Get unlimited worksheets

Tag: B1–B2

  • Reading: Climate Change Causes and Effects (PDF)

    Reading: Climate Change Causes and Effects (PDF)

    Climate change causes and effects is the central B1–B2 reading text in the environmental-science genre. The text covers the greenhouse-gas effect, the main causes of human-driven climate change (fossil fuels, deforestation, agriculture, industry), and the cascading effects: rising temperatures, melting ice, sea-level rise, extreme weather, biodiversity loss, displaced populations. Learners read for scientific reasoning, cause-and-effect chains, and qualified projection.

    This worksheet builds B1–B2 reading comprehension through a climate-science text.

    What’s inside:

    • A B1–B2 reading text (~500 words) on climate change causes and effects
    • Pre-reading vocabulary box with climate-science terms
    • Comprehension items: cause-effect tracking, scientific-claim identification, prediction-recognition
    • Vocabulary-in-context: climate and atmosphere vocabulary
    • Writing follow-up: describe one climate-change effect you’ve observed or read about
    • Full Answer Key plus Teacher Notes

    Common challenges: Scientific cause-effect at B1–B2 builds multi-step chains: CO₂ traps heat → atmosphere warms → ice melts → sea levels rise → coastal flooding → displacement. Hedged language is dense: very likely, almost certainly, projected to, expected to. Distinguishing correlation from causation: scientifically attributed (human activity has caused) vs disputed claims. Vocabulary: greenhouse gas, emissions, fossil fuels, deforestation, carbon sink, feedback loop.

    For: Adult and teenage learners (14+) at CEFR B1 to B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge B1 Preliminary (PET) and B2 First (FCE) Reading. Part of the Environment & Climate Readings collection — the natural next step is The Effects of Tourism, which extends environmental reading into the impact-of-human-activity dimension.

  • Idioms: Food and Drink (PDF)

    Idioms: Food and Drink (PDF)

    Food and drink idioms is the B1–B2 figurative collection built on culinary metaphors. A piece of cake (easy), the icing on the cake (a bonus), spill the beans (reveal a secret), in a nutshell (in summary), butter someone up (flatter), bring home the bacon (earn a living), take with a pinch of salt (be sceptical), put all your eggs in one basket (depend on one option), go bananas (get very excited or angry). Learners build the food-idiom range.

    This worksheet builds B1–B2 fluency with food-and-drink idioms.

    What’s inside:

    • An idiom bank with 20 food-and-drink expressions
    • Matching task: idiom to meaning
    • Gap-fill in conversational contexts
    • Production task: write a dialogue using three food idioms
    • Full Answer Key plus Teacher Notes

    Common challenges: Food-idiom transparency varies — a piece of cake is semi-transparent; butter someone up is opaque. Cultural variation: some food idioms (put all your eggs in one basket) translate; some (bring home the bacon) don’t. Register: food idioms are mostly casual.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge B2 First (FCE) Reading-Use of English. Part of the Daily Life Idioms collection — the natural next step is Idioms: Weather Expressions.

  • Speaking: Storytelling Tell Me About a Time (PDF)

    Speaking: Storytelling Tell Me About a Time (PDF)

    Storytelling tell me about a time is the B1–B2 narrative-speaking skill — and the format of behavioural interview questions used in workplaces worldwide. The worksheet covers the STAR structure (Situation, Task, Action, Result), narrative-tense usage, dialogue integration, and reflection on what was learned. Learners build the personal-narrative fluency essential for interviews, networking, and Cambridge Speaking long-turns.

    This worksheet builds B1–B2 speaking fluency with personal narrative.

    What’s inside:

    • 15 Tell me about a time when prompts
    • The STAR framework with examples
    • Narrative-tense reference: Past Simple, Past Continuous, Past Perfect
    • Pair-work setup with structured listening and feedback
    • Teacher Notes with interview-prep guidance

    Common challenges: STAR structure at B2 — strong narratives have all four parts; weaker ones skip Task or Result. Narrative-tense layering: Past Simple for main events, Past Continuous for background, Past Perfect for earlier action. Reflection: what did I learn from the experience?

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B2 First (FCE) Speaking and supports interview preparation. Part of the Discussion & Debate collection — the natural next step is Describing a Photo or Image.

  • Speaking: Describing a Photo or Image (PDF)

    Speaking: Describing a Photo or Image (PDF)

    Describing a photo or image is the central B1–B2 long-turn speaking skill — and the exact format of Cambridge Speaking Part 2. The worksheet covers structural moves: opening (The photo shows…), foreground and background description, action and atmosphere identification, and speculation (It looks as if, I think they might be). Learners build the 1–2 minute monologue fluency that B1–B2 Cambridge Speaking tests directly.

    This worksheet builds B1–B2 speaking fluency with photo-description format.

    What’s inside:

    • A phrase bank organised by description phase (opening, location, action, speculation)
    • Sample photos with model descriptions
    • Step-by-step description framework
    • Production task: describe a photo for 1–2 minutes
    • Teacher Notes with Cambridge exam-prep guidance

    Common challenges: Structure at B1–B2 — strong candidates open with overview, then move from foreground to background, action, atmosphere. Speculation language: It looks as if, I’d say, perhaps, it seems that. Filling the time: 1–2 minutes is long when content runs short.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study with a partner. Maps directly onto Cambridge B1 Preliminary (PET) and B2 First (FCE) Speaking Part 2. Part of the Discussion & Debate collection — the natural next step is Discussion: Would You Rather B1.

  • Slang: Common British Expressions (PDF)

    Slang: Common British Expressions (PDF)

    British slang is the conversational register that distinguishes textbook English from real spoken English. Knackered (very tired), gutted (very disappointed), chuffed (very pleased), cheers (thanks; goodbye), mate (friend), brilliant (excellent), dodgy (suspicious or low-quality), fancy (want), posh (upper-class), quid (pound, money), bloke (man), take the mickey (tease) — none of these is predictable from general English study, and learners who encounter them in real conversation or British media need explicit exposure.

    This worksheet builds B1–B2 awareness of high-frequency British slang in conversational and media contexts.

    What’s inside:

    • Slang bank with 30+ high-frequency British expressions, with neutral-English equivalent and example use
    • Multiple-choice items in dialogue context
    • Register-shifting task: rewrite formal sentences with slang equivalents
    • Recognition task: identify the meaning of slang in short scene extracts
    • Full Answer Key plus Teacher Notes on regional and class variation

    Common challenges: Register awareness is the central issue — British slang is informal and informal-only; using it in writing or formal speech sounds odd. Regional and class variation matters: cuppa (cup of tea) is universal British; bairn (child) is Scottish/Northern. False friends are dense: pissed (UK = drunk, US = angry); fag (UK = cigarette, US = derogatory slur); fanny (UK = vulgar female anatomy, US = bottom). Productive use should be cautious; receptive recognition is the main goal.

    For: Adult and teenage learners (14+) at CEFR B1 to B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study — particularly learners watching British media or planning to live in the UK. Useful supplement to Cambridge exam preparation. Part of the Health & Body collection — the natural next step is Slang: Common American Expressions, which covers the parallel American-English register.

  • Slang: Common American Expressions (PDF)

    Slang: Common American Expressions (PDF)

    American slang is the conversational register of US media — and increasingly of global English through film, TV, music, and online culture. Awesome (excellent), cool (good), to be into something (interested in), to hang out (spend casual time), bummed (disappointed), to flake (cancel last minute), legit (legitimate, real, good), no biggie (no problem), bucks (dollars), guys (gender-neutral plural address). Many have entered global English; others remain US-specific. The worksheet trains B1–B2 learners to recognise and selectively deploy high-frequency American slang.

    This worksheet builds B1–B2 awareness of high-frequency American slang in conversational and media contexts.

    What’s inside:

    • Slang bank with 30+ high-frequency American expressions, with neutral-English equivalent and example use
    • Multiple-choice items in dialogue context
    • Register-shifting task: rewrite formal sentences with slang equivalents
    • Recognition task: identify the meaning of slang in short scene extracts
    • Full Answer Key plus Teacher Notes on regional and generational variation

    Common challenges: British-vs-American splits are central — biscuit (UK = cookie / US = scone-like bread); chips (UK = fries / US = crisps); trash (US) vs rubbish (UK). Generational variation matters: lit, sus, slay are Gen Z-coded and sound forced from older speakers. Internet origin: many newer American slang terms come from Black American Vernacular English (AAVE) and have specific cultural origins learners should know about before using productively.

    For: Adult and teenage learners (14+) at CEFR B1 to B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study — particularly learners consuming American media or working with American clients/colleagues. Part of the Health & Body collection — the natural next step is Body Parts and Health Basic, which returns to the literal anatomy-and-health vocabulary base.

  • Phrasal Verbs: Money (PDF)

    Phrasal Verbs: Money (PDF)

    Money phrasal verbs is the B1–B2 collection covering financial actions. Pay off (clear a debt fully), pay back (return money to a person), pay in (deposit money), pay out (release a sum), get by (manage with limited money), get away with (escape consequences), put aside (save for later), come into (inherit), run out of (deplete), splash out (spend lavishly), save up (accumulate savings), take out (withdraw; borrow), write off (cancel a debt). Learners build the financial phrasal-verb fluency.

    This worksheet builds B1–B2 fluency with money phrasal verbs.

    What’s inside:

    • A phrasal-verb bank with 20 money verbs
    • Multiple-choice items targeting financial-context precision
    • Gap-fill in banking and personal-finance contexts
    • Production task: describe your spending or saving habits using three phrasal verbs
    • Full Answer Key plus Teacher Notes

    Common challenges: Particle precision in money verbs — pay off (loan), pay back (person), pay in (deposit), pay out (release) — each has a distinct meaning. Direction matters: splash out (spend) vs save up (save). False friends: German zahlen maps to pay, but specific German particle verbs (einzahlen, auszahlen, zurückzahlen) don’t map one-to-one.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge B2 First (FCE) and BEC Vantage. Part of the Work & Money collection — the natural next step is Phrasal Verbs: Work and Career.

  • Phrasal Verbs: Work and Office (PDF)

    Phrasal Verbs: Work and Office (PDF)

    Work and office phrasal verbs is the B1–B2 collection covering daily office life. Log on, sort out (organise), write up (produce formally), hand in (submit), hand over (transfer responsibility), deal with (handle), sign off (approve), drop in (visit casually), pop in (visit briefly), get on with (continue working), carry out (perform), fill in (complete a form; inform someone). Learners build the everyday office phrasal-verb fluency.

    This worksheet builds B1–B2 fluency with work and office phrasal verbs.

    What’s inside:

    • A phrasal-verb bank with 20 office verbs
    • Multiple-choice items targeting workplace context
    • Gap-fill in everyday office contexts
    • Production task: describe a typical workday using five phrasal verbs
    • Full Answer Key plus Teacher Notes

    Common challenges: Distinguishing similar verbs at B1–B2 — hand in (submit) vs hand over (transfer responsibility) vs hand out (distribute). Drop in vs pop in (both casual visits; pop in is briefer). Register: most office phrasal verbs are casual-to-neutral, fine in spoken meetings and informal email, careful with formal writing.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge B2 First (FCE) and BEC Vantage. Part of the Work & Money collection — the natural next step is Phrasal Verbs: Money.

  • Phrasal Verbs: Communication (PDF)

    Phrasal Verbs: Communication (PDF)

    Communication phrasal verbs is the B1–B2 collection of verbs that govern how we speak and write to each other. Speak up (speak louder; voice an opinion), shut up (stop speaking — informal), bring up (raise a topic), point out (highlight), get across (communicate effectively), cut in (interrupt), hang up (end a phone call), fill in (inform someone), talk over (discuss), go over (review). Learners build the communication-phrasal-verb range.

    This worksheet builds B1–B2 fluency with communication phrasal verbs.

    What’s inside:

    • A phrasal-verb bank with 20 communication verbs
    • Multiple-choice items targeting particle precision
    • Gap-fill in workplace and conversational contexts
    • Production task: describe a recent conversation using three communication phrasal verbs
    • Full Answer Key plus Teacher Notes

    Common challenges: Particle precision at B1–B2 — speak up (louder) vs speak out (publicly criticise) vs speak for (represent). Separability: bring it up (separable); get across to (fixed). Register: shut up is informal and can be rude; be quiet is the polite alternative.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge B2 First (FCE) Reading-Use of English. Part of the Everyday Actions & Communication collection — the natural next step is Phrasal Verbs: Relationships.

  • Error Correction: Common Pronunciation Mistakes (PDF)

    Error Correction: Common Pronunciation Mistakes (PDF)

    Error correction common pronunciation mistakes is the B1–B2 spoken-language self-editing skill that targets the recurring pronunciation errors learners produce. The worksheet covers high-frequency mistakes: /ð/ vs /d/ (this → dis), /θ/ vs /s/ (think → sink), vowel-pair collapses (ship/sheep), word-stress shifts on noun-verb pairs (RECord/reCORD), -ed ending pronunciation, and weak-form confusion. Learners build the pronunciation self-monitoring skill that distinguishes confident speakers from passive ones.

    This worksheet builds B1–B2 self-editing fluency with pronunciation errors.

    What’s inside:

    • A bank of common pronunciation error patterns with target forms
    • Listening-and-discrimination drills with minimal pairs
    • Self-recording task: produce target sounds and compare to model
    • Strategy guide for self-monitoring during speaking
    • Teacher Notes with L1-specific error guidance

    Common challenges: Self-monitoring under speaking pressure is the central challenge — most pronunciation errors are systematic and L1-driven, but speakers can’t hear themselves in real time. Recording-and-listening protocol: speak, listen back, identify, retry. Specific L1 patterns: Spanish /b/-/v/, German final-consonant devoicing, French /h/ deletion.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study. Supports Cambridge B1 Preliminary (PET) through C1 Advanced (CAE) Speaking. Part of the Error Correction collection — the natural next step is Register and Style Errors.

  • Error Correction: Common Grammar Mistakes (PDF)

    Error Correction: Common Grammar Mistakes (PDF)

    Error correction common grammar mistakes is the B1–B2 self-editing skill that systematically targets the recurring errors B1–B2 learners produce. The worksheet covers the highest-frequency grammar errors: tense misuse (I have seen him yesterday), missing third-person -s, do/does in third person, prepositional errors, article errors, and conditional-form mismatches. Learners build the error-recognition skill that distinguishes self-editing writers from passive ones.

    This worksheet builds B1–B2 self-editing fluency with grammar errors.

    What’s inside:

    • A bank of 30 sentences with one grammar error each
    • Error-category labels to help learners identify the type
    • Correction task with brief explanation of each rule
    • Self-check protocol for own writing
    • Teacher Notes with B1–B2 error prevalence data

    Common challenges: Error blindness at B1–B2 — learners often can’t see the mistakes they themselves make repeatedly. Internalising rules vs spotting violations: knowing the rule isn’t the same as applying it under writing pressure. Re-reading-for-errors as a deliberate writing habit.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study. Supports Cambridge B1 Preliminary (PET) through C1 Advanced (CAE) Writing assessment. Part of the Error Correction collection — the natural next step is Common Vocabulary Mistakes.

  • Icebreaker Questions First Lesson B1–B2 (PDF)

    Icebreaker Questions First Lesson B1–B2 (PDF)

    Icebreaker questions first lesson B1–B2 elevates the icebreaker format to intermediate level — questions that reward extended answers and showcase analytical thinking. What’s something you’ve changed your mind about recently? What’s a small thing that always makes your day better? If you could master one skill instantly, what would it be? Learners build group rapport while demonstrating B1–B2 fluency.

    This worksheet provides B1–B2 icebreaker questions for first lessons.

    What’s inside:

    • 20 icebreaker questions sequenced from easier to more reflective
    • Pre-question vocabulary box with reflective and hypothetical terms
    • Suggested follow-up patterns for deeper exploration
    • Pair-work and group-work setups
    • Teacher Notes with timing and management

    Common challenges: Extended-answer expectation at B1–B2 — questions designed to allow 30–60 second answers. Hypothetical-question handling: If you could… requires Second Conditional fluency. Personal vs general balance: questions ask about individual experience without over-personal exposure.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in first lessons of new classes or 1:1 sessions. Supports B1 Preliminary (PET) and B2 First (FCE) Speaking preparation. Part of the Icebreakers collection — the natural next step is Icebreaker Questions First Lesson C1.

  • Conversation Questions: Media and News (PDF)

    Conversation Questions: Media and News (PDF)

    Media and news is a B1–B2 speaking topic that combines personal habits with media-literacy reflection. The questions in this worksheet cover topics like news consumption, social media as news source, fake news, the future of journalism, and the role of media in democracy. Learners build the media-analytical speaking fluency that B2 Cambridge Speaking rewards.

    This worksheet builds B1–B2 speaking fluency through media and news discussion.

    What’s inside:

    • 20 open conversation questions on media consumption and analysis
    • Pre-discussion vocabulary box with media-literacy and news terms
    • Follow-up question patterns to develop media-analytical reasoning
    • Speaking-frame phrases for opinion, evidence, and qualification
    • Teacher Notes with pair-work setup and timing

    Common challenges: Media-literacy vocabulary at B1–B2: source, credibility, bias, framing, fact-check, clickbait, paywall. Distinguishing news consumption habit from news-quality judgment. Hedging political-leaning claims.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B2 First (FCE) Speaking. Part of the Conversation Questions collection — the natural next step is Conversation Questions: Technology and AI.

  • Conversation Questions: Culture and Identity (PDF)

    Conversation Questions: Culture and Identity (PDF)

    Culture and identity is a B1–B2 speaking topic that combines personal reflection with cultural reasoning. The questions in this worksheet cover topics like national identity, cultural belonging, generational change, the experience of migration, and what it means to share a culture. Learners build the reflective-cultural speaking fluency that B1+ Cambridge Speaking tests.

    This worksheet builds B1–B2 speaking fluency through culture and identity discussion.

    What’s inside:

    • 20 open conversation questions on cultural and identity topics
    • Pre-discussion vocabulary box with identity and belonging terms
    • Follow-up question patterns to develop personal-cultural reflection
    • Speaking-frame phrases for description, comparison, and analysis
    • Teacher Notes with pair-work setup, sensitivity guidance, and timing

    Common challenges: Identity vocabulary at B1–B2: belong, heritage, roots, tradition, mainstream, minority, integrate. Avoiding essentialism: questions emphasise individual experience over national generalisation. Personal-political balance: identity discussion can touch on contested ground.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B2 First (FCE) Speaking. Part of the Conversation Questions collection — the natural next step is Conversation Questions: Society and Values.

  • Conversation Questions: Environment and Climate (PDF)

    Conversation Questions: Environment and Climate (PDF)

    Environment and climate is the contemporary speaking topic that combines factual knowledge with personal-values discussion. The questions in this worksheet move from personal habits (What do you do to reduce your environmental impact?) into broader societal questions (Should governments tax meat? Is individual action enough or is policy required?). Learners build the analytical-speaking fluency that B1+ Cambridge Speaking parts test directly.

    This worksheet builds B1–B2 speaking fluency through environment and climate discussion.

    What’s inside:

    • 20 open conversation questions sequenced from personal to systemic
    • Pre-discussion vocabulary box with environment and climate terms
    • Follow-up question patterns to extend opinion-based discussion
    • Speaking-frame phrases for opinion, qualification, and counter-argument
    • Teacher Notes with pair-work setup and timing

    Common challenges: Environment vocabulary at B1–B2: emissions, carbon footprint, sustainable, renewable, biodiversity. Distinguishing individual action from systemic change. Hedged language for uncertain projections.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B2 First (FCE) Speaking. Part of the Conversation Questions collection — the natural next step is Conversation Questions: Society and Values.

  • Conversation Questions: Money and Success (PDF)

    Conversation Questions: Money and Success (PDF)

    Money and success is a high-stakes speaking topic — culturally sensitive, personally consequential, philosophically rich. The questions in this worksheet move from financial-habit description (How do you budget your monthly spending?) into reflective territory (Does money buy happiness? What does success mean to you?). Learners build the values-discussion speaking fluency B1+ Cambridge Speaking rewards.

    This worksheet builds B1–B2 speaking fluency through money and success discussion.

    What’s inside:

    • 20 open conversation questions sequenced from concrete to philosophical
    • Pre-discussion vocabulary box with money and success terms
    • Follow-up question patterns to develop values-based reasoning
    • Speaking-frame phrases for opinion, qualification, and contrast
    • Teacher Notes with pair-work setup and timing

    Common challenges: Cultural sensitivity around money discussion — questions designed to allow general answers rather than specific amounts. Vocabulary: budget, save, invest, splurge, financial goals, work-life balance, fulfilment. Philosophical hedging: for me personally, in my opinion, on balance.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B1 Preliminary (PET) and B2 First (FCE) Speaking. Part of the Conversation Questions collection — the natural next step is Conversation Questions: Work and Career.

  • Conversation Questions: Technology and AI (PDF)

    Conversation Questions: Technology and AI (PDF)

    Technology and AI is the contemporary speaking topic every learner has views on — but few have practised discussing in English. The questions in this worksheet move from personal tech use (What devices do you use daily? How long is your screen time?) into broader societal questions (Is AI going to replace human jobs? Should social media be regulated?). Learners build the analytical-speaking fluency that B1–B2 Cambridge Speaking parts test.

    This worksheet builds B1–B2 speaking fluency through technology and AI discussion.

    What’s inside:

    • 20 open conversation questions sequenced from concrete to abstract
    • Pre-discussion vocabulary box with technology and AI terms
    • Follow-up question patterns to develop opinions and counterpoints
    • Speaking-frame phrases for opinion, counter-opinion, and qualification
    • Teacher Notes with pair-work setup and timing

    Common challenges: Tech-and-AI vocabulary at B1–B2: algorithm, generative, automation, surveillance, privacy, addiction, displacement. Opinion-with-evidence structure: I think X because, with a concrete example. Hedging strong claims about an uncertain future technology.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B1 Preliminary (PET) and B2 First (FCE) Speaking. Part of the Conversation Questions collection — the natural next step is Conversation Questions: Media and News.

  • Conversation Questions: Work and Career (PDF)

    Conversation Questions: Work and Career (PDF)

    Work and career is the speaking topic every adult learner cares about — current job, past roles, future ambitions, career frustrations, professional values. The questions in this worksheet move from current role (What do you do? What does a typical day look like?) into reflection (What’s been the most challenging moment of your career?) and forward-looking discussion (Where do you see yourself in five years? What would your dream job be?). Learners build extended-answer fluency on workplace topics.

    This worksheet builds B1–B2 speaking fluency through work and career discussion.

    What’s inside:

    • 20 open conversation questions sequenced from easier to harder
    • Pre-discussion vocabulary box with workplace and career terms
    • Follow-up question patterns to extend professional conversations
    • Speaking-frame phrases for describing, reflecting, and projecting
    • Teacher Notes with pair-work setup and timing

    Common challenges: Workplace-specific vocabulary at B1–B2 — role, responsibilities, projects, deadlines, deliverables, line manager. STAR-method structure for behavioural responses. Salary and earnings discussion: culturally sensitive — questions allow indirect answers.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B1 Preliminary (PET) and B2 First (FCE) Speaking. Part of the Conversation Questions collection — the natural next step is Conversation Questions: Money and Success.