates
Wrap-up 5 min Summarize polite Reflect on Confidence
disagreement strategies learning

Homework:
Write a short dialogue showing polite disagreement on a global topic.

Assessment:
• Use of polite agreement/disagreement phrases
• Complexity and appropriateness of sentence structures
Day 4
Lesson Title: Part 3 Practice Sets
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Practice responding to full sets of Part 3 questions with structured, extended answers.

Objectives:
• Respond to 2–3 full Part 3 questions using structured answers
• Practice timing and fluency under simulated test conditions
• Apply strategies for clear idea development

Materials:
• Part 3 question sets
• Timer for answer length
• Feedback rubric

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Review Part 3 answer Recall strategies Awareness
structure
Practice 30 Ask 2–3 Part 3 questions, Respond using Fluency +
min time answers, note structured answers coherence
feedback
Feedback 10 Provide detailed feedback Reflect and ask Self-
min with tips clarifying questions improvement

Homework:
Practice 2 Part 3 questions at home using learned structures and timing.

Assessment:
• Ability to structure and deliver full Part 3 answers
• Fluency and coherence during practice
Day 5
Lesson Title: Full Part 2 + 3 Simulation
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Simulate full Part 2 and Part 3 sections to build test endurance and receive
comprehensive feedback.

Objectives:
• Deliver a timed Part 2 talk using cue cards
• Handle 3 Part 3 follow-up questions fluently
• Manage speaking timing and content under pressure

Materials:
• Part 2 cue cards
• Part 3 question sets
• Band descriptors for feedback

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm- 5 min Explain simulation format Prepare Test readiness
up mentally
Part 2 20 Time student, observe Deliver Part 2 Organization +
Talk min fluency and content talk fluency
Part 3 15 Ask 3 follow-up Part 3 Respond Depth +
Q&A min questions, provide feedback confidently discussion
Wrap- 5 min Provide detailed feedback Reflect on Confidence
up and encouragement performance

Homework:
Record a full Part 2 talk and answer 3 Part 3 questions; review and self-assess.

Assessment:
• Fluency, coherence, and content quality in full simulation
• Use of strategies for Part 3 discussion
 WEEK 7: Mock Test Week
Day 1
Lesson Title: Speaking Test 1 – Part 1 Simulation
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Simulate a full Part 1 test with 12 questions to build confidence and clarity in short
personal answers.

Objectives:
• Practice answering a range of Part 1 questions smoothly
• Maintain clarity and natural pace
• Build comfort with test timing and format

Materials:
• List of 12 Part 1 questions
• Stopwatch or timer
• Band descriptors for Part 1

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Brief student on Part 1 Listen and ask Awareness
format and expectations clarifying questions
Simulation 30 Ask 12 Part 1 questions, Respond confidently Clarity +
min time answers to each question fluency
Feedback 10 Give feedback using band Reflect and note Self-
min descriptors areas to improve correction

Homework:
Practice answering 10 Part 1 questions aloud, focusing on natural speed and clarity.

Assessment:
• Fluency and coherence during simulation
• Ability to respond clearly and confidently
Day 2
Lesson Title: Speaking Test 2 – Part 2 Simulation
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Simulate Part 2 with 1-minute preparation and 2-minute talk to develop long turn
strategy and organization.

Objectives:
• Organize ideas quickly and logically during prep
• Deliver a 2-minute coherent talk on cue card topic
• Manage time and pacing for extended speech

Materials:
• Part 2 cue cards
• Timer and note-taking sheets
• Band descriptors for Part 2

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Explain Part 2 timing Ask questions if Awareness
and organization unclear
Simulation 30 Give cue card, time Prepare and deliver Organization +
min prep and talk 2-minute talk fluency
Feedback 10 Provide detailed Reflect and ask for Self-
min feedback and tips clarification improvement

Homework:
Record yourself giving a Part 2 talk and listen for pacing and clarity.

Assessment:
• Ability to organize and deliver a clear, timed talk
• Use of appropriate vocabulary and cohesion
Day 3
Lesson Title: Speaking Test 3 – Part 3 Simulation
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Simulate Part 3 discussion with 4–5 abstract questions to improve higher-level fluency
and opinion defense.

Objectives:
• Respond naturally to abstract and opinion-based questions
• Use structures for defending and supporting ideas
• Maintain fluency and coherence under pressure

Materials:
• Set of Part 3 questions
• Timer
• Band descriptors for Part 3

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Review opinion and Prepare mentally for Fluency
reasoning phrases discussion
Simulation 30 Ask 4–5 Part 3 Respond with depth Fluency +
min questions, time and support reasoning
responses
Feedback 10 Give constructive Reflect and note Self-
min feedback and guidance improvement points correction

Homework:
Prepare answers for 5 Part 3 questions on global topics and practice speaking aloud.

Assessment:
• Use of reasoning and examples in answers
• Fluency and coherence during discussion
Day 4
Lesson Title: Feedback Session
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Analyze recordings from previous simulations, identify errors, and practice self-
correction.

Objectives:
• Review recorded test answers critically
• Identify strengths and weaknesses in fluency, grammar, vocabulary
• Practice redoing weak answers with improvement

Materials:
• Recorded speaking tests
• Band descriptors and error correction checklist

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Review 20 Play recordings, highlight Listen and take Self-
min errors and successes notes awareness
Correction 20 Guide student in redoing Practice improved Correction
min weak answers answers skills
Wrap-up 5 min Discuss strategies for future Plan next steps Motivation
practice

Homework:
Redo weak answers at home using teacher’s correction tips; record and self-assess.

Assessment:
• Identification and correction of speaking errors
• Improvement in repeated answers
Day 5
Lesson Title: Full Test Simulation
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Complete a full IELTS Speaking test simulation (Parts 1, 2, and 3) to build stamina and
integrate skills.

Objectives:
• Manage timing across all three parts of the speaking test
• Deliver organized, fluent answers under simulated test conditions
• Use feedback to maintain confidence and focus

Materials:
• Full set of IELTS Speaking questions (Parts 1, 2, 3)
• Timer
• Band descriptors

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Review test format Prepare mentally Confidence
and expectations
Full 35 Conduct Parts 1, 2, Answer all parts with Stamina +
Simulation min and 3 with timing focus and fluency coherence
Feedback 5 min Provide brief overall Reflect on Motivation
feedback performance

Homework:
Rest and prepare mentally for real test day; review personal checklist.

Assessment:
• Performance across all test parts
• Ability to sustain fluency and organization over full test
 WEEK 8: Personal Topics + Final Test Prep
Day 1
Lesson Title: Personalized Speaking Topics
Level: Beginner–Intermediate
Duration: 45 minutes
Lesson Goal:
Encourage natural fluency by speaking about personally interesting topics to build
confidence.

Objectives:
• Select topics based on student’s interests
• Practice spontaneous, natural speech
• Increase comfort with personalized vocabulary and expressions

Materials:
• List of personalized topic prompts
• Note-taking sheet for new vocabulary and expressions

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Discuss student Share preferences Engagement
interests and select
topics
Speaking 30 Prompt student with Speak naturally Personal
Practice min questions on chosen and confidently fluency
topics
Feedback 10 Provide supportive Reflect and note Confidence
min feedback focusing on new phrases building
fluency

Homework:
Prepare a short talk (2 minutes) on a personal favorite topic using new vocabulary.

Assessment:
• Fluency and comfort speaking naturally
• Use of personalized language
Day 2
Lesson Title: Problem Spotting (Feedback Drills)
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Identify and target three recurring speaking issues for focused correction and
improvement.

Objectives:
• Review past feedback and identify key weaknesses
• Drill correction exercises targeting these issues
• Re-practice answers incorporating corrections

Materials:
• Previous feedback sheets
• Correction drills (grammar, pronunciation, vocabulary)

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Review 10 Highlight 3 main issues Identify problem Self-
min from feedback areas awareness
Drills 25 Guide targeted correction Practice drills and Accuracy
min exercises corrected answers
Re- 10 Provide prompts for re- Apply corrections in Improvement
practice min speaking problem practice
answers

Homework:
Practice correction drills at home; record and self-assess progress.

Assessment:
• Accuracy and improvement in targeted problem areas
• Willingness to self-correct
Day 3
Lesson Title: Cue Card Masterclass
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Enhance creativity and structure by working with two new cue cards and reflective
feedback.

Objectives:
• Brainstorm and organize ideas for cue cards
• Deliver clear, structured talks
• Reflect on performance to improve delivery

Materials:
• Two new Part 2 cue cards
• Note sheets for brainstorming

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Brainstorming 10 Help student generate Take notes and Idea
min ideas and vocabulary organize ideas organization
Speaking 25 Time and guide 2- Deliver talks and Creativity +
Practice min minute talks self-reflect structure
Feedback 10 Give specific Plan improvements Self-evaluation
min feedback on content
and delivery

Homework:
Choose one cue card and practice delivering a talk at home focusing on creativity and
flow.

Assessment:
• Idea development and structure in talks
• Use of new vocabulary and expressions
Day 4
Lesson Title: Last Part 3 Practice
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Practice challenging Part 3 questions to boost abstract expression and fluency.

Objectives:
• Engage in extended discussions on complex questions
• Use opinion and reasoning phrases confidently
• Develop fluency in abstract topics

Materials:
• Set of challenging Part 3 questions

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Explanation 5 min Review opinion and Prepare mentally Structure
reasoning structures awareness
Practice 35 Ask 2–3 challenging Part Respond with Fluency +
min 3 questions extended answers reasoning
Feedback 5 min Provide focused Reflect and note Confidence
feedback on expression improvements building
and clarity

Homework:
Prepare answers to 5 challenging Part 3 questions and practice speaking aloud.

Assessment:
• Confidence and clarity in abstract discussion
• Ability to support opinions with reasons
Day 5
Lesson Title: Final Speaking Test
Level: Beginner–Intermediate
Duration: 45 minutes

Lesson Goal:
Conduct a full, timed IELTS Speaking test to consolidate skills and boost confidence for
test day.

Objectives:
• Deliver organized, fluent answers under real test conditions
• Demonstrate improvements in weak areas
• Apply relaxation and confidence techniques

Materials:
• Full set of IELTS Speaking questions (Parts 1, 2, 3)
• Timer
• Band descriptors

Lesson Stages:
Stage Time Teacher’s Role Student Tasks Focus Skill
Warm-up 5 min Review test-day strategies and Mentally Confidence
relaxation tips prepare
Full Test35 Conduct full speaking test Answer all parts Stamina +
min (Parts 1–3) with focus fluency
Feedback 5 min Provide final detailed feedback Reflect and set Motivation
and encouragement future goals

Homework:
Relax and review personalized checklist; mentally prepare for the real test day.

Assessment:
• Overall fluency, coherence, and confidence
• Readiness for actual IELTS Speaking test