CAE Speaking Part 2: compare the pictures (with examples)
In CAE Speaking Part 2 you get three pictures, choose two and talk about them for a minute, answering two questions. Then you comment briefly on your partner's pictures.
- Time
- 4 min
- Your turn
- 1 min
- Pictures
- Choose 2 of 3
- Partner reply
- ≈ 30 s
How CAE Speaking Part 2 works
Part 2 is the long turn, and it takes about 4 minutes for a pair (6 minutes for a group of three). The interlocutor gives you a sheet with three pictures and two questions printed above them, and asks you to talk about two of the pictures, answering both questions. You speak on your own for about one minute. Your partner then answers a short question about your pictures for about 30 seconds. After that, the roles are reversed with a new set of pictures.
The pictures are linked by a theme, such as people learning practical skills or people working under pressure. The first question usually asks you to compare what you see, and the second asks you to go beyond it: why the people might be doing this, how they might be feeling, what could happen next. Cambridge notes that the task always involves speculating, never simple description.
The long turn is where the assessor gets the clearest picture of your Discourse Management: whether you can organise a minute of speech so that it answers the task, links ideas and stays relevant. Grammar, vocabulary and pronunciation are assessed too, and the 30-second response shows that you can listen to your partner and react to their pictures.
CAE Speaking Part 2 example and model answer
The pictures are described in words here. Read the task, then the model answer, which takes about one minute to say.
Pictures: (1) a woman repairing a bicycle at a community workshop, (2) a teenage boy learning to cook with his grandmother, (3) office workers at a first-aid training session.
Examiner: Your pictures show people learning practical skills. Compare two of the pictures and say why the people might have decided to learn these skills, and how useful the skills could be to them in the future.
Printed on the sheet: Why might the people have decided to learn these skills? How useful could the skills be to them in the future?
Candidate A (about 1 minute): I'll compare the woman fixing the bike with the boy who's cooking. In the first picture, she seems to be at some kind of community workshop, and judging by the way she's frowning at the chain, she's probably fairly new to this. I imagine she's tired of paying for repairs, or perhaps she's just started cycling to work. The boy, on the other hand, looks completely at ease. I get the impression his grandmother has been teaching him for a while, and it might be as much about spending time together as about the cooking itself. As for how useful these skills will be, I'd say cooking is the more valuable in the long run: he'll need it the moment he leaves home, whereas the woman could always take her bike to a shop if she had to. Then again, being able to fix things yourself is a kind of independence that's becoming quite rare.
Examiner (to Candidate B): Which of these skills do you think would be most useful to learn?
Candidate B (about 30 seconds): I'd go for cooking, to be honest. You can get through life without ever repairing a bike, but you can't avoid eating, and knowing how to cook properly saves money and is far healthier than living on ready meals.
Show the answer and explanation
Why this answer works
- It chooses quickly and says so. The first sentence names the two pictures, so there is no wasted time.
- It compares instead of describing. On the other hand and whereas bring the pictures together. There is no list of colours or clothes.
- It speculates with varied language. Seems to be, judging by, she's probably, I imagine, I get the impression, it might be. That is exactly what the task asks for.
- It answers both questions. The first half deals with why; As for how useful signals the move to the second question.
- It ends with a nuance. Then again adds a counterpoint, so the minute ends naturally rather than stopping abruptly.
- The partner's reply is short and direct, gives a clear choice and justifies it in two sentences.
How to do the CAE Speaking long turn
- 01
Choose your two pictures in the first second or two: the pair with the clearest contrast, or the one that gives you most to speculate about. Do not try to cover all three.
- 02
Use the two printed questions as your structure: roughly half your minute on each. They are on the sheet in front of you, so glance at them if you lose your way.
- 03
Compare as you go. Talk about both pictures together (while she…, he…), rather than describing one picture and then the other.
- 04
Speculate with a range of language: she could well be, it looks as though, judging by, he must have, there's a good chance that. Go beyond what is visible.
- 05
Keep talking until the interlocutor stops you at one minute. If you finish the second question early, add a contrast or a personal view with then again or personally.
- 06
Listen carefully during your partner's long turn. You will be asked a question about their pictures and need to answer for about 30 seconds.
Mistakes that cost marks
Describing everything. Colours, clothes and backgrounds use up the minute without answering either question.
Two separate descriptions. Talking about picture one, then picture two, with no comparison between them.
Answering only the first question. A common mistake is to spend the whole minute comparing and never reach the second question, which carries the speculation.
Switching off during your partner's turn. You then have nothing to say in your 30 seconds. Never interrupt your partner's minute, but do listen to it.
CAE Speaking Part 2 useful phrases
- Choosing: I'll compare these two… · I've chosen the pictures of… because…
- Comparing: Whereas the first picture…, the second… · Unlike the woman, the boy… · Both pictures show people who… · The main difference is that… · In contrast,…
- Speculating about the present: She could well be… · It looks as though… · Judging by…, I'd say… · I get the impression that… · There's a good chance that…
- Speculating about the past: He must have… · They might have been… · She can't have… · I'd imagine they've…
- Evaluating and moving to the second question: As for…, · In terms of how useful…, · I'd say… is far more… · Then again,…
- Buying a moment to think: That's an interesting one… · Let me see… · It's hard to say, but…
Practise Part 2 in full CAE Speaking tests
Each CAE Speaking test on this site has its own Part 2. You answer recorded examiner prompts on your own, so there is no partner, and your recording gets an expert evaluation.
- Test 1: photos of people concentrating on different activities
- Test 2: photos of people considering different alternatives
- Test 3: photos of people communicating an idea in different ways
- Test 4: photos of people trying to communicate clearly in different situations
- Test 5: photos of people trying to understand unfamiliar information
- Test 6: photos of situations in which people may need to adapt their plans
CAE Speaking Part 2: questions
How long do I speak in CAE Speaking Part 2?
About one minute on your own pictures, then about 30 seconds answering a question on your partner's pictures. The whole part takes about 4 minutes for a pair.
How many pictures do I talk about in CAE Speaking Part 2?
You are given three pictures and talk about two of them, answering both of the questions printed above the pictures.
What are useful phrases for CAE Speaking Part 2?
Phrases for comparing (whereas, unlike, both, in contrast) and for speculating (could well be, judging by, must have, I get the impression that). Speculation is always part of the C1 long turn.
What should I do if I run out of things to say in C1 Speaking Part 2?
Go back to the second printed question and speculate further, add a contrast with "then again", or give a personal view. Keep going until the interlocutor stops you.
Sources
- C1 Advanced Handbook for Teachers (Cambridge University Press & Assessment), pages 74–75, 77, 83
- C1 Advanced exam format (cambridgeenglish.org)
CambridgeMock is independent and not affiliated with Cambridge University Press & Assessment. Facts on this page are checked against the official documents above; the practice items and advice are our own.
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