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GENERAL ENGLISH · B2 FIRST · UPPER-INTERMEDIATE (B2-C1)
COMBINED
EFFORTS
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1 Warm up
Work in pairs to complete this picture description task, speaking about one photo each.
These pictures show families having a day out. Describe the photos and say what you think each
family is enjoying the most.
Picture A Picture B
Answer the following questions.
1. Which would you prefer to visit?
2. What kind of running expenses do museums and zoos have?
3. There are lots of ways for museums and zoos to make more money. Put these ideas in order
according to how much money you think they would make for an art museum.
• ask local businesses for donations
• hold special events to raise money
• run classes for adults and children
• sell a wider range of items in the gift shop
Think of other ideas for them to make money.
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2 Language point
When people are discussing options, they use a range of functional language. It’s important to be
accurate when you use these phrases, whether the discussion is informal (for example, with friends
or family) or more formal (for example, at work or on an exam like B2 First).
Correct mistakes in some of the sentences in the middle column of the table. Then label the groups
in the column on the left and add your own ideas to the column on the right.
Practise saying all the sentences correctly.
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3 Speaking Part 3
Paper 4 contains Speaking exercises. Part 3 is a collaborative task/two-way discussion where both
candidates evaluate five written options in the context of a discussion question.
You have 15 seconds to read the options and two minutes to discuss the various options. The examiner
then announces that you have one more minute to make a final decision. You may have to choose
more than one item.
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4 Model answer
You are going to listen to two candidates working on part 3 of the B2 First speaking exam. The written
materials are below. As you listen, mark the order that each item is discussed (1, 2, 3 etc). Also mark
how the pair decide to evaluate each item after some discussion: positively (+) or negatively (-). Are
all the items discussed? Which item is chosen?
1. How well do you think the students shared the speaking time?
2. Do you agree with their solution?
5 Language in context
Read the sentences from the recording and explain what the words or phrases in bold mean.
1. For me, that’s a no-brainer. If the collection includes art that people aren’t interested in, they
should definitely sell those items.
2. Art can go in and out of fashion, so they might regret it if they get rid of something, and it turns
out to be important or popular later.
3. From what we’ve been saying, I think holding special events is the way forward. I’d rather go for
that option.
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Finish these sentences in a logical way.
1. It’s a no-brainer, the best way to prepare for the B2 First exam is ...
2. I really wish that I hadn’t got rid of the ... that I had when I was younger.
3. In terms of climate change, I’m convinced that ... is/are the way forward.
Share your ideas in pairs.
6 Practice
You are going to try speaking for part 3. Although there is no time for planning in the exam, when
you practise in class, it is helpful to prepare some ideas before you try the task. Look at the materials
and think about what you would like to say for each part.
Work in pairs to discuss the options. You have two minutes to evaluate the options and one minute
to make a decision.
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How did you do? Complete the table and answer the final question.
Part 3 Part 3 speaking yes mostly no
Content I can explain
positive and
negative aspects
of a situation.
Vocabulary and I can use a good
grammar range of
language,
accurately,
including a range
of functional
language.
Fluency I can speak
without too
much hesitation.
Pronunciation I can speak
clearly enough to
be understood.
Self- I can take turns
presentation 50/50 with my
partner and
disagree politely
with them.
What is the most important thing that you need to do to improve before the exam? How can you do
this?
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7 Optional extension
The topic of raising extra money might also appear in a task for Writing part 2 – a report. Read this
model answer and match the words in bold with their meanings.
Raising extra funds for the City Zoo
Introduction
As costs for energy, food and staff rise, the City Zoo is finding it difficult to meet their
running expenses. At a recent board meeting, proposals were made to raise extra money
for the zoo. The purpose of this report is to evaluate these ideas.
Ticket prices
The simplest solution would be to raise ticket prices by 20%. This would not put too
many visitors off but would cover some of the most serious spending increases that the
zoo has seen this winter. This action would be accompanied by a social media campaign
to ensure visitors understood the reasons for the price hike.
Focus on visitor experiences
Two suggestions related to developing new visitor experiences. Other zoos in the
country offer special tours, guided by a zookeeper, allowing opportunities to feed or
interact with animals. Visitors are willing to pay high prices for these exclusive
experiences and the staffing costs would be low. The zoo could also host parties for
children or adults. The board’s marketing experts recommend putting out a major
advertising campaign to ensure high take-up for these new offerings.
Recommendations
It is likely that most local visitors would respond negatively to a price rise even if they
were made aware of the reasons. Therefore, although they require significant investment,
actions to improve visitor experiences are predicted to be the most profitable.
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Group 1
1. (n): a plan to sell more products or services by making people aware of what’s
available
2. (n): a sudden and large increase in price
3. (adj.): available to only a small group of people, and no one else
4. (n): how much people want to or choose to use a service
5. (n, plural): money that is needed to meet costs or to spend on projects
Group 2
1. (phr. v.): producing information and making it available for people to read or
hear
2. (n): products or services that are made available for customers to buy
3. (adj.): resulting in extra money after the costs of production have been
subtracted
4. (n): the group of people who make decisions about how a business is run
5. (n): the money (and time and energy) it takes at the beginning of a project to
make it successful later on
Choose three words from this list that you think will be useful for you to remember and write a
personal sentence for each one.
1.
2.
3.
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Transcripts
4. Model answer
Examiner: Now, I’d like you to talk about something together for about two minutes. I’d like you
to imagine that a museum needs to raise more money to meet its running expenses.
Here are some ideas they’re thinking about and a question for you to discuss. First you
have some time to look at the task. (pause 15 secs) Now, talk to each other about how
successful these ideas would be in raising extra money for the museum.
Student A: Would you like to start, or shall I?
Student B: You can start.
Student A: Okay. Let’s discuss the first option: sell a wider range of items in the gift shop. I think
that could work because people usually want to take home a souvenir of their visit.
Student B: Yes, but people mostly want to buy something cheap, like a postcard or pencil. So, the
disadvantage here is that you can’t make much profit from small items.
Student A: That’s a good point.
Student B: What about holding special events to raise money? My local museum does this – they
actually have an event once a month when people can spend the night in the galleries.
It’s very popular and the tickets are quite expensive.
Student A: I’d love to sleep in the museum! And the advantage would be that it doesn’t really cost
the museum very much, but they’ll make quite a lot of money.
Student B: OK. Shall we think about the next one? It says: sell off less popular artwork.
Student A: For me, that’s a no-brainer. If the collection includes art that people aren’t interested in,
they should definitely sell those items.
Student B: That’s not how I see it. Art can go in and out of fashion, so they might regret it if they
get rid of something and it turns out to be important or popular later.
Student A: I suppose that could happen but storing and looking after all those items must cost a lot.
So, they’d get a double benefit – saving money on storage and making money from the
sale.
Student B: That’s true.
Student A: How about running classes for children and adults?
Student B: On the positive side, they would certainly make money and they’d also increase people’s
interest in the museum.
Student A: I’m afraid I disagree. I don’t think they would actually make much money. It costs a lot
to prepare a space for the classes, buy materials, and hire a teacher.
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Student B: There are certainly pros and cons there.
Examiner: Thank you. Now you have about a minute to decide which idea would be best for the
town.
Student B: Right, decision time. From what we’ve been saying, I think holding special events is the
way forward. I’d rather go for that option.
Student B: Yeah, I think so too. The other ideas might work, but they need more careful
consideration.
Student A: So, we’re choosing the second option: holding special events.
Examiner: Thank you.
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Key
1. Warm up
10 mins.
Students review part 2 of the B2 First speaking exam (long turn, picture description). Call attention to the pictures
and questions and set up A/B pairs to talk about the pictures. Monitor and support as necessary and then elicit
some ideas around the class, making sure that students speak in complete sentences – they should be describing,
and speculating as in the lesson Get the picture.
Pose the follow-up questions and elicit some ideas. The first is a question that the other candidate might answer
after their partner finishes speaking and the others lead into the topic of the lesson. Elicit or explain the meaning
of running expenses (the cost of keeping the institution open) and raise money (get additional money in order to
pay for something specific).
1. Students’ own answers – to include a short reason.
2. Sample answers: they have to maintain the built environment, pay for heating and electricity, pay staff, buy new
works of art or animals, and pay for publicity. Make sure students are aware that these places are very expensive
to run.
3. Students’ own answers.
2. Language point
15 mins.
Go over the introductory information so students can relate this to the Warm up activity, real-life situations and
the B2 First exam. Demonstrate the error correction with the first item. Make sure students realize that only some
of the sentences have mistakes. They can continue alone and then check answers with the whole class.
Answers to the table:
examples – correct mistakes in some of the following sentences
1. Let’s discuss this one.
2. Shall we consider holding special events to raise money?
3. correct
4. I’m afraid I disagree. (This is a very common mistake with some L1s)
5. correct
6. That’s (is) a good point.
7. I can think of one important benefit/drawback.
8. I’d say this idea has both pros /pr@Uz/ and cons /k6nz./
9. correct
10. I’d rather go for the third option.
11. I (would/’d) prefer the last suggestion.
12. Right – we have to make a decision now.
13. Correct
function
14. introducing a topic for discussion / suggesting an idea
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15. agreeing and disagreeing
16. talking about positives and negatives
17. choosing an option
18. announcing the final decision
more examples - sample answers:
19. How about discussing this one?
20. You have a point there. / I see your point. / I agree with you. / That’s true.
21. One big positive/negative is ...
22. I’d choose ...
23. OK, ...
Set the second task – labelling the functions. This would work well as a pair activity. Check answers with the class
and accept any reasonable alternative to the answers provided.
Then elicit some more ideas from the class – sample answers are given; accept reasonable alternatives. Drill all the
correct sentences. It’s worth pointing out how powerful a little word like Right/So/OK can have at the beginning
of a sentence – it signals a change in topic, in this case, the presentation of the final decision. In this context, these
words would be emphasized, and followed by a short pause.
3. Speaking Part 3
5 mins.
Students spend a few minutes familiarising themselves with the task. There is an opportunity to assess a model
answer, before they try a full practice task.
4. Model answer
10 mins.
Students get a feel for this part of the exam by listening to a candidate and evaluating their performance. Explain
the task and give students a minute to look through the options. Note that on the exam, the options are not
labelled A-E; it is done here to make it easier to check answers. Play the recording and then check answers with
the class. Pose the follow-up questions.
Answers:
1E - negative; 2C – positive; 3D – positive; 4A – both positively and negatively. Item B is not discussed. Item C is
chosen.
1. Very well, more or less 50/50.
2. Students’ own answers.
5. Language in context
5 mins.
Guessing meaning from context is an important skill for exams and these items would be natural and appropriate
to use in the B2 First speaking exam. Call attention to the items in bold in each sentence and elicit their meanings.
You should also make sure that students notice the information that tells them how to use these items.
Students can then activate this language in a short activity, first working alone and then comparing answers in
pairs. Monitor and support as necessary.
1. This is a decision that’s so obvious that you don’t even have to think about. This phrase is informal.
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2. Sell, give away or throw away something that is no longer wanted.
3. The option we should choose because it makes the most sense.
6. Practice
15 mins.
Set up A/B pairs and give students a few minutes to look at the materials and plan what they want to say – they
can either just think or they can write one or two key words. Then students roleplay the exam. It might be helpful
for the teacher to act as timekeeper starting off and finishing the two phases of the task. Monitor and support as
necessary, making a note of any errors you hear, including pronunciation, and give feedback when students have
finished speaking. Students will also self-evaluate their performance.
Encourage students to mark themselves honestly and make sure you have a look at their evaluations. Elicit/explain/demonstrate
the meaning of hesitation if you need to. Students often need guidance to prioritize action, so help them to choose
which area needs improvement and how they can do this – one good piece of advice is for them to repeat the
tasks from the lessons at home, in front of the mirror. You can also use this information to plan future lessons.
Extension: if you have time, students could change partners and repeat the activity in class, trying to improve
their performance in one important area.
7. Optional extension
10+ mins.
This activity is meant as a cooler or filler if you have time during your lesson or it would make an appropriate
homework assignment. It offers students a chance to see how the topic of the collaborative task might be
translated to another paper on the exam and gives a review of Writing part 2 (a report) as well as reading practice.
Students benefit from plenty of exposure to exam-style tasks like these, although it should be noted that this
model answer is longer than required for this exam. The task also introduces some useful business vocabulary.
After you check answers, extend the activity further by posing the follow-up task.
Group 1
1. campaign 2. hike 3. exclusive 4. take-up 5. funds
Group 2
1. putting out 2. offerings 3. profitable 4. board 5. investment
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