Games have been part of human culture for thousands of years. From traditional children’s games played outdoors to modern video games enjoyed online, people of all ages use games to relax, socialise, compete, and develop new skills. In this CAE Speaking Part 2 lesson, students learn how to compare and contrast different types of games while developing the confidence needed to pass the CAE exam.
This lesson was inspired by one of my CAE students who enjoyed discussing games but found Speaking Part 2 particularly challenging. Like many advanced learners, she often focused on describing the pictures rather than comparing them. Since games provide endless opportunities for discussing similarities and differences, they became the perfect vehicle for introducing the language and strategies needed to succeed in this part of the exam.
If your students need help with Speaking Part 2 phrases, you can download the presentation and worksheet with the teacher’s notes below to discuss while playing games.
Warmer: What Do These Games Have in Common?
Begin by presenting students with a list of different games, ranging from children’s playground activities to card games, board games, and party games. Students work in pairs and divide the games into groups of their own choice. There is no single correct answer, which encourages discussion and justification. To help students organise their ideas, encourage them to think about factors such as:
- the people
- the rules
- the skills required
- the equipment needed
- where the games are played
Afterwards, students compare their classifications with another pair and discuss any differences. This naturally leads into a broader discussion about their own gaming experiences, the types of games they enjoy, and the skills that games can help people develop.
Analysis: A Model Answer
Before asking students to compare pictures themselves, it is useful to show them what a successful comparison looks like. Students read a short text describing two popular card games and identify which games are being discussed. The model answer compares Poker and Cards Against Humanity, allowing students to focus on the language used to highlight similarities and differences rather than the games themselves. Once they have identified the games, ask them to underline the words and phrases used to compare and contrast the two activities. This stage helps students understand that strong Speaking Part 2 answers do more than describe individual pictures – they connect the ideas presented in both images.
Target Language: Building Comparison and Contrast Vocabulary
To enhance my students’ vocabulary, I visited KSE Academy, a website that provides valuable information on Cambridge exams. I recommend reading CAE Speaking Part 2 to learn more about teaching Speaking Part 2. Working in pairs, they categorise phrases into two groups: comparison and contrast. This activity reinforces the language introduced in the previous task while introducing additional expressions commonly used in Cambridge speaking exams. Encourage students to keep a record of these phrases, as they will use them repeatedly throughout the lesson.
Controlled Practice: Chess and Monopoly
Encourage students to practice quick thinking by comparing and contrasting pictures. Introduce two popular board games (Chess and Monopoly) and have students work in pairs to identify similarities and differences between the two games. The comparisons can be based on anything, such as the appearance, rules, number of players, objectives, etc. Students can take turns sharing their findings using the phrases learned in the lesson. For students who may need more support, consider providing a few minutes to prepare notes after the initial discussion.
Pre-exam Speaking: Timed Practice
With the language preparation complete, students move on to a series of picture-based speaking tasks. The first task uses two pictures showing children playing Hide and Seek and Twister. Students have no preparation time and must compare and contrast the images while speaking for approximately one minute. Although both activities involve physical movement and social interaction, they differ considerably in terms of rules, equipment, and the skills required.
Students then repeat the activity with a second pair of pictures showing a group of friends playing a tabletop role-playing game and a person playing an online RPG. This pair encourages discussion about traditional versus digital gaming, face-to-face versus online interaction, and the different ways people enjoy role-playing games.
Exam Task: CAE Speaking Part 2
The final stage of the lesson gives students the opportunity to complete a full CAE Speaking Part 2 task. Before beginning, review the examiner’s instructions and explain the structure of the task. Students work in pairs and take turns acting as Candidate A and Candidate B. Each candidate receives a different set of three pictures and must compare two of them while answering two specific questions. After the one-minute turn, the listening candidate answers a short follow-up question, replicating the format of the real exam.
Candidate A receives pictures showing people playing a card game, a video game, and an outdoor game. Students compare two of the images and discuss why people might choose to play these games and what skills they could develop by playing them.
Candidate B receives pictures showing people playing checkers, console games, and arcade games. Students compare two of the images and discuss why people might enjoy these activities and how they encourage people to interact with others.
The picture sets were chosen to encourage discussion of a wide range of themes commonly found in Speaking Part 2, including social interaction, competition, technology, strategy, communication, and entertainment. The accompanying examiner scripts allow teachers to conduct the activity exactly as it would appear in the exam, helping students become familiar with both the timing and the task requirements.
Many students believe that success in Speaking Part 2 depends on having sophisticated ideas. In reality, the most important skill is being able to organise thoughts quickly and connect ideas effectively. By gradually moving from controlled language practice to timed exam tasks, students develop the confidence and fluency needed to perform well under exam conditions.
What games did you enjoy playing when you were younger?
