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GENERAL ENGLISH · B2 FIRST · UPPER-INTERMEDIATE (B2-C1)

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1 Warm up

Work in A/B pairs and answer these questions for your picture.

1. What’s the picture of?

2. What can you see in the background? she is playing with friends, she is very happy.
3. Where do you think this picture was taken?
playing in the nature, games and video games
4. What time of year does this picture show?
with my brother and friends from the
5. How do you think the child feels? neighborhood

6. What do you think children can learn from this activity?

7. Which of these two activities would you have preferred when you were a child?
farm - ranch - suburbs
leaf - leaves

Picture A Picture B

on top of
Think of three situations in real life when you might have to talk about photos or pictures.

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2 Language point

You need to describe a pair of photos on the B2 First speaking exam, part 2. Read what one student
said when they had their turn on the exam and compare it with your answers in the previous stage.
My brother and me are only one year apart.

Both pictures show children enjoying trees. The first picture shows a girl, and she is
sitting on a branch. She has climbed quite high in the tree, and she looks really happy.
think She could be in a park or maybe she’s even at home, and it appears to be autumn, as the
guess leaves are starting to change colour. seems to be

might However, in the second picture, there is a girl who is picking some fruit and there are two
apples in her hands. She has a big smile on her face, and she must be looking forward to
eating or cooking with the apples she has picked. This picture was also probably taken in
the autumn since that’s when apples are ready to eat.

These two activities are really fun for kids, but they can also learn something from them.
Climbing trees is important for physical development and kids also learn how to take risks
and manage danger when they play like this. In addition, it helps them appreciate nature.
Picking fruit can also have the same benefits, but it has extra importance because it
teaches kids more about food and farming.

Find words or phrases in the response with these functions.

1. Comparing, or saying how things are the same:

2. Contrasting, or showing how things are different:

3. Describing what is in the picture:

4. Speculating or making a guess about what you see:

What tense is used to describe the actions in the picture?

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There are different ways to speculate.

Adverbs

Use maybe, perhaps, possibly, and probably to indicate that you’re not completely sure about
the information in your sentences.

1. Where do you put possibly and probably in a sentence?

sheet
2. Where do you put maybe and perhaps in a sentence?
chart
table

Modal verbs

Use could, may, might, must or can’t + verb to show different levels of certainty or probability.

1. Which two verbs show the highest level of certainty or probability and how are they different?

2. Which other two verbs mean the same thing?

Speculating about what we see

Use looks, seems, and appears to show that we are not completely certain about the content
of the photo.

Explain these different grammar patterns.

1. She looks/seems happy.

2. She seems/appears to be happy/sitting in a tree.

3. It looks as if she’s happy.

4. It looks like autumn in the picture.

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3 Speaking part 2

Paper 4 contains Speaking exercises. Part 2 is a long turn picture description where each candidate
speaks on their own about a different pair of photos for around one minute.

You are assessed on your ability to organise your answer and express your ideas. When one candidate
has finished speaking, the examiner asks the other candidate a quick question about the first candidate’s
pictures.

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4 Model answer

You are going to listen to a student describing two photos for part 2 of the B2 First speaking exam.
First, work in pairs. Look at the pictures and read the instruction and plan an answer according to the
tips.

Say why it can be difficult to make a choice in these situations.

Listen to the recording and compare your ideas with what you heard.

1. How could this response be improved?

2. What did the examiner ask the other candidate? How would you answer this question?

5 Language in context

Read the sentences from the recording and explain what the words or phrases in bold mean.

"If the food isn’t what you expected, it’s a lot of time and trouble to send it back and you end
up eating it anyway. ... Then, if you change your mind later, you can always take it back to
the shop."

a. send something back:

b. end up doing something:

c. take something back:

Think of examples of the following things.

1. Other reasons why you might send food back in a restaurant.

2. Something you sometimes end up ordering from a menu.
3. Items of clothes that you can’t take back to the shop.

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6 Practice Describe the pictures.

You are going to try speaking for part 2. 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 your set of pictures and think about what you would like to say for each part, referring to the
four points in the table on the next page.

Student A

Your pictures show people interacting with animals. Compare and contrast the photos and say
how the people are feeling about the animals. Speak for one minute. Your partner’s question
is: What’s your favourite animal?

Student B

Your pictures show people using computers. Compare and contrast the photos and say how
these activities are important for young people. Speak for one minute. Your partner’s question
is: What’s the main way that you use a computer?

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Work in pairs to describe your two pictures. Speak for one minute. Then ask your partner to answer
the question provided.

How did you do? Complete the table on the next page and answer the final question.

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Part 2 Part 2 speaking yes mostly no

Content I can speak for

one minute,
describing the
photos,
speculating and
commenting on
the examiner’s
question.

Vocabulary and I can use a good

grammar range of
language,
accurately,
including a range
of phrases to
speculate.

Fluency I can speak

without too
much hesitation.

Pronunciation I can speak

clearly enough to
be understood.

Self- I can present

presentation myself in a
friendly and
positive way.

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 Describe the pictures.

Look at the pictures and instructions and think about how you would respond.

Picture 1 Picture 2

These pictures show people exercising in different ways. Compare the photographs and say what the
advantages are of each type of exercise.

Read the model answer and complete the multiple-choice exercise.

1
pictures show people exercising in different ways. In the first picture, there is a man
2
at home. He is sitting on the floor and appears to be yoga. There is a laptop open on
the floor in front of him, and he might be following an online yoga class.
3 4
, the second picture shows a woman at the gym. She is working on
5
an exercise bike and there is a personal trainer . It looks like he is timing her.

There are definitely advantages to both ways of exercising. If you follow a class from home, it’s possible
6 7
to do your exercise when it you. This means you can’t any excuses
about exercise not being convenient. It is also less time-consuming and maybe even less expensive
than going to a gym. But working out at the gym with a trainer or in a group class is much more
8
motivating than exercising at home. You have to work harder, and you get a of scene
and some social interaction at the same time!
1. A. Both B. Each C. This D. Two
2. A. sitting B. doing C. making D. going
3. A. Despite B. Moreover C. Whatever D. However
4. A. it B. off C. on D. out
5. A. keeping B. watching C. looking D. seeing
6. A. helps B. suits C. wishes D. works
7. A. make B. be C. do D. take
8. A. difference B. new C. change D. type

What question do you think the examiner will ask the other candidate?

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Transcripts

4. Model answer

Examiner: In this part of the test, I’m going to give you two photographs. I’d like you to talk about
your photographs on your own for about a minute, and also to answer a question about
your partner’s photographs.

Examiner: Carmen, it’s your turn first. Here are your photographs. They show people who are
making choices. I’d like you to compare the photographs and say why it can be difficult
to make a choice in these situations. All right?

Carmen: These two photos both show people who have to make a choice. In the first picture, there
is a couple sitting at a restaurant table. They are looking at menus. However, in the other
picture, there are two young women in a clothes shop. They are looking at something for
sale and they are deciding whether they like it or not.

Carmen: In my opinion, these are both difficult choices but it’s much harder to choose what to
order in a restaurant because you can’t see what you’re going to get, and you don’t know
if it’s going to be good. If the food isn’t what you expected, it’s a lot of time and trouble
to send it back and you end up eating it anyway. In contrast, when you buy an item of
clothing, you can see what you’re getting and even try it on. Then, if you change your
mind later, you can always take it back to the shop.

Examiner: Louis, what do you usually choose from the menu when you eat out?

Louis: I always go for a burger if they have one, with fries.

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Key

1. Warm up

10 mins.
Students work with a pair of photos which might appear in 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 them. Monitor and
support as necessary and then elicit some ideas around the class, making sure that students speak in complete
sentences, but keep corrections and explanations to a minimum at this stage.
Pose the follow-up question and elicit some ideas as in the sample answer. If they haven’t mentioned this already,
tell students they need to describe a pair of pictures by themselves in the B2 First speaking exam.

Think of three situations in real life when you might have to talk about photos or pictures.Sample answers: as
part of a job, as part of a course of study like photography or media, when you are looking at old family photos,
or when you are using social media.

2. Language point

15 mins.
Start by examining the text of a possible response to this task – you could do guided reading, where the teacher
reads the text at a slow to normal speed while students follow along or nominate students to take turns reading just
one sentence out loud to the class (this helps re-enforce sentence structure). Invite comparisons with students’
own responses in the Warm up.
Demonstrate the first item on the matching exercise and give students time to continue on their own.

1. both, these two activities

2. However, ...
3. there is, there are
4. looks, could be, maybe, appears to be, must be, probably
Check answers and pose the follow-up question.

What tense is used to describe the actions in the picture?present continuous – is sitting, is picking. Note that
state verbs (she has a big smile, she looks really happy) cannot be used in continuous forms.
Then go through the information on three ways to speculate and complete the activities. You could close this
stage by asking students to read the text again, out loud but to themselves, and notice the language points.
Adverbs:

1. They usually go in mid-position, before the main verb.

2. They usually go in front position, at the start of a clause.
Modal verbs:

1. Must and can’t show the highest level but must means we feel quite certain that something is true, while can’t
means we feel quite certain that something is not true.
2. May/might indicate a medium level of certainty while could is the lowest level.
Speculating about what we see:

1. + adjective 2. + to be + adjective or continuous form

3. + as if + clause (subject + verb) 4. + like + noun phrase

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3. Speaking part 2

5 mins.
Students spend a few minutes familiarising themselves with the task. There is an opportunity to assess a model
answer which follows, 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. Play the recording and then check answers with
the class. Pose the follow-up questions.

1. By including speculation, for example: They are looking at menus, so they must be deciding what meal they
want to order. Maybe it’s lunchtime as they’re eating outside and it’s not dark. / ... they are deciding whether they
like it or not. It looks as if they’ve already bought a few things because they are carrying some shopping bags.
2. What do you usually choose from the menu when you eat out?

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 exams. 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. You could
ask them to say how sending something back is different to taking something back – the answer is the context,
restaurant or online shopping (send something back) versus a physical shop (take/bring something back). Students
can then activate this language in a short activity, first working alone and then comparing answers in pairs. Monitor
and support as necessary.

a. to return something to where it came from, in this case the kitchen of the restaurant, because you’re not happy
with it; you can also send something back that you bought online and had delivered to you at home
b. take an action after a long time, without really planning or wanting to do this
c. return something to the shop where you bought it to get a refund; also bring something back

6. Practice

15 mins.
Set up A/B pairs and give students a few minutes to look at their two pictures 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 in turns – this
should include some attention to timing and also the follow-up question for the partner. 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, with either set of
pictures, trying to improve their performance in one important area.

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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 consolidate the content and structure of the long turn
picture description and gives a review of Use of English part 1 – multiple choice cloze. Students benefit from
plenty of exposure to exam-style tasks like these. Call attention to the introduction and instructions and elicit
some ideas around the class. Then set the gap-fill activity.

1. Both 2. doing
3. However 4. out
5. watching 6. suits
7. make 8. change
After you check the answers, extend the activity further by posing the follow-up question.

What question do you think the examiner will ask the other candidate? Sample answer: Which way do you prefer
to exercise?

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