Resources & Guides

1. What does a typical weekday look like for you?
   
   

2. How do people in your country usually spend their weekends?
   
   

3. Do people usually eat dinner early or late where you live?
   
   

4. What do people usually do for fun or relaxation in your town or city?
   
   

5. Are people in your country more relaxed about time or more punctual?
   
   

6. What do most people do for work or study in your area?
   
   

7. How do you usually get around—car, bus, walking, or something else?
   
   

8. What do you usually do in the morning before starting your day?
   
   

9. Is there a place people often go to for entertainment where you live?
   
   

10. What’s one thing in your daily life that you think is different from other countries?
    
    

1. What kind of music do you like to listen to when you feel happy?

2. Who is your favorite musician or band from your country?

3. Do you play any musical instruments, or would you like to learn one?

4. How do you discover new music—through friends, the radio, or online?

5. Can you share a song that reminds you of your childhood? Why is it special?

6. What is a popular dance or musical style in your community?

7. Have you ever been to a live concert or musical event? What was it like?

8. Do you prefer listening to music alone or with others?

9. How is music used in celebrations or important events in your culture?

10. If you could meet any famous musician, who would you choose and what would you ask them?

1. What is your favorite sport to play or watch?

2. Are there any traditional games or sports that are popular in your community?

3. Who is a famous athlete you admire, and why?

4. Do you prefer playing sports or watching them on TV?

5. Can you describe a memorable moment you had while playing a game or sport?

6. How do sports or games bring people together in your culture?

7. What new sport or game would you like to try someday?

8. Are there any sports or games you play with your family or friends?

9. How are winners celebrated in sports or games where you live?

10. If you could meet any famous athlete, who would you choose and what would you ask them?

1. What is your favorite dish from your country?

2. Can you describe a traditional meal that is special in your family?

3. What foods do you usually eat for breakfast, lunch, and dinner?

4. Are there any fruits or vegetables that grow in your area but not in other places?

5. Do you enjoy cooking? What is your favorite thing to make?

6. How do you celebrate special occasions with food in your culture?

7. Have you ever tried a dish from another country? What did you think?

8. What snack do you like to eat after school or work?

9. Are there any foods you didn’t like as a child but enjoy now?

10. If you could invite anyone to dinner, who would it be and what would you serve?

1. What is something special or unique about your country that tourists might not know?
   
   

2. What traditional foods do people in your culture eat on special occasions?
   
   

3. How do people usually greet each other in your country? (e.g., handshake, kiss, hug?)
   
   

4. Are birthdays or holidays celebrated differently where you're from?
   
   

5. What are some common values or beliefs people have in your culture?
   
   

6. What is the school or education system like in your country?
   
   

7. Is there a famous place in your country you think everyone should visit? Why?
   
   

8. What kind of music or dance is popular where you live?
   
   

9. Do most people in your country prefer living in cities or in the countryside?
   
   

10. What are some polite habits or manners that are very important in your culture?

1. What is one personal goal you would like to achieve this year?
   
   

2. Why did you choose your current field of study or work?
   
   

3. What skills would you like to improve to help with your future career?
   
   

4. Do you have a “dream job”? What is it, and why?
   
   

5. What motivates you to keep studying or working hard when things get difficult?
   
   

6. What’s a small goal you’ve achieved recently that made you proud?
   
   

7. Where do you see yourself in five years—personally or professionally?
   
   

8. Is learning English part of a bigger plan for your future? If so, how?
   
   

9. What kind of education or training would help you move closer to your goals?
   
   

10. Who inspires you when you think about achieving your dreams or goals?

1. How do people usually celebrate Christmas in your country or community?
   
   

2. Is Christmas more a religious celebration, a family celebration, or both where you live? Why?
   
   

3. What foods are commonly eaten at Christmas in your culture? Are any of them special or only prepared at this time of year?
   
   

4. Do people in your country exchange gifts at Christmas? If yes, who usually gives gifts to whom?
   
   

5. How is Christmas different for children and adults in your culture?
   
   

6. Are there any traditional songs, dances, or performances connected to Christmas where you are from?
   
   

7. What role does church or community play in Christmas celebrations in your country?
   
   

8. How is Christmas in your country similar to or different from how it is celebrated in the United States?
   
   

9. What is your favorite Christmas memory or tradition, and why is it meaningful to you?
   
   

10. If someone from another country visited your home at Christmas, what would you want them to experience or learn?

• What are your short-term goals for learning English?
  
  

• How do you think improving your English will help in your education or career?
  
  

• What specific job or opportunity would be easier to achieve if your English were stronger?
  
  

• Why is learning English important to you personally?
  
  

Challenges and Solutions

• What is difficult about learning or practicing English for you right now?
  
  

• How do you plan to overcome those difficulties?
  
  

• What strategies have helped you improve your English so far?
  
  

• What English skills do you still need to strengthen for your future goals (e.g., speaking, listening, writing, vocabulary)?
  
  

Vision of Success

• What does success look like for you when it comes to English?
  
  

• If you could reach one big English milestone in the next year, what would it be? (e.g., have a fluent conversation, give a presentation, pass an interview)
  
  

• How would your life be different if you spoke English fluently?
  
  

1. Role-Play: Using English in Real-Life Scenarios

Instructions:
Create a short role-play based on real-life situations where English is needed—such as a job interview, giving directions, ordering food, or networking at an event.

After the role-play, ask:

• How did your English help or limit you during the role-play?
  
  

• What specific English phrases or skills would make you feel more confident next time?
  
  

2. Personal Experience Sharing

Prompt:
Ask the student to describe a real moment when English helped—or didn’t help—them in a personal, academic, or work setting.

Follow-up questions:

• What did you learn from that experience?
  
  

• If you had stronger English skills at that time, what might have gone differently?
  
  

• How will better English change your opportunities in the future?
  
  

1. Question Formation and Deductive Reasoning

Level: Beginner – Intermediate
Description: One person thinks of a person, place, or thing. The other asks yes-or-no questions to figure it out.
How to Do It:

• The student can start or guess first.
  
  

• Questions must be yes/no (e.g., “Is it alive?” “Is it in your house?”).
  
  

• Give clues gradually.
  Example:
  Student: “Is it something you can eat?”
  Volunteer: “Yes.”
  Student: “Is it sweet?”
  Volunteer: “No.”
  (They keep guessing until they figure it out was "pizza.")
  
  

2. Would You Rather?

Level: Beginner – Intermediate
Description: Students choose between two options and explain their reasoning.
How to Do It:

• Ask a “Would you rather…” question.
  
  

• The student chooses and explains.
  
  

• Ask follow-up questions to extend the conversation.
  Example:
  Volunteer: “Would you rather travel to space or to the bottom of the ocean?”
  Student: “I’d rather go to space because I want to see Earth from far away.”
  
  

3. Two Truths and a Lie

Level: Beginner – Intermediate
Description: A fun way to practice questioning and inference.
How to Do It:

• Each person says 3 statements: 2 true, 1 false.
  
  

• The other guesses which one is false.
  
  

• Ask follow-up questions to build conversation.
  Example:
  Student: “I have 3 cats, I speak German, I hate chocolate.”
  Volunteer: “I think the lie is... you hate chocolate?”
  
  

4. Question Bouncing

Level: Beginner
Description: Practice keeping a conversation alive by asking the same or related question back.
How to Do It:

• Ask a simple question.
  
  

• Student answers and asks it back.
  
  

• Repeat with other questions.
  Example:
  Volunteer: “What do you like to do on weekends?”
  Student: “I like to go to the park. What about you?”
  
  

5. “Yes, and…” Improv Game

Level: Intermediate – Advanced
Description: Build ideas together using “Yes, and…” to keep the conversation flowing.
How to Do It:

• One person starts with a sentence.
  
  

• The other continues with “Yes, and…” adding details.
  
  

• Keep going for 6–8 lines.
  Example:
  Volunteer: “I heard you opened a bakery!”
  Student: “Yes, and we sold 100 cupcakes today!”
  
  

6. Role-Switch Interview

Level: Intermediate
Description: Student practices being the question-asker in an interview setting.
How to Do It:

• Student plays the interviewer.
  
  

• Asks 2–3 questions (can be spontaneous or prepared).
  
  

• Then switch roles.
  Example:
  Student: “What inspired you to be a volunteer?”
  Volunteer: “Good question! I love languages.”
  
  

7. Listening to Understand

Level: Intermediate – Advanced
Description: Improves listening and clarification skills.
How to Do It:

• You tell a short story (real or made-up).
  
  

• Student rephrases it using “So you’re saying that…”
  
  

• Student asks a follow-up question.
  Example:
  Volunteer: “Last weekend I went hiking in Colorado.”
  Student: “So you went hiking even though it was cold? What did you wear?”
  
  

8. Say It Another Way

Level: Intermediate
Description: Builds vocabulary range and rephrasing ability.
How to Do It:

• You say a sentence.
  
  

Student rephrases it using different vocabulary.

Example:

Volunteer: “I was very tired after work.”

Student: “I felt exhausted at the end of the day.”

9. 5 Tips to Start a Conversation un English:

1. Use typical greetings

2. Share more than expected

3. Listen and ask thoughtful questions

4. Talk about your current environment

5. Mention anything exciting

• Conversation Dominoes 

In this activity, the volunteer chooses one of the 5 tips and invites the student to begin the conversation using it (e.g., mention anything exciting)  As the exchange develops, the volunteer prompts the student to continue with the next tip if they don’t naturally use it. The goal is to go through all 5 tips in one flowing conversation. This activity helps students practice both starting and extending conversations, giving them the chance to notice which strategies feel easier or harder for them. It strengthens fluency, adaptability, and confidence in handling real-life small talk. 

• Real-Life Scenario Role-Play

Here, the volunteer and student imagine simple situations such as meeting a coworker for the first time, talking to a classmate, or sitting next to someone on the bus. The student plays themselves, while the volunteer acts as the other person. The student’s goal is to start and build the conversation by using at least two different tips. This activity gives students a safe space to apply strategies in realistic contexts, helping them build automaticity and confidence when they encounter similar moments in daily life. 

• The "Extra Detail" Habit

 In this activity, you help the student move away from short, one-word answers. You want to teach them that "the key to making conversation is to always share more than what is asked." This gives you more information to keep the talk going.  

Example: 

Volunteer: "How is your morning going so far?" 

Student: "It is good. I just finished my English homework and now I feel very relaxed." 

• The "Question Tennis" Game 

This activity focuses on listening. You will share a small detail about your life, and the student must "listen for an invitation" to ask a follow-up question. It teaches them to be a thoughtful listener rather than just waiting for their turn to speak.  

Example: 

Volunteer: "I have some exciting plans for this weekend; I'm going to visit my brother." 

Student: "Oh really? How far does your brother live from you?" 

• The "Virtual Connection" Strategy

Since we meet over video, have the student practice describing their current surroundings or the weather in their city to create a connection across the distance. This is a great way to use the environment to spark conversation. 

Example: 

Student: "The sun is finally shining here today! What is the weather like through your window?"  Volunteer: "It is actually raining here! I am jealous of your sunshine." 

10. Paraphrasing and Rephrasing

• Echo and Answer

The student shares something simple, such as what they did yesterday. Before continuing the conversation (answering or reacting), the volunteer paraphrases what the student said. The student does the same with the Volunteer's response and they continue in this ways for as many exchanges as possible. This models good listening and helps the student notice how ideas can be expressed differently.

Example:
Student: Yesterday I went to the park with my sister.

Volunteer (paraphrasing): So you spent some time at the park with your sister yesterday. (Volunteer adds) I stayed home and

Student (paraphrasing): So you were at home making dinner. (Student adds)After the park, we watched a movie. 

• Say It Another Way

The volunteer gives the student a short sentence, such as “I like pizza.” The student must rephrase it in two or three different ways. For example: “Pizza is my favorite food.” / “I enjoy eating pizza.” This builds flexibility and confidence.

• Switch and Rebuild

The volunteer says a sentence and the student paraphrases it. Then the roles switch: the student says a new sentence and the volunteer paraphrases it. This back-and-forth practice helps the student both recognize paraphrasing and practice producing it.

11. PREP Steps

The PREP steps are:

• 1. Point – State your main idea or opinion clearly.

  2. Reason – Give one reason to support your opinion.

  3. Explain – Add more details or an example.

  4. Point again – Summarize or repeat your main idea to close strongly.

• Spot the Step 🎤👂

In this activity, the volunteer/student answers a simple opinion question (for example, “What’s your favorite holiday?”) but intentionally leaves out one of the PREP steps (Point, Reason, Explain, or Point again). The student listens carefully and tries to identify which step was missing. Afterward, the student repeats the same answer, this time making sure to include all four steps. Then, roles are switched so the Volunteer/Student answers a new question while the other listens and checks if all the steps are there. This activity gives students the chance to practice both speaking and active listening while reinforcing the PREP structure in a fun and interactive way.

• Agree or Disagree 👍👎

For this activity, the volunteer begins by making a short statement aloud, such as “Weekends should be three days instead of two” or “It’s better to study alone than with friends.” The student then chooses whether they agree or disagree and explains their opinion using the PREP steps. Afterward, the roles are switched so that the student also practices listening and responding when the volunteer shares their own opinion. To make the activity more engaging, the volunteer can exaggerate their opinion a little to see how the student reacts and responds using the framework.

12. Polite and Assertive Communication

• Polite or Assertive?
  Think about a few everyday situations (for example, asking for help, giving feedback, or declining an invitation). Invite the student to identify the type of comment that was: Assertive, polite, aggressive? Discuss how someone could respond in a passive , assertive , or aggressive way. Encourage the students to notice differences in tone, word choice, and attitude.

• “I” Statement Practice
  Ask the student to practice expressing opinions or feelings using “I” statements such as “I think…,” “I feel…,” or “I'd prefer….” Explain that this kind of language helps people sound confident and respectful at the same time. Choose one or two everyday situations, like asking for help, making a suggestion, or disagreeing politely, and take turns role-playing. After each short exchange, talk about how using “I” statements changes the tone of the conversation and makes communication more positive.

• Respectful Disagreement
  Choose a light or neutral topic (for example, favorite seasons, food preferences, or work habits). Take turns sharing different opinions and practice disagreeing politely. Highlight useful expressions like “I see your point, but…,” “That's interesting, although I think…,” or “In my experience…”

1. Silent Letters

• Silent Letter Word Challenge

Level: Intermediate
Description: Identify and pronounce silent letters in English words.
How to Do It:

Share or brainstorm a list of words with silent letters.

Say them aloud and identify the silent letter.
Example Words: knight, honest, comb, debt, island
Student: “Comb has a silent B.”

• Mini Roleplay or Story with Silent Letter Words

Level: Intermediate – Advanced
Description: Use tricky words in real context.
How to Do It:

• Pick 4–5 silent-letter words.
  
  

• Student creates a short story or conversation using them.
  Example:
  “I met a knight who wrote a note with a comb.”
  
  

2. Dipthongs /əʊ/  

• Minimal Pair Practice

Level: Beginner – Intermediate
Description: Distinguish similar sounds like /ɒ/ vs. /əʊ/.
How to Do It:

• Choose word pairs (e.g., cot/coat, hot/hope).
  
  

• Student repeats and distinguishes between them.
  
  

• Use in short sentences.
  Example:
  “Hot – I drank hot tea.”
  “Hope – I hope to pass the exam.”
  
  

• Sound-Based Storytelling

Level: Intermediate
Description: Build fluency using words with a target sound.
How to Do It:

• Choose 4–5 words with the same vowel (e.g., show, no, home, road).
  
  

• Student creates a short sentence or story using them.
  Example:
  “I drove on the road to go home and watched a show.”

• Say dipthongs Minimal Pair Practice

Level: Intermediate
Description: Build fluency using words with a target sound.
How to Do It:
Choose 4–5 words that include the same diphthong (e.g., show, no, home, road).
Ask the student to create a short sentence or story using those words.

Example:
“I drove on the road to go home and watched a show.”

Adaptation tips:

• Beginner: Use shorter, simpler sentences like “I like pie.” or “He has a toy.”
  
  

• Advanced: Ask students to create short stories or longer sentences using multiple diphthong words.

• Word Chain Game
  Level: Intermediate
  Description: Improve pronunciation and vocabulary recall using diphthong words.
  How to Do It:

Start with one diphthong word (e.g., go).
Take turns with the student adding new words that contain a diphthong.
Each new word must be different from the previous and clearly pronounced.

Example:
go → phone → name → rain → sky → shout → noise

Adaptation tips:

• Beginner: Let students pick from a prepared list of words or provide picture cues.
  
  

• Advanced: Add a timer, or require that each new word also fits into a sentence.

3. the "TH" sound

• Tongue twisters

🟢Easy:

This thin thief is there. 

🟡Medium:

Those thirty-three thieves threw thin things there. 

🔴Difficult:

There those thousand thinkers were thinking how the other three thieves went through. 

• Would you rather...? (TH sound)

Take turns asking and answering “Would you rather…” questions that include “TH” words. For example:

• Would you rather have three thick coats or three thin sweaters?

• Would you rather eat something with thyme or something with broth?

• Would you rather travel to the North or the South?

• Would you rather have three thumbs or three teeth?

• Would you rather go to the theater on Thursday or go to the theme park on Thursday?

• * Would you rather visit a sloth exhibit or go to a math class?

4. Vanishing "T"

• Speed Challenge

Have students say a short sentence slowly with the final “t,” then faster, allowing the “t” to vanish naturally. Repeat several times, gradually increasing the pace, and focus on smoothness rather than perfection.

Example:

"I want that"

"Just say it"

"She's about to go"

• Spot the “T”

Say a short sentence . Ask the student to listen carefully and decide whether you said the “t” or not. Then let them try the same activity in reverse: they say a sentence with or without the final “t,” and you identify which version they used. This activity trains students’ listening awareness and helps them recognize what natural speech sounds like. Once they can hear the difference, they are better able to reproduce it themselves. It also builds confidence in understanding fast, everyday English, where small sounds like final “t” often disappear.

5. Flap "T" sound

Some words that have this sound:

 better, bottle, water, city, pretty, meeting

Sentences:

• I'd better get a bottle of water.

• The city is pretty quiet at night.

• We have a meeting later today.

• Minimal Pair Tongue Twisters
  Use sentences that mix flap and non-flap contexts to force attention. For example:
  “Better butter makes the batter better.”
  You can say some words using the flap and others without it, and ask the student to identify which words were pronounced without the flap. This builds their listening discrimination and awareness. Then, take turns and have students repeat the sentences themselves.

• Backwards Practice
  The volunteer first says a sentence without the flap. The student then repeats the same sentence but with the flap. This helps them consciously adjust their articulation and notice how natural and fluent the sentence sounds with the flap.

6. "-irl / -orld" Sound

List of words:

Girl, world,curl, swirl, pearl, hurl, whirl, and worldly .  

• “Describe and Guess” – Listening & Speaking Practice 

The objective is to practice clear pronunciation and listening recognition of -irl / -orld words.

Choose several -irl / -orld words (for example: girl, world, pearl, swirl, whirl ).

1. Take turns with the student. You can write a list on words in the video call chat. One person secretly chooses a word and gives a short description or sentence using clues but not the actual word.
   Example: “It's something round and shiny you find inside an oyster.”
   The other person guesses: “A pearl.”

2. After guessing, have the student pronounce the target word several times, then use it in a complete sentence.

Variation: Instead of describing, you can also read a short sentence aloud and have the students identify the -irl / -orld word they hear.

• “Around the World Story” – Creative Speaking Practice 

The objective is to use -irl / -orld words naturally in extended speaking.

1. Write or say a list of target words ( girl, world, swirl, curl, pearl, whirl, hurl, worldly ).

2. Take turns building a short story, making sure each turn includes one of the words.
   Example:
   Volunteer: “Once upon a time, a girl wanted to travel the world .”
   Student: “She saw the ocean swirl and found a shiny pearl .”

3. Continue until you've used all the words or completed a short, logical story.

4. Review pronunciation together at the end, focusing on clarity and rhythm.

7. Pronouncing the word "THE"

Video Tutorial:  www.youtube.com/watch?v=gmy196ZbFCY 

“the” + consonant → /ðə/

 “the” + vowel → /ðiː/ 

• The “The” Hunt
  Give the student a topic such as family, food, work, or hobbies. They must speak for 30–60 seconds and intentionally use as many sentences with “the” as possible. Every time they say “the,” you hold up a finger to help them keep count. At the end, review a few sentences together and practice the pronunciation.

• “The” Story Switch
  You start a short story verbally using three or four sentences. Every time you say “the,” pause and let the student repeat that phrase or sentence correctly before continuing. Then switch and let them continue the story. Pause every time they say “the” so they can correct it. This keeps the activity dynamic, fun, and conversational.

• “The Sound Switch” Practice

Objective: Help students recognize whether “the” should be pronounced /ðə/ or /ðiː/ and practice producing the correct form in natural speech. Give students pairs of words or ideas such as:

 the mountain and the ocean , the car and the apple , the city and the internet . 

Make sure the pairs include both consonant-initial and vowel-initial words so they can practice both pronunciations.

8. The Dark "L" sound 

Video Tutorial:  www.youtube.com/watch?v=FUWVldKrTDs 

• The Dark L Detective 

In this listening game, the volunteer is the “speaker” and the student is the “detective.”

How to do it:

The volunteer says three words, but only one contains the dark L sound. For example: “look,” “leaf,” and “ball.” The student listens carefully and identifies which word has the dark L . You can also use contrast pairs such as “light” vs. “full” or “love” vs. “tall.”

Tip: Encourage the student to focus on hearing the sound first before trying to pronounce it. This builds strong listening awareness. Once the student spots the right word, you can practice its pronunciation

• The Sound Smusher 

Many students accidentally add an extra vowel sound at the end of words, saying things like “table-uh” instead of “table.” This activity helps eliminate that extra sound 

How to do it:

The volunteer models a word slowly, stretching the final L sound: “App-LLLLL.” The student repeats it, keeping their tongue still and “glued” in place until the sound stops . If an extra vowel sneaks in, simply say, “Smush it more!”  and try again. Practice with words like people, table, fail, pool, and ball 

Tip: Praise effort and progress, this sound takes time to master 

Professional Language

1. Scenario Roleplay

Level: Intermediate – Advanced
Description: Practice workplace English phrases in context.
How to Do It:

• Choose a scenario: giving a project update, joining a team call, etc.
  
  

• Student uses selected phrases from a video or list.
  Example Phrase: “As we discussed earlier…”
  Example Use: “As we discussed earlier, we need to finish this by Friday.”
  
  

2. Phrase-in-Context Challenge

Level: Intermediate
Description: Students imagine situations to use professional expressions.
How to Do It:

• Ask: “When would you say: ‘Just to follow up on…’?”
  
  

• Ask follow-ups like: “Would you use it in an email or a chat?”
  
  

3. Phrase-to-Story Practice

Level: Intermediate – Advanced
Description: Students create realistic short scenes using target phrases.
How to Do It:

• Choose 2–3 new phrases.
  
  

• Student builds a story or job-related context using them.
  Example:
  “In a meeting, I said: ‘Let me circle back to that later.’”
  
  

Explain sequencing steps and giving advice

4. Teach Me Something

Level: Beginner – Intermediate
Description: Students explain a simple skill or custom.
How to Do It:

• Ask students to “teach” you how to do something easy (recipe, dance, greeting).
  Example:
  “Today I will teach you how to make empanadas.”
  
  

5. Problem and Solution

Level: Intermediate
Description: Student practices giving advice and sequencing steps.
How to Do It:

• Present a problem. Ask student: “What would you do?”
  Example:
  “You lost your phone in a city you don’t know.”
  Student: “First, I would ask someone. Then I could go to a police station.”
  
  

Disagreeing politely

6. Mini Roleplay & Debate

Choose a light or fun topic (e.g., “Cats are better than dogs”) and take turns sharing your opinion. The partner responds by applying the three polite disagreement strategies. Switch roles and topics after each round.

7. Spot the Strategy

During a mini debate, the volunteer can intentionally skip one of the strategies (e.g., forget to apologize or offer an alternative). After the exchange, pause and discuss:

• Did they acknowledge the other’s point?

• Was there a polite apology?

• Was hedging used?

• Was an alternative suggested?

8. Polite Phrasing Challenge

During your conversation, use several disagreement phrases, sme direct or rude (e.g., “That’s wrong.”) and others polite (e.g., “I see your point, but…”). Have students say "stop" whenever they hear one of these phrases and decide which are appropriate and rephrase the direct ones using the strategies.

9. "Very" and "Really" alternatives

List of words:

thrilled, delighted, heart-broken, fortunate, grateful, exceptional, phenomenal, horrible, awful, filthy, spotless, hilarious, gorgeous, hideous, intriguing, compelling, massive, tremendous, tiny, stifling, freezing, furious, livid, slammed, critical, crucial, completely exhausted, totally worn out. 

• Replace Very Challenge: 

Give the student a set of simple sentences with “very + adjective” (e.g., She is very happy, This room is very dirty, I am very tired). Ask the student to replace “very + adjective” with one of the stronger words from the list (e.g., She is thrilled, This room is filthy, I am completely exhausted). Encourage them to create their own new sentences afterward.

• Vocabulary Story Builder: 

Choose 5–6 words from the list and work together to build a short story. For example, you might say: “Yesterday, I was completely exhausted because I had a massive project at work…” Then the student continues the story, making sure to use another one of the target words. Keep going back and forth until all the chosen words are used

Phrasal Verbs at the Workplace 

Video Tutorial: https://www.youtube.com/watch?v=eh4M5Rviw04

• Meeting Simulator

Ask the students to imagine they are leading or joining a work meeting. Give them simple prompts such as: start the meeting , give a progress update , explain a delay , or summarize the discussion. Encourage them to incorporate as many phrasal verbs from the video as they can. Pause to clarify meaning, correct usage, or suggest alternatives. 

• Phrasal Verb Story Builder

Choose 5–8 phrasal verbs from the video and write them down. Together with the student, build a short story that includes all of them. It can be funny, serious, or work-related. Whatever helps them feel comfortable. This reinforces meaning, structure, and natural usage in an engaging way. 

• Spot the Mistake

Take turns to say a sentence that includes one or more phrasal verbs, but use at least one of them in the wrong context . The student must identify which phrasal verb is being used incorrectly and replace it with the correct alternative from the video.

Example:

“I'll wrap up the delay first, and then we can kick off the summary.”

Correct version: “I'll go over the delay first, and then we can wrap up the meeting.” 

1. Storytelling from a Prompt or Picture

Level: Beginner – Intermediate
Description: Encourage storytelling, sequencing, and tense usage.
How to Do It:

• Share a prompt or image.
  
  

• Ask the student to tell a short story using full sentences.
  Example Prompt:
  “Describe a day when everything went wrong.”
  
  

2. Collaborative Storytelling

Level: Intermediate
Description: One person starts a story, the other continues.
How to Do It:

• Begin with one line.
  
  

• Alternate turns, adding to the story.
  Example:
  Volunteer: “It was raining, and I forgot my umbrella.”
  Student: “Then I ran to a café to stay dry.”
  
  

3. Describing a Picture

Level: Beginner
Description: Practice observation and speculation.
How to Do It:

• Show a picture.
  
  

• Ask: “What’s happening here? Who are they? What do you think they’re doing?”
  
  

4. Guess the Routine

Level: Beginner
Description: Students describe a routine, and the partner guesses whose it is.
How to Do It:

• Describe vaguely: “This person wakes up early and wears a uniform.”
  
  

• Partner guesses: “A police officer?”
  
  

5. Switch Perspectives

Level: Intermediate – Advanced
Description: Express and debate different opinions.
How to Do It:

• Student gives their opinion.
  
  

• Then, they (or you) argue the opposite.
  Example:
  “I love the city.”
  Other: “But the countryside is more peaceful!”

Linking  Words

6. “Did You Hear the Link?” 

It focuses on recognition. You can say short phrases naturally and ask the student if the words sound connected or separate. After their response, you can repeat the phrase slowly and then naturally, helping them notice how the words link together in real speech. Some example phrases you may use include turn it off, pick it up, go out, look at it, send it over, or eat it up. You are welcome to use any other phrases you prefer, with more or less difficulty, depending on your student.

7. “Echo and Add One” 

It focuses on production. You can say a short linked phrase and ask the student to repeat it exactly as one smooth unit. Then, you may add just one word and have them repeat again before moving on to a new phrase. This allows for controlled, short exchanges with plenty of repetition. 

Example:

Volunteer: “pick it up”

Student repeats.

Volunteer adds one word :“pick it up now”

Student repeats.

The exchange may continue by adding a few more words until you naturally build a longer sentence, depending on the student’s level. Suggested phrases include put it on, take it out, open it up, write it down, or turn it on, but you can use any other expressions that suit your student’s needs.

1. Filler Word Warm-Up

Level: Beginner – Intermediate
Description: Practice using “well,” “actually,” “you know,” etc.
How to Do It:

• Student speaks for 1 minute about any topic.
  
  

• Insert a filler word every 10 seconds.
  
  

2. Finish the Sentence Game

Level: Beginner
Description: Use simple connectors to complete ideas.
How to Do It:

• You start a sentence.
  
  

• Student finishes it using “because,” “but,” “so,” etc.
  Example:
  “I’m tired today, but…”
  
  

3. Story Building with Connectors

Level: Intermediate
Description: Build a story using linking words.

How to Do It:

• Take turns adding lines with connectors: “and,” “so,” “because,” etc.
  Example:
  “I woke up late, so I missed the bus.”
  “Because I missed the bus, I was late to class.”
  
  

1. 10 Basic Job Interview Questions

Video Tutorial: https://www.youtube.com/watch?v=rXZMlyR1Fbw

Suggested Speaking Practice

• Model and Build Activity.
  In this activity, the volunteer gives a simple and short model answer to one interview question. Then the student repeats the idea in their own words and expands it by adding one more detail or example.
  Example:
  Volunteer’s model answer: “One of my strengths is that I am very organized.”
  Student expands: “One of my strengths is that I am very organized, especially when I have many tasks to manage. I like creating lists to stay on track.”
  This helps students learn how to develop stronger and clearer answers.

• Future Interview Role Play.
  The student imagines a job they would like to have in the future and answers the questions as if they were interviewing for that role. This makes the activity more personal and realistic and helps increase fluency and confidence.

• STAR Method Practice.
  You can introduce the basic STAR structure to help students answer experience-based questions.
  S: Situation.
  T: Task.
  A: Action.
  R: Result.

Here is an example you can use in your session:

Question: “Can you tell me about a challenge you faced at work?”

Situation: At my previous job, our team had a project with a very tight deadline.

Task: I was responsible for organizing the workflow and keeping everyone on track.

Action: I created a schedule, assigned tasks according to strengths and checked in with team members daily.

Result: We finished the project two days early and our manager praised our organization.