24/7 preparation for Cambridge B2 First
Cambridge B2 First (FCE) is an upper-intermediate level qualification that proves you can use everyday written and spoken English for work or study purposes. It is one of the most widely recognised English language qualifications, accepted by thousands of businesses and educational institutions worldwide.
Prepare your speaking and writing from anywhere at anytime with real exam materials.
Cambridge B2 First
Activity: Interview
Family / Past experiences / Free time
Discuss personal topics related to Family.
Cambridge B2 First
Activity: Interview
Daily life / Travel / Future plans
Discuss personal topics related to Daily life.
Cambridge B2 First
Activity: Interview
Friends / Your town / city
Discuss personal topics related to Friends.
Cambridge B2 First
Activity: Interview
Your home / The news / Eating
Discuss personal topics related to Your home.
Cambridge B2 First
Activity: Interview
Studying / Health and fitness
Discuss personal topics related to Studying.
Cambridge B2 First
Activity: Interview
Sports and exercise / Reading habits / Technology
Discuss personal topics related to Sports and exercise.
💡 Key points to remember
- Cambridge B2 First (FCE) assesses English at upper-intermediate level (B2 on the CEFR scale). It can also be used to assess a C1 level if the candidate gets a grade A (or 180 points).
- It is a certificate very commonly used for admission into universities and higher education, and administrative purposes.
- Candidates can get a maximum of 200 points.
- With Grade B and C (160 points), candidates demonstrate a B2 level and get a B2 First certificate in English at B2 level.
- With a total of 180 points, a grade A demonstrates a B2 and C1 level.
Overall grading logic
| Section with description | Duration | Total points | Weight |
|---|---|---|---|
Speaking | 14 min | 60 | 20% |
Part 1 – Interview | 2 minutes | 60 | — |
Part 2 – Long Turn | 4 minutes | — | — |
Part 3 – Collaborative Task | 4 minutes | — | — |
Part 4 – Discussion | 4 minutes | — | — |
Writing | 1h 20 min | 40 | 20% |
Part 1 – Essay | 40 minutes | 20 | 50% |
Part 2 – Choice Task | 40 minutes | 20 | 50% |
Reading and Use of English | 1h 25 min | 70 | 40% |
Part 1 – Multiple-choice cloze | ~10 minutes | 8 | 11% |
Part 2 – Open cloze | ~10 minutes | 8 | 11% |
Part 3 – Word formation | ~10 minutes | 8 | 11% |
Part 4 – Key word transformations | ~15 minutes | 12 | 17% |
Part 5 – Multiple choice | ~15 minutes | 12 | 17% |
Part 6 – Gapped text | ~10 minutes | 12 | 17% |
Part 7 – Multiple matching | ~15 minutes | 10 | 14% |
Listening | 35 min | 30 | 20% |
Part 1 – Multiple choice (short) | ~10 minutes | 8 | 27% |
Part 2 – Sentence completion | ~10 minutes | 10 | 33% |
Part 3 – Multiple matching | ~5 minutes | 5 | 17% |
Part 4 – Multiple choice (long) | ~10 minutes | 7 | 23% |
| Total | — | 200 | 100% |
Sources:
- B2 First, Handbook for teachers for exams, Cambridge English Qualifications
Overall grading logic
Speaking
| Section with description | Duration | Total points |
|---|---|---|
Part 1 – Interview The examiner asks you questions about yourself, your interests, and your life. This part assesses your ability to give personal information and talk about everyday topics. | 2 minutes | 60 |
Part 2 – Long Turn You are given two photographs and asked to compare them and respond to a question. You speak for about 1 minute, then briefly comment on your partner's photographs. | 4 minutes | |
Part 3 – Collaborative Task You and your partner are given a task with visual prompts. You discuss the prompts together and try to reach a decision. | 4 minutes | |
Part 4 – Discussion The examiner asks questions related to the topic in Part 3. You discuss broader, more abstract issues with your partner. | 4 minutes |
Sources:
- B2 First, Handbook for teachers for exams, Cambridge English Qualifications
Writing
| Section with description | Duration | Total points | Weight |
|---|---|---|---|
Part 1 – Essay You must write an essay of 140–190 words based on a given topic and two opinions. You must use the opinions and add your own ideas. | 40 minutes | 20 | 50% |
Part 2 – Choice Task You choose one task from a selection: article, email/letter, report, or review. You write 140–190 words. | 40 minutes | 20 | 50% |
Sources:
- B2 First, Handbook for teachers for exams, Cambridge English Qualifications
How is the speaking section assessed?
| Band 1 | Band 3 | Band 5 | |
|---|---|---|---|
Grade | 1 | 3 | 5 |
Grammar and Vocabulary | Shows a good degree of control of simple grammatical forms. Uses a range of appropriate vocabulary when talking about everyday situations. | Shows a good degree of control of simple grammatical forms, and attempts some complex grammatical forms. Uses a range of appropriate vocabulary to give and exchange views on familiar topics. | Shows a good degree of control of a range of simple and some complex grammatical forms. Uses a range of appropriate vocabulary to give and exchange views on a wide range of familiar topics. |
Discourse Management | Produces responses which are extended beyond short phrases, despite hesitation. Contributions are mostly relevant, despite some repetition. Uses basic cohesive devices. | Produces extended stretches of language despite some hesitation. Contributions are relevant and there is very little repetition. Uses a range of cohesive devices. | Produces extended stretches of language with very little hesitation. Contributions are relevant and there is a clear organisation of ideas. Uses a range of cohesive devices and discourse markers. |
Pronunciation | Is mostly intelligible, and has some control of phonological features at both utterance and word levels. | Is intelligible. Intonation is generally appropriate. Sentence and word stress is generally accurately placed. Individual sounds are generally articulated clearly. | Is intelligible. Intonation is appropriate. Sentence and word stress is accurately placed. Individual sounds are articulated clearly. |
Interactive Communication | Initiates and responds appropriately. Keeps the interaction going with very little prompting and support. | Initiates and responds appropriately. Maintains and develops the interaction and negotiates towards an outcome with very little support. | Initiates and responds appropriately, linking contributions to those of other speakers. Maintains and develops the interaction and negotiates towards an outcome. |
Global Achievement | Handles communication in everyday situations, despite hesitation. Constructs longer utterances but is not able to use complex language except in well-rehearsed utterances. | Handles communication on familiar topics, despite some hesitation. Organises extended discourse but occasionally produces utterances that lack coherence, and some inaccuracies and inappropriate usage occur. | Handles communication on a range of familiar topics, with very little hesitation. Uses accurate and appropriate linguistic resources to express ideas and produce extended discourse that is generally coherent. |
Notes:
* To produce the final score: (i) Interactive Communication, Pronunciation, Discourse management and Grammar and Vocabulary scores are multiplied by 2 (ii) Global achievement is multiplied by 4. For instance, a candidate that has received a score of 2 in Interactive Communication, 3 in Pronunciation, 2 in Discourse management, 4 in Grammar and Vocabulary and 5 in Global Achievement gets 42 total score for this paper (2 + 3 + 2 + 4) * 2 + 5 * 4 = 42
* Global achievement score differs from the other dimensions because the grader is the interlocutor of the candidate, whereas for the other dimension the grader is an independent assessor.
Sources:
- B2 First, Handbook for teachers for exams, Cambridge English Qualifications
How is the writing section assessed?
| Band 1 | Band 3 | Band 5 | |
|---|---|---|---|
Grade | 1 | 3 | 5 |
Content | Irrelevances and misinterpretation of task may be present. Target reader is minimally informed. | Minor irrelevances and/or omissions may be present. Target reader is on the whole informed. | All content is relevant to the task. Target reader is fully informed. |
Communicative Achievement | Uses the conventions of the communicative task in generally appropriate ways to communicate straightforward ideas. | Uses the conventions of the communicative task to hold the target reader's attention and communicate straightforward ideas. | Uses the conventions of the communicative task effectively to hold the target reader's attention and communicate straightforward and complex ideas, as appropriate. |
Organisation | Text is connected and coherent, using basic linking words and a limited number of cohesive devices. | Text is generally well organised and coherent, using a variety of linking words and cohesive devices. | Text is well organised and coherent, using a variety of cohesive devices and organisational patterns to generally good effect. |
Language | Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexis. Uses simple grammatical forms with a good degree of control. While errors are noticeable, meaning can still be determined. | Uses a range of everyday vocabulary appropriately, with occasional inappropriate use of less common lexis. Uses a range of simple and some complex grammatical forms with a good degree of control. Errors do not impede communication. | Uses a range of vocabulary, including less common lexis, appropriately. Uses a range of simple and complex grammatical forms with control and flexibility. Occasional errors may be present but do not impede communication. |
Sources:
- B2 First, Handbook for teachers for exams, Cambridge English Qualifications