With step-by-step guidance and tips
With Downloadable Audio
FOR THE REVISED EXAM 2024
Martin Shepherd | Simara Dal’Alba | Sarah LittleMartin Shepherd
Simara Dal' Alba
Sarah Little
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Printed in Italy by Tecnostampa – Pigini Group Printing Division
Loreto – Trevi 23.83.354.0
ISBN: 978-88-536-3396-5
The updated B2 First for Schools exam (for exam sessions from January 2024) is made up of four papers developed to test students’ English language skills. It shows that a student has the language skills they need to communicate in an English-speaking environment.
Writing 1 hour 20 minutes
1 Essay Candidates are required to write an essay giving their opinion on the essay title using the ideas given and providing an idea of their own. 1 (compulsory)
2 From the following: article, email/letter, essay, review, story
Candidates have a choice of task. In questions 2-4, the tasks provide candidates with a clear context, topic, purpose and target reader for their writing. 3 (choose one)
Part 1, page 12
Multiple-choice cloze
In Part 1, you should look at the words immediately before and after the gap to help you decide what comes next. Read the gaps first, then look at the options. It’s a good idea to ignore the options that can’t be the right answer, such as because the collocation is wrong or the meaning is different, for example:
2 The answer must collate with the preposition of because this comes immediately after the gap.
3 The answer must be part of a common phrase using the verb be
Part 2, page 13
Open cloze
In Part 2, the answer will always be only one word. Contractions such as ‘didn’t’ count as two words (did not). You should read the whole sentence to work out what’s missing. Think about the grammar of the sentence and try to identify any missing articles, auxiliary verbs, prepositions, linkers or parts of a phrasal verb, for example:
11 There is an interrogative pronoun missing here. Which one?
16 This gap needs an adverb to complete a comparison. What is it?
Part 3, page 14
Word formation
In Part 3, you need to understand the sentence to work out what type of word needs to go in the gap. Is the gap before or after a verb? It could be an adverb or a noun. Should it be positive or negative? You need to think about this if it’s an adjective too. If it’s a noun, think about whether it needs to be in the plural or singular form. Finally, it could be a verb. If so, what tense does it need to be in? Look at the word that comes immediately before the gap – what verb form follows this word, for example:
17 Here you need a verb in the base form. What is the verb referred to by the noun ‘response’?
20 Here the gap is before an adjective, so you need an adverb. What is the adverb that can be made from the noun ‘physical’?
Part 4, page 15
Word formation
Remember to read the instructions carefully in Part 4 – you should only write between two and five words. Even if you write a grammatically correct sentence, you won’t get any points if you write more than five words! You mustn’t change the word given in capital letters either. Even if it seems impossible to write the sentence without changing the word, it is possible so don’t change it! Read the first sentence, then look at the second sentence. What part of the first sentence is missing in the second sentence? Try to think of some other ways of expressing this same idea, for example:
26 What is a way of saying ‘received’ using the passive voice (‘was’)?
28 How can you express quantity using ‘number’?
29 What is a way of saying ‘must not’ using ‘allowed’? What other verb do you need to use?
Part 5, pages 16-17
Multiple choice
In Part 5, you will read a long text. The six multiple-choice questions test your ability to identify main ideas or details in the text. You may also be asked to look at a specific line or word in the text and deduce its meaning within the text. Some questions may test your ability to recognise the author’s purpose or intentions, i.e. what they want you to understand without saying so directly. The questions are always presented in the same order as the information in the text so you can work through the text in a logical order. Make sure you read the question, underline key words and then read the options carefully. The options will usually use synonyms for words in the text, not the exact words.
32 Read the description of Dorothy’s house and the surrounding area. What words or phrases imply the same ideas as one of the options?
36 What is the key word in the final paragraph that gives the answer to this question?
Part 6, pages 18-19
Gapped text
In Part 6, you are tested on your ability to follow the development of ideas and events throughout a text. Read the whole text before looking at the gaps and the sentences. Look for references, such as connectors or pronouns. When you have chosen your answer, read through the paragraph again to check that the sentence makes sense in that paragraph. For example:
38 Which sentence mentions the age of the place?
41 What could ‘something for everyone’ mean that it is a good place for?
Part 7, pages 20-21
Multiple matching
In Part 7, you need be able to locate information quickly in the text. There will be four texts or four paragraphs of one text to understand its main idea. Watch out for distractors in the text. For some questions, it’s likely that more than one of the texts uses similar words or ideas, so you need to find the text that matches the question exactly. Underline key words in the questions. Can you think of any synonyms or other ways of expressing the same idea? Look for these in the texts. For example:
50 Can you find a synonym for ‘thanks’ in any of the texts?
52 What does ‘expenses’ refer to?
Part 1, page 22
Question 1: writing an essay
1 Guidance:
• Plan your ideas before you write.
• Use both the notes (bullet points) and one idea of your own.
• Organise your essay into paragraphs that follow a logical order. Use linkers to connect the paragraphs.
• Try to vary your language. Read your essay through again. Have you repeated the same word several times? If so, could you use a synonym?
• Check your work for accuracy, punctuation and spelling.
Part 2, page 23
Question 2: writing an article, a letter/email, an essay, a review, a story (‘First for Schools’ only).
2 Guidance:
• Answer all the questions then give additional information and reasons.
• Include examples to support your opinions and show the examiner that you are familiar with the blog.
• Check your work for accuracy, punctuation and spelling.
3 Guidance:
• Brainstorm some cultural activities before you begin writing.
• Present several activities, explain what they involve and then say why people might be interested in them.
• Don’t list activities – give a little detail about them. Imagine that the examiner isn’t familiar with your culture. Will they be able to understand what the activity is by reading your article?
• Think about the reader of the article. It is going to be published in an international magazine, so the tone doesn’t have to be too formal.
• Check your work for accuracy, punctuation and spelling.
4 Guidance:
• Express your reaction to the email and the news.
• Answer both of Danielle’s questions and give details.
• Include interesting information about both the points that Danielle mentions (seeing the sights and tasting the local food).
• Write something about your own experience.
• Check your work for accuracy, punctuation and spelling.
Part 1, page 24
Multiple choice
In Part 1, you will hear eight unrelated monologues or dialogues. Each of these is approximately 30 seconds long. Listen to the dialogues and choose the correct answer. Each dialogue is heard twice, and the questions come straight after each listening. You also have time at the end of the test to record your answers on the answer sheet, so do not do it during the exam.
• Find and highlight the key words in the question and think of synonyms for them. Remember, you will not hear exactly the same words in the options and in the recording.
• Read each question and the options carefully. Predict the correct answer.
• Pay attention to negatives, conditionals and distractor words which may mislead you.
• Use the second listening to check your answer.
2 Listen for the words or phrases that show how the speaker feels (‘constant struggle’). Distractors: wanting to relax; do something exciting.
3 Listen for something that expresses agreement (‘I couldn’t agree more’). Distractors: that’s something I don’t like; I can’t agree with you.
In Part 2, you are going to listen to a monologue. This monologue will be three to four minutes long, and you will hear it twice. There are ten sentences, and each sentence has a gap where you need to write a word or short phrase. The sentences are in the order of the information in the listening text. You will not need to change the words you hear in any way. The rest of the sentence is not exactly the same as the recording. The gap will never be more than three words.
Before you listen
• Think about the topic of the recording.
• Read each incomplete sentence completely, including the words before and after each gap.
• Try to predict what kind of information is needed in the space: is it a number, an adjective, a date, a verb, etc.? If the answer is a noun, listen and check if it is a singular or plural noun.
While you listen
• You will hear the recording twice. After the first time, study the questions you haven’t managed to answer. What did you hear which might go in the spaces?
After you listen.
• When you have finished, check your answers. Do they make sense? Make sure what you write fits the space grammatically.
• Check your spelling. Marks are not deducted for minor spelling errors, but it should be clear what you mean.
9 Rob says: ‘make stressful or boring activities, such as studying or working, relaxing and more enjoyable’ – Rob says that stressful or boring activities can be made 9 and enjoyable by listening to music.
17 Rob says: ‘she (Rob’s best friend) was given a part-time role in a recording studio’ – Rob’s best friend was offered a part-time job in 17 ___ .
Multiple matching
In Part 3, you are going to hear five related monologues, of 30 seconds each. You will hear all five monologues once, and then hear all five again. There are eight options, but there will be three that you don’t need. You should only use each letter once.
• Read the instructions carefully to find out what the topic is.
• Read options A–H and try to predict ideas or words you might hear. Remember, you will not hear the exact words, so think about possible synonyms.
• If you are not sure about an answer, wait for the second listening before you make a final decision. If you make a decision too quickly, it could mean that you ‘use up’ an answer that goes with another speaker.
• Remember that this part can be confusing because sometimes a word in one option may appear in more than one extract. You need to focus on the differences between the speakers.
Option G Listen for something that expresses people stopping to look (‘It’s a place where passersby can pause and notice the beauty of the natural world.’).
Option H Listen for the description of the way the colours change (‘Just like the seasons, the colours in our garden are never the same.’).
Part 4, page 27
Multiple choice
In Part 4, you are going to hear an interview or exchange. This will be three to four minutes long and you will hear it twice. There are seven multiple-choice questions. The questions are in the order of the information in the listening text. For each question, choose A, B or C.
Before you listen
• Read the instructions carefully to find out what topic the speakers will be talking about.
• Read the topic sentences, and try to predict ideas or words you expect to hear. Highlight key words.
• Remember, you will not hear the exact words, so think what synonyms you might hear.
While you listen
• Use the first listening to decide on your answers.
• Use the second listening to check your answers.
24 Listen for a word that has a similar meaning to worried (‘stressed’).
29 Listen for the correct period of time (‘Studying in the morning with a good night’s sleep can be more effective than late at night’. In the afternoon is probably the least effective.’)
Part 1, page 28
Conversation with the interlocutor (2 minutes, or 3 minutes for 3 candidates)
Part 1 is a chance for you to relax, take a breath, and answer some basic questions. There will be yourself and your partner (or partners if there are three of you) in the room. As well as this, there will be two examiners: the interlocutor and the assessor. You will only speak to the interlocutor, as the assessor will just be listening.
First, the examiner (interlocutor) will ask you what your name is and where you’re from. Then the examiner will ask you a few questions about everyday topics; for example, they might ask about your interests, your family or friends, places you go, things you like, or your future plans.
• Answer the questions as fully as you can; do not only reply ‘yes’ or ‘no’ but explain why and give examples where appropriate.
• Always answer the question the examiner asks you. If you don’t understand, ask them to repeat it.
• Do not give pre-prepared answers.
Part 2, pages 29-31
Individual ‘long turn’ (4 minutes, or 6 minutes for 3 candidates)
Part 2 is often referred to as ‘long turn’ and is the part of the exam where each of you will be given two related photos and asked a question about them.
For example: candidate A is given two photos showing people exercising in different places and they now have one minute to talk about the advantages and disadvantages of exercising in these places. Take your time to think about what you are going to say, but not longer than 15 seconds. The examiner will tell you when to stop speaking. The examiner will then ask your partner (Candidate B) a follow-up question about your photos, such as ‘Candidate B, where would you prefer to exercise?’. Candidate B now has 15 seconds to respond. Again, the examiner will say when to stop speaking. Then the whole process is reversed.
• Make sure you answer the question.
• If possible, use the words on the paper in your answer.
• Make sure you explain why these people have chosen the places shown in the photos. ‘I think these people have chosen these places... ’ .
Part 3, pages 32-33
Conversation with the other candidate (4 minutes, or 5 minutes for 3 candidates)
In Part 3, you work together with your partner. First, you will be given a question and a set of five prompts, and you have two minutes to discuss the question using the prompts.
For example:
Question: How might these ideas improve the lives of people in your community?
Prompts: An entertainment complex, A museum and art gallery, Free public transport, A new shopping centre, A new park.
It is important that you can exchange ideas, express and justify opinions, agree and disagree, and reach a decision. Examiners are looking for evidence that you can cooperate with your partner, so it is a good idea to ask your partner what they think if they are not speaking a lot. Then the examiner will ask a follow-up question, and ask you to come to a decision about it. For example: Now you have about a minute to decide which two would be the most effective.
• Remember, you have 15 seconds to think about what you are going to say.
• It is very important that you have a discussion with your partner and interact together.
• Ask your partner what they think and always try to respond to what they say.
• Use expressions like ‘I agree’, ‘You’re right’, ’That’s true’ or ‘I don’t agree with you’, ‘Perhaps, but... ’ .
• Make sure you talk for the full three minutes.
• Make sure you move the conversation on to include as many of the prompts as possible and make some conclusions during your discussion.
Part 4, page 32
Discussion (4 minutes, or 6 minutes for 3 candidates)
Part 4 is based on the same topic as Part 3. Again, in this part you have the opportunity to show that you can exchange ideas, express and justify opinions, agree and disagree, and speculate. The examiner will ask each of you questions in turn and also ask you to give your opinion on your partner’s answers.
For example:
How do you normally travel around your town or city?
How I travel around the city depends on where I’m going. When I go to school, I use my bicycle because I like to get some exercise. But if I’m going into the city centre, I use public transport, especially if I’m going shopping with my friends as I usually have some bags to bring back with me, and that’s hard to do when you’re on a bicycle.
• Make sure you answer the question you are asked and give full answers.
• Give reasons for your opinions, and examples where appropriate.
• If you don’t understand, ask the examiner to repeat the question.
• Try not to answer by saying ‘I don’t know’. If you don’t know what to say, use fillers like ‘Well, that’s a difficult question’ to give yourself time to think.
For questions 1–8, read the text below and decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning (0).
Mark your answers on the separate answer sheet.
Example:
0 A in B on C for D of 0 A B C D 1
I can recall several teachers who had a gift (0) teaching, but my favourite teacher and the one who had a major impact (1) my life and career, was my Year 10 English teacher. Like many teenagers, I wasn’t (2) of reading, mainly because I was unable (3) get my head around some of the complicated texts we read. I struggled and was (4) my peers when it came to my reading level. Because of that, I started to take a reinforcement class with Mr Brown, along with some other classmates. I remember (5) cosy and welcoming his classroom was, and how secure we all felt for being there.
Mr Brown was a demanding teacher but also somebody we could (6) on. He taught interesting lessons that helped me comprehend complex concepts. His words of encouragement showed me that he had faith (7) me. I enjoyed the programme because it catered to my individual needs. I want to be like him and also make a difference in other people’s lives someday. Yesterday, I met him in the hallway and (8) him know that I’m thinking of becoming a teacher one day. I asked him how hard it would be for me, and with a smile, he said it would be much more rewarding than troublesome.
For questions 9–16, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning (0)
Write your answers IN CAPITAL LETTERS on the separate answer sheet.
Example: 0 O U T
FOMO and FOR: what are these fears?
Two conditions have been stressing people (0) lately. FOMO, the acronym formed from Fear Of Missing Out, is one of them. It is what we call a feeling of anxiety that arises when (9) feels like they are missing out on something. This condition is very often associated (10) social media and the fact that users are compelled to check social media the moment they wake up. This is because they feel the need to see (11) others are doing, and therefore, end up feeling as if they are not part of the action. It is believed that at least 60% of people experience FOMO (12) a regular basis.
FOR, the acronym formed from Fear of Rejection, on the other hand, is the fear of being rejected or excluded (13) others. Both FOMO and FOR can lead to feelings of envy, insecurity, low self-esteem and even depression. It is important to remember that everyone (14) routine includes checking out on social media may experience FOMO (15) time to time, and it is important to take steps to manage it. Although it may also need psychological treatment, FOR is not as common (16) FOMO.
For questions 17–24, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning (0).
Write your answers IN CAPITAL LETTERS on the separate answer sheet.
Example:
Being a firefighter means having a lot of (0) ________________________. Firefighters need to (17) to emergency calls, assess each situation, and take the necessary steps to extinguish the fire or save others. They work in a (18) of situations, all of which present some kind of danger to others. They are the ones to undertake searches and rescues. They also provide medical (19) to victims of fires and other emergencies.
Firefighters must be (20) fit and able to think quickly and act decisively in (21) situations. They are also expected to be able to work as part of a team and follow orders from their superiors. Moreover, firefighters must have the necessary (22) of fire safety and prevention, and be able to educate the public about fire (23) Becoming a firefighter has to do with being bold but also having an (24) of other people’s needs and fears. Would you be up to such a job?
For questions 25–30, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the word given. Here is an example (0).
Example:
0 Oliver has the talent to become a professional singer. THAT
Oliver is so could become a professional singer.
The gap can be filled by the words ‘talented that he’, so you write:
Example: 0 TALENTED THAT HE
Write only the missing words IN CAPITAL LETTERS on the separate answer sheet
25 ‘I’m sorry for causing so much trouble,’ Emma said. FOR Emma caused so much trouble.
26 Jake received such nice messages when he was ill. WAS
Because of his illness, Jake really nice messages.
27 I didn’t manage to help Marco with his task. IN I didn’t Marco with his task.
28
We’ve noticed there have been more dropouts this term. NUMBER
We’ve noticed a rise dropouts this term.
29
I’m sorry, but you must not take photos here. ALLOWED
I’m afraid taking photos .
30 I think she was afraid of raising a child in such a big city. UP
I think in such a big city caused her fear.