B2 First

B2 First for Schools

Teaching Tips
Reading and Use of English
Writing
Listening
Speaking
Introduction

These teaching tips have been designed to support teachers who are preparing learners for their
exams. There are general teaching tips and ideas, exam strategies and information, with an extract of
each task type from each of the four exam papers.

There are helpful links throughout that take you directly to classroom resources, videos, sample tests
and webinars. All the tasks supplied in this document are taken from and linked to the B2 First for
Schools and B2 First Handbooks for Teachers and the B2 First for Schools and B2 First pages of
the Exam preparation section of our website.

Reading and Use of English

General teaching tips

• Help students read extensively to boost their range of grammar, vocabulary and
familiarity with features of different genres of text (also helpful for the Writing paper):

o Use a range of texts such as coursebooks, interesting articles from the internet,
newspapers and magazines, graded readers, brochures, etc.
o Create homework assignments around a weekly reading scheme and ask students
to give verbal or written reviews of texts they have read.
• Use pre-reading questions to create interest in the topic of the text and train students in
valuable prediction techniques.
• Try these ideas to help students understand the task format in Parts 1 to 7:
o Use exam practice tasks from coursebooks and sample papers (available in the Exam
preparation section of our website). Ask students to focus on instructions by
highlighting key points.
o Check understanding with questions, e.g. How many words should you write?
o Many of the B2 First and B2 First for Schools lesson plans on our website can
help you familiarise students with the exam format.
o The Information for Candidates booklets for B2 First and B2 First for Schools give a
simple summary of each paper with ideas to help your students prepare. Watch the
Information for Candidates Booklets webinar to learn practical ideas on how to use
them in class.

• Discuss different ways of dealing with texts such as skimming for the general idea or scanning
for key words. Watch our webinar, Preparing your students online for Reading papers in
Cambridge English Qualifications, or check out the teacher guide for Reading for practical
ideas to help students practise different reading sub-skills.

© 2024 Cambridge University Press & Assessment 2

 • Vocabulary cards are a good way for students to record new vocabulary (see the B2 First for
Schools Reading and Use of English Part 1 Self-study lesson plan).

• Encourage students to plan their time carefully and not spend too long on any one part of
the test. Students should make sure they leave a few minutes before the end of the test to
check their answers.

• Find out more about helping students with timed practice tests in the Mock test toolkit.

Completing the digital test

• All answers are typed directly onto the computer screen.

• In the Reading test, candidates can make notes, highlight text and review answers.

• Correct spelling is important in the Reading and Use of English paper. There is no
spellchecker in the digital test.

Completing the answer sheet in a paper-based test in a paper-based test

• Candidates write answers on a separate answer sheet. They can transfer their answers
after each task or after they finish all the tasks but must do this within the time limit.

• Give students practice completing the answer sheet below. You can find a printable version
in the Handbooks for Teachers for B2 First and B2 First for Schools.

• A ‘Spot the Mistakes’ activity is a fun way to check students understand these instructions.
Prepare a badly completed answer sheet, e.g., with spelling mistakes, a mix of capitals/lower
case, coloured pencil, scored-out answers, etc. Ask the students to circle all the mistakes they
can find.

© 2024 Cambridge University Press & Assessment 3

 Part 1: Multiple-choice cloze

Key task information

• The task is a short text with eight gaps.
• Candidates have to decide which option best fits the gap.
• There is only one answer for each question.
• The focus is grammar and vocabulary, e.g., linking words, phrasal verbs, collocations or words
with similar meaning, as well as understanding of the text at sentence and paragraph level.

• Build a habit of reading the whole text before filling in the answers. Ask
students to read the heading and the text quickly and to then summarise it in
one or two sentences.
• Allocate time during feedback to allow students to compare and justify their answers.
Be prepared to discuss why one word is correct and the others are not.

• As a follow-up, students could research the definitions of similar words, e.g., fee and
price, in the Cambridge Learner’s Dictionary and write sentences that highlight the
difference.

• Matching activities are a fun way to review words that typically go together such as
phrasal verbs or collocations. Write verbs on one set of cards and nouns on another set and
students could play ‘go fish’ or ‘snap’ to match cards to make correct collocations or phrasal
verbs.

© 2024 Cambridge University Press & Assessment 4

 Part 2: Open cloze

Key task information

• The task is a gap fill – this time candidates have to think of the best word to fill the gap.
• The answer is always one word. Note: contractions (I’ll, didn’t, etc.) count as two words.
• The focus is vocabulary and grammar.

• Many of the tips, e.g., reading the text and title first, and the activity ideas for Part 1
are useful for this part too.
• Is spelling a weak area for your students? If so, give them regular spelling tests for
new vocabulary or commonly misspelled words and do crosswords and
wordsearches.
• Build a checklist of common mistakes, e.g., subject–verb agreement, plurals and
common spelling errors. Students use the checklist to check their own and each
other’s work.

© 2024 Cambridge University Press & Assessment 5

 Part 3: Word formation

Key task information

• The task consists of a short, gapped text. Candidates have to change the form of the word in
capitals, e.g. COMMON to COMMONLY, to best fit the gap on the same line.
• The answer is always one word. Note that contractions (I’ll, didn’t, etc.) count as two words.
• Incorrect punctuation is ignored, but spelling must be correct.
• Each word in capitals only applies to the gap on the same line.
• The focus is on vocabulary and grammar.

• Activities focused on word families, e.g., compete, competition/s, competitor/s,

competitive, competitively are useful. For example, teams could race to brainstorm the
most words from a given root word or categorise words from the same family by part of
speech, e.g., noun, adjective, adverb.
• Familiarise students with general rules related to prefixes and suffixes. For example, il,
un, dis, mis suggest negative meaning.
• Sometimes the missing word is plural or internal changes are needed (e.g., long to
length), so it is a good idea to provide particular practice of such transformations.
• The Cambridge Learner’s Dictionary includes information about the related forms
of a word. Encourage students to research and record them in their vocabulary
notebooks or on vocabulary cards.

© 2024 Cambridge University Press & Assessment 6

 Part 4: Key word transformation

Key task information

• The task consists of pairs of sentences. Candidates have to complete the second
sentence using a given word, so that it has a similar meaning to the first sentence.
• The answers must be two to five words. Contracted forms (I’ll, didn’t, etc.) count as two words.
• The word given in bold must be used and cannot be changed.
• Students should only write the words they put in the gap on their answer sheet, not the
complete sentence.
• The focus is on vocabulary and grammar.

• Give students practice in paraphrasing. This could include rewriting sentences

from texts or matching words and phrases with a similar meaning.
• Ask students to pay careful attention to:
o any clues about time as this indicates the tense to be used
o any clues in verbs or nouns that indicate whether to use a singular or
plural form in the answer, but remember that the word in bold shouldn’t be
changed
o what comes before and after the gap.

© 2024 Cambridge University Press & Assessment 7

 Part 5: Multiple choice

Key task information

• The task is a text, followed by six 4-option multiple-choice questions.
• Only one answer is possible for each question.
• The questions are in the same order as the information in the text.
• The focus is on detailed understanding of a text, including opinions, attitude, purpose,
main idea, detail and gist.

• Teach students to read the text quickly for general understanding before looking at
the questions. As three out of the four options are incorrect, there is no point in trying
to absorb these options before reading the text.

• Next, students should read each question carefully, highlighting key words to help
them keep in mind the information they need to scan for when they look at the text
again.
• Warn students about the risks of ‘word spotting’ (assuming that an option must be
correct because it contains a word that is also in the text). Students should check that
the meaning of an option is fully stated in the text, not just one word from it.
• When questions are incomplete statements like the question in the example above,
encourage students to read both parts of the sentence carefully then check that the
whole sentence matches what is in the text and not just the phrase in one of the four
options.
• Encourage students to underline the section of text where they find each answer. To
follow up, give them the chance to discuss their choices with each other before sharing
as a class.

© 2024 Cambridge University Press & Assessment 8

 Part 6: Gapped text

Key task information

• The task is a text with six missing sentences. These sentences are given in
jumbled order together with a seventh sentence which does not fit in any of
the gaps.
• Candidates have to select the sentence that best fits each gap.
• The focus is on text structure, cohesion and coherence, and the candidates’ ability
to follow the development of a long text.

• Train students to read the text with the gaps first so that they gain an overall
idea of the structure and the development of the writer’s ideas.
• It is important that students look carefully at the information before and after each gap
to check that the sentence they choose fits logically.
• Give students plenty of practice in recognising clues that mark logical and cohesive
development of texts. These include:
o words and phrases indicating time, and how they link with tenses, e.g., over the
past month/year/decade link with present perfect
o linking words of contrast, addition, etc., e.g., however, furthermore
o repetition and synonyms, e.g., the sea, the water, the waves
o sequence of tenses, e.g., tenses used in clauses before and after the gap
o pronouns, e.g., this, that, these, those.
• Here are some helpful activities to try with your students:
o familiarise students with the function of linking words and create
opportunities to use them in sentence completion activities (Learning English
can be challenging, however, ...) and discussions
o circling all of the pronouns in a text and asking students to draw an arrow to
the noun/noun phrase they refer to.

© 2024 Cambridge University Press & Assessment 9

 Part 7: Multiple matching

Key task information

• The task consists of one long text or up to six shorter texts, preceded by 10 questions.
• Candidates must locate a section of text where a particular idea is expressed,
avoiding ideas in other sections that seem similar but do not reflect the whole of the
question accurately.
• Candidates can choose a particular section more than once.
• The focus is on locating specific information, detail and recognising opinion and attitude.

• Give students practice in reading the text quickly first to get a general idea of the
content of each section before trying to match the answers – the 10 questions relate
directly to the text but they are expressed using different words and sentence
structure, so this overview will give students an idea of where to start looking for the
matching information.
• Set tasks that encourage students to read reviews of books, films, hotels, etc. and
highlight clues to the writer’s opinion or attitude, e.g., words with positive or negative
connotations.
• Students can choose a text and devise their own Part 7 tasks in pairs or small groups.
Writing challenging questions for classmates can help them understand what clues to
look for when tackling a real Part 7 task and will give them practice in paraphrasing,
which is also useful for Part 4 (key word transformation).

© 2024 Cambridge University Press & Assessment 10

 Writing
General teaching tips

• Encourage students to use a range of language. If they make mistakes, they still
receive marks for effort as long as mistakes do not impede communication.
• Help your students to improve their writing with the practical ideas in this webinar:
Writing at CEFR Level B2 and above.
• Practise different ways of planning to write, e.g., by creating mind maps, and emphasise
how this can help meet the criteria for content and organisation. The time for the Writing
paper (80 minutes) is enough for candidates to make brief plans and write two answers.
• Read a variety of texts in class, including model answers to Writing Parts 1 and 2.
Highlight features of style and tone to help your students adopt them in their writing.
• A class or school magazine may encourage interest in writing.

• The Writing guide for B2 First for Schools has practical teaching ideas and detailed
information on using the assessment criteria.
• Are your students aware of the online tool called Write & Improve? It’s a great
way to get extra practice and feedback on their writing.

• Spelling and punctuation errors are not specifically penalised but may impede
communication. Keep a checklist of students’ common spelling errors and encourage
them to refer to this for self- and peer-checking activities. Note that American usage and
spelling are acceptable in the exam.
• Each question on the Writing paper carries equal marks so students should put equal
effort into both Parts 1 and 2. Initially, students might find writing two tasks in 80 minutes
challenging but encourage them to keep a record of how long they spend each time –
it’s a great way to show them they are making progress.
• Candidates are asked to write 140–190 words for each question in Parts 1 and 2.
Encourage learners to focus on fully answering the question, checking that the
content is relevant, rather than counting the number of words they have written.

Digital test
• In the digital writing test, students can change the text and screen colour.
• There is a word count as they type their answers.

Completing the answer booklet

• Make sure students know that they need to write their answers in the answer booklet.
Several lined pages are provided for candidates to write their answers.
• Candidates should write neatly but it is not important if they write in upper or lower
case, or if their writing is or isn’t joined up. What is important is that their handwriting
is clear and easy to read. Any corrections they make should be clear so that the
examiner can follow and mark their work.

© 2024 Cambridge University Press & Assessment 11

 Part 1: Compulsory task

Key task information

• Candidates have to write an essay of between 140 and 190 words giving
their opinion along with justifications, using a neutral or formal register.
• There is no choice of tasks in this part.
• Two ideas are provided and candidates should add a third idea of
their own in addition to responding to the two ideas provided.

• Students lose marks if they fail to respond to one of the ideas or if they go off topic, so
advise them to underline key instructions and tick off each idea as they write about it.
• Brainstorming ideas for different topics in pairs and groups and setting tasks to
research the arguments for and against a particular issue will give students valuable
experience in writing this type of essay.
• Use model answers and other texts to point out how varying the length of sentences,
using direct and indirect questions and a variety of structures and vocabulary can all
help to communicate ideas more effectively.
• Practise and develop techniques for organising writing: using paragraphs to guide the
reader, using linking words and phrases (e.g., but, so, however, on the other hand,
etc.) as well as cohesive devices (e.g., using pronouns for referencing).
• Familiarise students with a range of phrases and structures for comparing, contrasting,
agreeing, disagreeing, explaining, informing and giving opinions with reasons or
examples. Exam preparation coursebooks are a useful resource as they often include
lists of functional phrases at the right level.

© 2024 Cambridge University Press & Assessment 12

 Part 2: Choose a task

Key task information

• The task consists of three questions from which candidates choose one.
• Candidates may have the option of writing an article, an essay, a review, a
letter, an email or a short story of between 140 and 190 words.
• Since there is always a choice of task types in Part 2, students should avoid a
particular task type if it is unsuited to their interests or experience or if they feel
the instructions are unclear.

Teaching tips for emails/letters

• Candidates may be asked to write emails or letters, for example, to an English-
speaking friend or a school or college principal.

• Practise thinking about the situation and target reader and deciding whether the style
and tone should be formal or informal. Make students aware that abbreviations used in
text messages are not considered appropriate.

• Practise expressions for beginning and ending emails and formal/informal letters, as well
as a range of functions, including explaining, expressing enthusiasm and persuading. If
letters aren’t relevant to your students, advise them not to choose this option in the exam.

© 2024 Cambridge University Press & Assessment 13

 Teaching tips for reviews
• A review is usually written for an English-language magazine or website. Description,
explanation, giving positive and negative opinions and recommendations are key
functions for this task as well as the use of a range of adjectives.

• Students should be encouraged to read as wide a range of reviews as possible, such as

those for holidays, books, films, television programmes and consumer goods.

Teaching tips for short stories

• A short story is usually written for an English-language magazine or website. The main
purpose is to engage the interest of the reader, so there is a lot of scope for imagination
in this task. Encourage students to use interesting adjectives, adverbs and expressions.

• Effective answers have a clear storyline that links coherently to the prompt sentence,
includes the context points and demonstrates that candidates can use narrative tenses,
e.g., the simple past and past continuous. Good use of linking words, particularly time
expressions, is also important in this task.

© 2024 Cambridge University Press & Assessment 14

 Teaching tips for articles

• An article is usually written for an English-language magazine or newsletter, such as

this example from B2 First for Schools Sample Paper 2. The main purpose is to
interest and engage the reader, so there should be some opinion or comment.

• Descriptions, examples and personal anecdotes are often appropriate, and effective
answers are lively and include some colourful use of language. A catchy title attracts
attention and the use of direct and indirect questions involves the reader. Looking at
examples from English-language magazines should help.

© 2024 Cambridge University Press & Assessment 15

 Listening
General teaching tips

• Students’ ability to understand what they hear can improve dramatically if they
regularly listen to audio and video materials both in class and at home. The more
English they hear, the more readily they will pick out individual words, followed by
phrases and sentences.
• Select listening materials from B2-level coursebooks as well as authentic materials
that you think might be interesting for your students. They should include a range of
voices, accents and styles of delivery, e.g.:
o podcasts
o radio and TV programmes
o station and airport announcements
o informal conversations
o lectures.
• It helps if students feel relaxed and focused during listening activities. Try these
ideas to build up their confidence and listening skills step by step:
o Classroom discussion activities are a great source of listening practice. Give
students plenty of opportunities to talk together and listen to one another in
pairs and groups.
o Make students aware of how much they themselves bring to a listening task.
For example, discuss with them what they can expect to hear, e.g., names and
places when they turn on the news, or numbers and times if they listen to
announcements.
o Make sure students have enough time to read the questions before they listen
so they know what to listen for.
o Encourage students to identify the stressed syllables and words in a listening
text (the ones which carry the message) rather than trying to listen for every
single syllable.
o If a listening is particularly challenging, make use of the audioscript to listen
again. This time students can read and listen. Allow time for them to note down
any new vocabulary or ask about features of pronunciation.
• The Listening guide for B2 First for Schools will help you assess and develop your
students’ listening skills for both the B2 First and B2 First for Schools exams. It includes
practical teaching ideas to help you implement some of the teaching tips listed above.
You can also get an overview of the guide in the related webinar.
• When your students are ready, run a practice test under exam conditions. Find out
more about how to prepare your students, run the Listening paper and give useful
feedback in the Mock test toolkit.

© 2024 Cambridge University Press & Assessment 16

 • Make sure your students know the following information about the test:
o they will hear each recording twice
o there is time for them to read the questions before each recording

• Candidates won’t lose marks for minor spelling errors in the Listening paper, but
the intended meaning must be clear.

• Students should enter an answer for all the questions, even if they are not sure
of the correct answer – they’ve probably understood more than they think.

Completing the digital test

• All answers are typed directly onto the computer screen.

• Headphones with volume control help candidates listen comfortably and concentrate.

Completing the answer sheet in a paper-based test

• Candidates write answers on a separate answer sheet. They can transfer their answers after
each task or after they finish all the tasks but must do this within the time limit. They have 5
minutes at the end of the test to transfer their answers to the answer sheet.

• Give students practice completing an answer sheet within the time limit. You can find a
printable version in the B2 First for Schools and B2 First Handbooks for Teachers.

• A ‘Spot the Mistakes’ activity is a fun way to check students understand these
instructions. Prepare a poorly completed answer sheet, e.g., with spelling mistakes, a
mix of capitals/lower case, coloured pencil, scored-out answers, etc. Ask the students
to circle all the mistakes they can find.

• Students should write answers in pencil, using capital letters and clear, neat
handwriting, so that the markers can read it easily. Circles should be shaded in firmly
and clearly.

© 2024 Cambridge University Press & Assessment 17

 Part 1: Multiple choice

Key task information

• The task consists of eight multiple-choice questions with three options.

• Candidates should select only one option for each question.
• This part tests candidates’ ability to listen for gist, detail, function, purpose,
attitude, opinion, genre, agreement, etc. in a series of unrelated short texts.

• Give students a discussion task and/or an image linked to the topic of the
recording before they listen and ask them to predict key ideas and language they
might expect to hear.
• Ease students into the task step by step, e.g., let the students listen without the
questions first to check their predictions, or have them listen with the question but
without the multiple-choice options. This can make it easier for them to spot the
distractors when they listen again with the options.
• Candidates sometimes get distracted by hearing words or phrases in the recording
which appear in one of the incorrect options. Use the audioscripts provided in
coursebooks and sample papers to draw students’ attention to this, e.g., ask them to
underline the section that gives the correct answer.
• After listening to the recording, go over the answers, discuss the distractors with
students and help them understand the reasons behind both the right and the wrong
answers.

© 2024 Cambridge University Press & Assessment 18

 Part 2: Sentence completion

Key task information

• The task consists of 10 sentences with gaps. Candidates have to fill in the gaps with
words from the recording.
• The questions follow the order of the information in the recording.
• Answers can be up to three words in length. The word, number or phrase required
will be heard on the recording and does not need to be changed in any way.
• This part tests the candidates’ ability to listen for specific information and opinions in a
single long recording and produce written answers by completing gapped sentences.
Recordings may be broadcasts, talks or classroom presentations.

• Students sometimes assume they will hear the sentence spoken exactly as it is
written in the question. However, the information is usually paraphrased, so
preparation for this part should include lots of practice with gap-fill listening
exercises to help students get used to this.

• Before listening, students should predict what type of word might go in the gap. The
teacher can prompt with questions such as Do you think it’s a noun, a verb ...? This
will help build the habit of reading the text in front of the gap and the text which
follows the gap.
• Another way to support students the first time they do this type of task is to give them
the first and/ or the last letters of the word/s that go in the gaps.

• After listening, put students in pairs to compare answers and think about what the
answers might be. For example, did they miss important grammatical information
like an indefinite article (a/an) which indicated a singular noun?

© 2024 Cambridge University Press & Assessment 19

 Part 3: Multiple matching

Key task information

• The task consists of five short extracts. Candidates must match what the speaker
says with a statement from a choice of eight options.
• The letters for the options can only be used once, so three options are not used.
• This part tests the skill of listening for gist, detail, attitude, opinion, etc.

• It is really important for candidates to use the time given to read through the
questions, since they need to have a clear idea of what they are listening for.
• If your students are unsure about an answer, they should wait for the second
listening before making their final decision. Making a decision too quickly may mean
that a candidate ‘uses up’ an answer that belongs to another speaker.

© 2024 Cambridge University Press & Assessment 20

 Part 4: Multiple choice

Key task information

• The task consists of seven multiple-choice questions with three options.

• Candidates should select only one option for each question
• This part tests the candidates’ ability to listen for opinion, attitude, gist, main
idea and specific information. The recording is usually an interview or
discussion featuring two speakers.

• Discussion and prediction activities before listening will help students prepare
to listen and understand.

• When preparing for multiple-choice questions in class, a useful strategy is for

students to try and answer questions in their own words before they look at the
options; they can then decide which option they think matches their own answer most
closely.

© 2024 Cambridge University Press & Assessment 21

 Speaking
General teaching tips

• Show students exactly what to expect on exam day using videos of candidates taking
the Speaking test. You can find links to these videos and ideas on how to use them in
class in the Mock test toolkit.
• The standard format of the Speaking test is two candidates and two examiners, as
shown in the B2 First and B2 First for Schools videos. However, tell students that it
is possible that there will be three candidates. When there are three candidates, the
test lasts longer. Examiners are trained to ensure each candidate has the same
opportunity to speak whether they are in pairs or in groups of three.

• Classroom activities which involve students working in pairs and groups will give
practice in skills such as starting the conversation and responding, which are
essential to success in the Speaking test.
• The more speaking students do, the more confident they become. This will help them
speak clearly and audibly in the exam. Make sure students know that different
varieties of English accents in the UK and elsewhere in the world are acceptable.
• Ask students to watch the video 5 tips for preparing for Cambridge Speaking
exams, and to try out some of the ideas. As a follow-up they can discuss which ones
they liked and share ideas of their own.

• To ensure all candidates are treated fairly, the examiner uses a script (you can see this in
the sample papers). However, remind students they can ask the examiner to repeat
instructions or a question. Make sure they are familiar with the phrases they need to do
this confidently, e.g., I’m sorry, would you mind repeating that please?
• Give students practice in paraphrasing when they do not know or cannot remember
a word. You could do this by teaching functional phrases like It’s the thing you use
for ..., I’m not sure of the exact word but ..., It’s the person who ..., etc.
• Encourage students to look for opportunities to practise their English, e.g., find study
buddies, or, if possible, socialise with English speakers.

© 2024 Cambridge University Press & Assessment 22

 Part 1: Interview

Key task information

• The examiner asks questions related to the candidates’ own lives, e.g., about leisure
time, future plans, etc.
• Candidates answer the questions individually and do not need to interact.
• This part of the test takes 2 minutes (or 3 minutes with three candidates) and tests
candidates’ ability to take part in general social interaction.
• The example given is taken from B2 First for Schools Sample Paper 2.

• Give students lots of practice talking about themselves:

o Brainstorm typical Part 1 topics as a class, e.g., everyday lives, sports they
enjoy, holidays, school and so on.
o Ask students to prepare around five questions on a few of the topics and to ask
and answer these in pairs.
o Remind them to give answers which are complete and spontaneous – they
should avoid memorising set answers as these might not fit the question.
• Create a random wheel of topics (search online for picker or random wheel tools)
to provide prompts for asking and answering questions. This activity can be used
for 5 to 10 minutes at the start or end of class to help build students’ confidence in
speaking on a range of topics.

© 2024 Cambridge University Press & Assessment 23

 Part 2: Long turn

Key task information

• Candidates compare two photographs then answer a further question about both
photographs in response to a question read out by the examiner. This question is also
written above the photographs.
• The focus is on the candidates’ ability to speak individually for an extended period of
time
(1 minute). The other candidate is also asked to comment briefly (for about 30 seconds)
after their partner’s long turn, so they must listen carefully. They should not speak during
their partner’s long turn.
• The example given is taken from B2 First for Schools Sample Paper 2.

• Advise students to listen carefully to the instructions and read the question above the
photographs. They should take a few seconds to look at the pictures so they know
what they want to say before they start speaking.

• Students sometimes feel that a minute is quite a long time. Give your students timed
talking tasks, so they get a feel for how long a minute is. Play games such as ‘Just a
Minute’ where students have to speak for 1 minute without repeating themselves.
• Give students practice in organising their 1-minute talk, comparing the two pictures and
linking their ideas together. Practise linking words for sequencing and adding or
contrasting ideas, e.g., firstly, what’s more, on the other hand. Review comparatives
and other ways of expressing similarity and difference, e.g., one similarity is that ...; in
this picture there’s ... whereas in the other there’s ...
• You and your students can select linked photographs from magazines or online and
create similar tasks for practice. For example, you might choose photographs of two
different types of holiday and ask your students to compare the photographs and say
what people would enjoy about a holiday in each of the different places.
© 2024 Cambridge University Press & Assessment 24
 • Remind students not to give detailed descriptions of each picture. They will be asked to
compare the pictures and give their reaction. You can build their confidence step by
step by:
o allowing them to work in pairs or small groups to share their ideas about
what they might say, before they attempt a task
o giving feedback and then allowing students time to repeat the same task to try
and improve their performance
o letting them observe and borrow strategies from good model answers
given by a more advanced learner of English or by the teacher.

Part 3: Collaborative task

Key task information

• The task consists of a discussion question with five written prompts designed to provide
ideas. Candidates are not expected to discuss all five prompts in the time available but
should continue their discussion until asked to stop.
• Candidates are then asked to briefly summarise their discussion and come to a decision.
• They are assessed on their ability to hold a conversation, taking turns appropriately, and
using the language of negotiation and collaboration.
• The example given is taken from B2 First for Schools Sample Paper 2.

• Reassure students that it is okay if they don’t reach a negotiated decision. The task
is opinion based – there is no right or wrong answer. They can also disagree with
each other politely.

• Candidates are assessed on their ability to interact with each other in the Part 3 task,
so classroom discussion in pairs and small groups provides excellent preparation. Try
nominating a group chairperson to ensure that every member of the group joins in the
discussion. This helps emphasise the importance of interacting and turn-taking.

© 2024 Cambridge University Press & Assessment 25

 • Give students practice in accurate production of functional language that is useful in
this type of discussion. This should include ways of managing the discussion, e.g., Shall
we start with this one?, What do you think?, Shall we move on to ...?, ways of
expressing and justifying opinions and agreeing and disagreeing (politely). Exam
preparation coursebooks are a good source of these types of phrases at the
appropriate level.

Part 4: Discussion

Key task information

• The examiner will direct the interaction by asking questions which encourage the
candidates to discuss the topics introduced in Part 3 further.
• This part of the test gives candidates an opportunity to show they are capable of
discussing issues in more depth.
• The example given is taken from B2 First for Schools Sample Paper 2.

• To help students give full answers to the questions, try the Where?, When?, Who?,
Why? technique. For example, in response to the question If you could go anywhere
in the world, where would you go?, students could answer by giving the reasons why
they would like a particular destination, when they would like to go, where they would
go, and so on. The question Why? is useful for nearly all Part 4 questions.
• Candidates may be asked individual questions, but they may also be asked to involve
their partner in the discussion, so pair and small group discussions of this type
provide excellent preparation.

© 2024 Cambridge University Press & Assessment 26

 List of useful links
Exam preparation – Exam Essentials, Teacher Essentials and more
B2 First Handbook for Teachers
B2 First for Schools Handbook for Teachers
Mock test toolkit – everything you need for running an effective practice test
Official Cambridge exam preparation materials
Cambridge English YouTube channel – for more videos, webinars and teaching tips
Information for Candidates – B2 First for Schools, B2 First
Practice activities for all levels
Write & Improve
Test and Train

Find out more about the benefits of digital exams.

© 2024 Cambridge University Press & Assessment 27

All information correct at the time of publishing.
© Cambridge University Press & Assessment 2024.