Ir al contenido

PRÁCTICA ORIGINAL · B2 · TEST 1

B2 First Mock Exam

Reading and Use of English · Writing · Respuestas razonadas

155 minutos · 52 preguntas objetivas + 2 redacciones · 7 + 2 partes

Este simulacro cubre los dos papers escritos. No incluye Listening ni Speaking y no permite calcular una nota global oficial.

Todos los niveles

Formato oficial

B2 First (no For Schools). Part 6 elimina frases, no párrafos. Writing Part 2 ofrece tres opciones: article, email y review; report es otro tipo posible para futuros tests.

ParteTareaPreguntasFocoPuntos
Reading 1Multiple-choice cloze1–8Collocations, phrasal verbs and precise vocabulary.1 por ítem; 8 total
Reading 2Open cloze9–16Function words, dependent prepositions and grammatical patterns.1 por ítem; 8 total
Reading 3Word formation17–24Nouns, negative prefixes, adjective formation and adverbs.1 por ítem; 8 total
Reading 4Key word transformations25–30Equivalent meanings through grammar and fixed expressions.2 por ítem; 12 total
Reading 5Multiple choice31–36Detailed comprehension, attitude, purpose and inference.2 por ítem; 12 total
Reading 6Gapped text — sentences37–42Reference, contrast and the logical development of a text.2 por ítem; 12 total
Reading 7Multiple matching43–52Locating specific information and matching paraphrases to evidence.1 por ítem; 10 total
Writing 1Essay obligatorio1 redacciónOpinión, dos notas dadas y una idea propia20 puntos de práctica
Writing 2Elegir una de tres tareas1 redacciónRegistro y propósito20 puntos de práctica

Reading & Use of English: 70 puntos brutos. Writing: 40 puntos de práctica. No sumes ambos para convertirlos a la Cambridge English Scale.

Formato contrastado con Cambridge English — B2 First. El material y los descriptores de corrección son de práctica, no oficiales.

Timing sugerido

Part 1: 8 min; Part 2: 8 min; Part 3: 8 min; Part 4: 12 min; Part 5: 13 min; Part 6: 12 min; Part 7: 10 min; revisión y transferencia: 4 min. Total: 75 min.

40 minutos por redacción: 5 para planificar, 30 para escribir y 5 para revisar. Total: 80 min.

Una pausa entre papers debe quedar fuera del tiempo cronometrado.

Paper 1 — Reading and Use of English

Time allowed: 75 minutes · 52 questions

Part 1 — Multiple-choice cloze

For questions 1–8, choose the answer (A, B, C or D) which best fits each gap. Example (0): A small B narrow C short D low. Answer: A.

A library of useful things

A (0) ____ group of neighbours has opened a library that lends tools rather than books. The idea began when organiser Ella Shaw (1) ____ out that most households used their electric drills for only a few minutes each year. Instead of buying equipment, members now pay a modest annual (2) ____ and borrow whatever they need. The project has also (3) ____ interest among residents who have little experience of practical work.

Before an item leaves the building, a volunteer checks that it is in working (4) ____. Borrowers receive a short explanation, but they must take (5) ____ for using it safely. Ella had expected price to be the main attraction. In fact, people often mention the advice they receive when choosing a tool. This has (6) ____ a real difference to their confidence. Nobody is under (7) ____ to become an expert, and beginners can return with questions. The library is now looking for larger premises, although Ella is determined not to lose (8) ____ of its original purpose: helping neighbours solve everyday problems together.

    1. found
    2. carried
    3. put
    4. turned
    1. fare
    2. fee
    3. fine
    4. tip
    1. lifted
    2. risen
    3. grown
    4. aroused
    1. state
    2. position
    3. order
    4. shape
    1. responsibility
    2. duty
    3. charge
    4. blame
    1. done
    2. made
    3. given
    4. brought
    1. force
    2. weight
    3. pressure
    4. demand
    1. view
    2. look
    3. scene
    4. sight

Part 2 — Open cloze

For questions 9–16, write ONE word in each gap. Example (0): to.

Taking the long way

I used (0) ____ drive to work, even though the office was fairly close. One morning, a flat tyre forced me to walk. The journey was not as tiring (9) ____ I had expected, and I arrived in a better mood. Since then, I have been going (10) ____ foot whenever possible.

At first, I worried about being late. There was no point (11) ____ taking a pleasant route if I had to run the final kilometre. I therefore started leaving home ten minutes earlier. I soon became familiar (12) ____ streets I had previously ignored. The more often I walked, the (13) ____ time I spent sitting in traffic — eventually, it fell to zero.

My colleagues wanted to know (14) ____ had made me change my routine, so I told them about the tyre. Two now join me. We look forward (15) ____ our conversations before work, and neither of them wants to return to driving. It is such a simple change (16) ____ I wonder why I waited so long.

  1. ________________________________
  2. ________________________________
  3. ________________________________
  4. ________________________________
  5. ________________________________
  6. ________________________________
  7. ________________________________
  8. ________________________________

Part 3 — Word formation

For questions 17–24, use the word in CAPITALS to form one word that fits the gap. Example (0): ACT → activity.

A quieter lunch break

For many office workers, lunch is the only period of physical (0) ____ in an otherwise seated day. Yet finding somewhere peaceful can be difficult. A local design team investigated the (17) ____ of the outdoor spaces around several offices. They found that the (18) ____ of heavy traffic made some attractive gardens unpleasant to use.

Their first proposal was (19) ____: no one could afford its enormous cost. Instead, they suggested moving benches behind existing walls. This relatively (20) ____ solution cost very little and required no new construction. The team also improved the (21) ____ of several paths by adding ramps, so wheelchair users could reach every table.

After the changes, workers responded (22) ____ to a survey about the gardens. Many praised the chance to have an (23) ____ conversation with colleagues away from their desks, without an agenda or a manager leading it. The designers believe that the project's (24) ____ depends less on expensive materials than on listening carefully to the people who use a place.

  1. SUITABLE

    ________________________________
  2. PRESENT

    ________________________________
  3. REALISTIC

    ________________________________
  4. EXPENSIVE

    ________________________________
  5. ACCESSIBLE

    ________________________________
  6. POSITIVE

    ________________________________
  7. FORMAL

    ________________________________
  8. SUCCEED

    ________________________________

Part 4 — Key word transformations

For questions 25–30, complete the second sentence using TWO to FIVE words, including the word given. Do not change that word. Contractions count as their full forms. Example: I have never seen a quieter room. SUCH → I have never seen SUCH A QUIET room.

  1. The last time I visited the museum was two years ago. BEEN I have ____ the museum for two years.

    ________________________________
  2. “You should book a place in advance,” the organiser told me. ADVISED The organiser ____ a place in advance.

    ________________________________
  3. The box was so heavy that Marta could not lift it. TOO The box was ____ lift.

    ________________________________
  4. We will hold the workshop outside if it does not rain. UNLESS We will hold the workshop outside ____ .

    ________________________________
  5. Someone is repairing the library roof this week. BEING The library roof ____ this week.

    ________________________________
  6. I prefer walking to taking the bus. RATHER I would ____ take the bus.

    ________________________________

Part 5 — Multiple choice

Read the article. For questions 31–36, choose A, B, C or D.

Learning to notice

When I told friends I was spending six Saturdays at a local photography workshop, they assumed I wanted better pictures for my travel blog. I did not have one. What interested me was whether a camera might make familiar streets feel less familiar. I had begun moving through my neighbourhood as if it were a corridor: somewhere to get through, not somewhere to be. A colleague's photographs of ordinary shop windows had suggested that I was missing more than I realised. Buying a better camera seemed a less useful first step than finding out how she had learned to look.

Our tutor, Martin, asked us to leave our cameras in our bags during the first session. We walked around a market and wrote down details that attracted our attention. I noticed that the flower seller arranged damaged flowers beside perfect ones rather than hiding them. Another student described the pattern of wheels beneath the vegetable stalls. We spent a surprisingly long time discussing things that no one had photographed. At first I wondered whether Martin was avoiding technical instruction because the group had such different cameras. Later, I understood that he was trying to separate noticing a subject from immediately collecting an image of it.

During the following week, I took a photograph of a woman waiting outside a closed café. The pale morning light looked beautiful, and I was pleased with the result. Martin asked what I knew about her. Nothing, I admitted, except that she had agreed to be photographed. He did not suggest that every photograph needed a complete biography. His concern was that I had described her as lonely in my caption simply because she was alone. She might have been enjoying a quiet moment before meeting a crowd of friends. I kept the picture but rewrote the caption to describe what could actually be seen.

By the third session, our group had developed a comfortable routine. We compared pictures without ranking them, and Martin asked questions before offering suggestions. I initially found this frustrating; I wanted him to identify the best image and explain how to repeat it. Yet when he did finally point out a technical problem in one of my photographs, I could see it myself. The questions had given me a way of judging my work rather than a list of instructions to obey. I was becoming less dependent on his approval, although I still welcomed his advice.

The most demanding assignment was to photograph one small square every day. I expected to exhaust its possibilities in an afternoon. Instead, changes in light and human activity kept altering it. What bored me was not the square but my first, predictable way of photographing it. After several days, I stopped standing at the same corner. I began waiting for the place to offer something instead of forcing it into a picture I had already imagined. Some evenings produced no useful photographs at all, but they rarely felt wasted.

For our final display, Martin offered to arrange the photographs himself. We refused, politely. Choosing which images belonged together had become part of what we wanted to learn. Our display was less tidy than his would probably have been, and two pictures were printed slightly too dark. Visitors nevertheless stayed to discuss them. Several recognised places they passed daily but had never really examined. That response mattered more to me than praise for the photographs themselves.

I still use the same inexpensive camera. I also put it away more often. If a scene becomes interesting only because I think it will impress someone online, I sometimes choose not to photograph it. The workshop has not turned every walk into an artistic experience. It has made me more willing to stop, more careful about the stories I attach to strangers, and less embarrassed to return to the same place without knowing exactly what I am looking for.

  1. Why did the writer join the workshop?

    1. To develop a travel website
    2. To learn to see everyday surroundings differently
    3. To choose a more suitable camera
    4. To acquire the skills needed for a new job
  2. What did the writer eventually understand about the first session?

    1. It compensated for a lack of suitable equipment.
    2. It showed that writing was more useful than photography.
    3. It encouraged observation before taking pictures.
    4. It allowed Martin to assess everyone’s technical knowledge.
  3. What was Martin questioning about the café photograph?

    1. Whether the writer had asked permission
    2. Whether the lighting was appropriate
    3. Whether the image needed a longer caption
    4. Whether the caption made an unsupported assumption
  4. How did the writer’s attitude to Martin’s questions change?

    1. The writer came to value their effect on independent judgement.
    2. The writer began to think they delayed necessary technical work.
    3. The writer decided that direct instructions were always better.
    4. The writer became more eager to obtain Martin’s approval.
  5. What did photographing the square reveal?

    1. Interesting subjects require completely new locations.
    2. The writer’s initial approach was the source of the boredom.
    3. A successful visit must produce a usable photograph.
    4. Regular visitors tend to overlook changes in the weather.
  6. What pleased the writer most about the final display?

    1. Visitors noticed that the equipment was inexpensive.
    2. The group avoided technical mistakes in the prints.
    3. The photographs changed how visitors saw familiar places.
    4. Martin agreed that the group’s arrangement was better.

Part 6 — Gapped text — sentences

Six sentences have been removed from the article. For gaps 37–42, choose from sentences A–G. There is ONE extra sentence which you do not need to use.

A room to make mistakes

The first time I entered the community repair room, I carried a desk lamp that had stopped working. I imagined handing it to an expert and collecting it later, much as I would leave a coat at a dry cleaner's. The person at the door had other ideas. (37) ____ I was going to stay beside the volunteer throughout the repair and help wherever it was safe to do so. This was a workshop, she explained, not a free repair shop.

That distinction is central to the project. Its organisers want people to understand objects well enough to look after them. An electrician named Karim examined my lamp while I described what had happened. Before opening it, he disconnected it and explained why electrical work required special precautions. (38) ____ Instead, I made notes and located the replacement switch in a catalogue while he tested the wiring. Participating did not mean being allowed to attempt every task.

At the next table, a teenager was struggling to sew a loose handle back onto a bag. Her first stitches came undone, and she looked ready to abandon the job. The volunteer beside her did not take over. (39) ____ After watching this brief demonstration, the teenager tried again with a much shorter length of thread. She worked slowly, but the final row of stitches held. Her smile seemed to be about more than saving a bag.

During a break, the coordinator showed me the room's records. I expected a list of successful repairs, perhaps with an impressive estimate of the money saved. There was such a list, but another folder was equally important. (40) ____ One entry described a radio that nobody had managed to fix. It explained which tests had been attempted and why the owner had decided against buying an expensive part. A future visitor with the same model might avoid repeating those tests.

The room does not accept every object. Last month, visitors brought in more bicycles than the volunteers could safely accommodate. Leaving them in the entrance made it difficult to move equipment, and people had to step outside while others passed. (41) ____ Under the new system, bicycle owners book a place in advance, while smaller items can still be brought without an appointment. The organisers would rather deal with fewer objects properly than create a queue that puts everyone under pressure.

My lamp was working again by the end of the afternoon. I could not honestly say that I had repaired it myself, but I understood the fault and knew what to do if it returned. On my next visit, I brought nothing broken. I offered to help greet visitors and record their questions. (42) ____ Explaining that difference to newcomers felt like useful work, and it left the trained volunteers more time to concentrate on tasks that genuinely required their expertise. The room had given me a way to contribute without pretending to have skills I did not possess.

A. For that reason, I was not invited to touch any of the electrical components.

B. This one recorded the unsuccessful attempts as carefully as the successes.

C. By then, I knew why the place was not simply somewhere to leave a broken object.

D. She explained that my role would be more active than I had expected.

E. As a result, all the volunteers decided to qualify as electricians before returning.

F. He showed her how a long piece of thread could twist, then made two stitches with a shorter one.

G. That congestion led to a new rule for these larger items.

  1. ________________________________
  2. ________________________________
  3. ________________________________
  4. ________________________________
  5. ________________________________
  6. ________________________________

Part 7 — Multiple matching

Read the four accounts A–D. For questions 43–52, choose the person who makes each statement. You may choose each person more than once.

Changing the way we work

A — Lena, illustrator

I used to imagine a shared workspace as a noisy room where strangers interrupted each other. My own kitchen table seemed a safer option, but by midwinter I was tired of eating lunch beside unfinished drawings. A friend persuaded me to try a place above a bakery. I expected to tolerate it for a week; within two days, I had asked about a permanent desk. People were friendly without expecting constant conversation. The monthly cost was higher than working at home, of course, but it included space to store materials, which my flat badly lacked. I particularly like the long table where we spread out work and offer comments. I never ask the others to redesign a picture for me. Their questions often reveal something I had stopped seeing, though, and two recent illustrations improved considerably after those conversations. I protect the first hour of each morning for concentrated work and join people later. For now, this combination suits me far better than either complete silence or endless company.

B — Oliver, translator

When our local shared office opened, I was one of its first members. It looked ideal: excellent light, reliable internet and a short walk from home. After three months, however, I realised I was choosing tasks according to what the room allowed. Phone conversations were not particularly loud, but even a few words could break my concentration when I was comparing difficult sentences. Noise-cancelling headphones helped less than I had hoped. I returned to my spare room and have not regretted it. What I did miss was the clear end to the day that leaving an office provides. I now put my work laptop in a cupboard at six, even if I plan to use my personal computer later. The small act makes the evening feel separate. I still meet former colleagues for lunch occasionally, but I do not confuse enjoying their company with needing to work alongside them. My routine would probably bore someone who relies on discussion to develop ideas; for me, it removes decisions that used to waste energy.

C — Priya, project coordinator

Our organisation lets us choose where to work on most days. I spend Mondays and Tuesdays at home, then use the main office for the rest of the week. That arrangement was excellent for finishing reports, but I eventually noticed a problem: junior colleagues were waiting several days to ask me simple questions because they thought my home days meant I was unavailable. I had assumed they would send a message whenever they needed help. We discussed it and introduced a short online drop-in period every morning. Nobody has to attend, and it is not another meeting with a fixed agenda. It simply makes permission to interrupt explicit. I also choose my office days around occasions when new staff need support, rather than treating the calendar as unchangeable. I would not say that this system saves our organisation money; we still maintain the same building. Its value is that focused work and informal help no longer have to compete throughout the entire day.

D — Mateo, furniture designer

I moved into a workshop on the edge of town because the rent was much lower than in the centre. I knew the journey would be longer, but the difference in cost allowed me to buy a machine I had previously hired. The space is not as comfortable as my old studio: in winter I need several layers until the heaters have warmed it. An unexpected pleasure has been the bus journey. There is little reliable mobile reception along part of the route, so I cannot deal with messages efficiently. At first that annoyed me; now I keep a small sketchbook in my bag and use the time to explore shapes without opening design software. Several promising ideas have begun there. I am not certain I will stay in the workshop indefinitely, especially if transport becomes less frequent. For the moment, though, the financial advantage and that protected thinking time make the inconvenience worthwhile.

  1. Who found that other people’s observations improved the quality of their work?

    ________________________________
  2. Who discovered that newer colleagues had misunderstood when help was available?

    ________________________________
  3. Who chose a workplace mainly because of its lower price?

    ________________________________
  4. Who uses a physical action to mark the end of working hours?

    ________________________________
  5. Who quickly abandoned a negative expectation of shared working?

    ________________________________
  6. Who found an unexpected creative benefit in travelling to work?

    ________________________________
  7. Who returned to working at home after trying a shared office?

    ________________________________
  8. Who made a regular opportunity for brief questions available without compulsory attendance?

    ________________________________
  9. Who accepts that their present workplace is less physically comfortable than the previous one?

    ________________________________
  10. Who feels that their working habits would not suit everybody?

    ________________________________

Answer sheet

Name: __________________________________ Date: __________________

Record answers 1–52 here. Write words in CAPITAL LETTERS for Parts 2–4. For the other parts, write the appropriate letter.

Part 1

1
2
3
4
5
6
7
8

Part 2

9
10
11
12
13
14
15
16

Part 3

17
18
19
20
21
22
23
24

Part 4

25
26
27
28
29
30

Part 5

31
32
33
34
35
36

Part 6

37
38
39
40
41
42

Part 7

43
44
45
46
47
48
49
50
51
52

Paper 2 — Writing

Time allowed: 80 minutes · TWO answers

Complete Part 1 and choose ONE question from Part 2. Write on separate paper and clearly mark the question number. Do not answer all three optional tasks.

Part 1 — Compulsory essay

Question 1 · 140–190 words

In your English class you have been discussing ways of learning practical skills. Now your teacher has asked you to write an essay. Is learning a practical skill with other people better than learning it alone? Write about: 1. getting help; 2. working at your own speed; 3. your own idea. Write your essay using all the notes and giving reasons for your point of view. Write 140–190 words.

Part 2 — Choose ONE of questions 2–4

Question 2 · Article — choose ONE of 2–4

140–190 words

You see this announcement on an English-language community website. A place worth spending time in Tell us about a public place in your area that people sometimes overlook. What can you do there, and why would you recommend spending an afternoon there? Write your article in 140–190 words.

Question 3 · Email — choose ONE of 2–4

140–190 words

Your English-speaking friend Sam has sent you this email. I am organising a weekend visit for three friends to your town. Could you suggest one activity we could all do together? Please explain why it would suit us and what we should arrange before arriving. We enjoy trying something new, but our budget is limited. Write your email to Sam in 140–190 words.

Question 4 · Review — choose ONE of 2–4

140–190 words

An English-language learning magazine is asking for reviews. Have you used a book, website or app to learn a practical skill? Describe what it offers, explain one strength and one limitation, and say who you would recommend it to. Write your review in 140–190 words. You may invent the resource.

Self-assessment checklist

  • Have I answered every required point using my own words?
  • Is the purpose, genre and register appropriate for the intended reader?
  • Have I included both supplied notes AND my own idea?
  • Have I organised ideas into logical paragraphs and made the relationships clear?
  • Have I checked grammar, spelling, collocation and precision?
  • Is each answer within its stated word limit, without irrelevant material?
ANSWER KEY & TEACHER'S GUIDE — abrir / cerrar

Teachers: hide this section before printing for students. The student print stylesheet hides this entire section, even when it is open.

Attempt every question before opening the key. These marks are classroom feedback, not an official Cambridge result. Where an alternative fits the supplied context, it is explicitly noted; do not reject an equally valid answer simply because it differs from the primary key.

Part 1 — answers and reasons

  1. A — Find out means discover a fact; carry out takes a task, while put out and turn out do not fit Ella as the subject of this clause.
  2. B — An annual fee buys membership; a fare is for travel and a fine is a penalty.
  3. D — Arouse interest is the transitive collocation; risen and grown do not fit this structure.
  4. C — In working order is the fixed expression for equipment that functions.
  5. A — Take responsibility for an activity is the required construction.
  6. B — Make a difference is the collocation, not do or give a difference.
  7. C — Under pressure to do something describes an expectation that feels demanding.
  8. D — Lose sight of a purpose means stop keeping it in mind.

Part 2 — answers and reasons

  1. AS — The comparison is not as tiring as I had expected.
  2. ON — On foot is the fixed phrase for walking.
  3. IN — There is no point in doing something takes in plus an -ing form.
  4. WITH — Become familiar with introduces something you know through experience.
  5. LESS — The more … the less … links increased walking with reduced time sitting in traffic.
  6. WHAT — What is the subject of had made and asks which event caused the change; the tyre explains it.
  7. TO — Look forward to takes a noun or -ing form; to here is a preposition.
  8. THAT — Such a simple change that … introduces the resulting reaction.

Part 3 — answers and reasons

  1. SUITABILITY — The suitability of requires the abstract noun from suitable.
  2. PRESENCE — The presence of traffic names the fact that traffic is there.
  3. UNREALISTIC — The unaffordable cost makes the negative adjective necessary.
  4. INEXPENSIVE — Cost very little requires the negative prefix in-, not an adverb.
  5. ACCESSIBILITY — Improved the accessibility of paths refers to how easily everyone can use them.
  6. POSITIVELY — The adverb modifies responded.
  7. INFORMAL — No agenda or manager signals an informal conversation; an also fits informal.
  8. SUCCESS — The possessive project’s needs a noun; success is what depends on listening.

Part 4 — answers and reasons

  1. NOT BEEN TO — Present perfect negative plus for expresses the period since the last visit.
  2. ADVISED ME TO BOOK — Advise someone to do something reports advice without changing its meaning.
  3. TOO HEAVY FOR MARTA TO — Too + adjective + for someone + to gives the same negative result.
  4. UNLESS IT RAINS — Unless it rains is equivalent to if it does not rain.
  5. IS BEING REPAIRED — Present continuous passive preserves the ongoing action and its time.
  6. RATHER WALK THAN — Would rather + infinitive + than preserves the stated preference.

Part 5 — answers and reasons

  1. B — The writer wanted familiar streets to feel less familiar, not travel content, equipment advice or employment.
  2. C — Separating noticing from immediately collecting an image explains the camera-free activity.
  3. D — Being alone did not justify calling the woman lonely; permission had already been obtained.
  4. A — The questions enabled self-assessment and reduced dependence on approval.
  5. B — The writer explicitly contrasts the square with a predictable way of photographing it.
  6. C — Visitors recognised places they had never examined, which mattered more than praise.

Part 6 — answers and reasons

  1. D — D replaces the expected handover with an active role, explained by staying and helping in the next sentence.
  2. A — A rules out touching electrical components; Instead introduces safe non-electrical help.
  3. F — F supplies the demonstration referred to next and explains the change to shorter thread.
  4. B — B identifies the second folder as failed attempts; the radio entry then illustrates it.
  5. G — G connects the congested entrance to the booking rule explained under the new system.
  6. C — C restates the repair-shop versus learning-room distinction that the writer now explains to visitors.

Part 7 — answers and reasons

  1. A — Lena says colleagues’ questions led to considerable improvements in two illustrations.
  2. C — Priya’s junior colleagues interpreted her home days as unavailability.
  3. D — Mateo moved because the rent was much lower and used the savings for equipment.
  4. B — Oliver puts his work laptop in a cupboard at six to separate work from evening.
  5. A — Lena expected interruptions but requested a permanent desk within two days.
  6. D — Mateo began developing design ideas in a sketchbook on the bus.
  7. B — Oliver left the shared office after three months and returned to his spare room.
  8. C — Priya introduced an optional morning online drop-in period.
  9. D — Mateo needs extra layers in winter and explicitly contrasts the workshop with his old studio.
  10. B — Oliver says his routine would bore someone who needs discussion to develop ideas.

Transformation marking — original classroom guide

Maximum 2 marks per item. Award one mark per correct segment below, provided the complete gap contains 2–5 words and the key word is unchanged. Out-of-range attempts or changed key words receive zero. Accept equally grammatical, meaning-preserving alternatives after teacher review; do not score isolated matching words.

  • 25 NOT | BEEN TO
  • 26 ADVISED ME | TO BOOK
  • 27 TOO HEAVY | FOR MARTA TO
  • 28 UNLESS | IT RAINS
  • 29 IS BEING | REPAIRED
  • 30 RATHER WALK | THAN

Part 6: E is unused. The claim about all volunteers having electrical training contradicts the division of responsibilities.

Writing models — illustrative, not the only valid answers

Question 1 · Essay — compulsory

Learning together or alone?

Learning a practical skill can be enjoyable in a group or alone. Although both approaches have advantages, I believe that beginners usually benefit more from working with other people.

First, a group gives learners immediate help. If someone cannot understand an instruction, another person can demonstrate it. This is particularly useful in activities such as cooking, where a small mistake may affect the whole result. However, the person giving advice needs to know what they are doing.

Working alone offers greater control over speed. A learner can repeat an easy stage or spend an hour on a difficult one without worrying about anyone else. In a group, the teacher should therefore allow some individual practice.

Motivation is another important consideration. People are less likely to give up when they can share progress and laugh about mistakes together.

Overall, I would choose group learning at the beginning, followed by practice alone. This combination provides support without making learners permanently dependent on others.

Teacher comment: Answers both supplied notes and adds motivation; gives a qualified opinion, examples and a clear conclusion.

Question 2 · Article — choose ONE of 2–4

The garden behind the library

Have you ever walked past your local library without noticing what is behind it? In my neighbourhood, that is exactly how most people miss one of our nicest public spaces.

A narrow path beside the entrance leads to a small garden. It is not a spectacular attraction, but that is part of its charm. There are wooden benches, a few fruit trees and a large table where visitors can read or play board games. You do not need a library card to enter.

I recommend going in the afternoon, when the tall building shades half the garden. Bring a book, or invite a friend and borrow a chess set from reception. The nearby road is still audible, so do not expect complete silence. Nevertheless, conversation is easy, and there is no pressure to buy anything.

For me, the garden proves that a good afternoon does not require an exciting destination. Sometimes the best place is one you have been walking past for years.

Teacher comment: Uses a reader-facing opening, describes a specific public place, offers activities and gives balanced reasons to visit.

Question 3 · Email — choose ONE of 2–4

Hi Sam,

It is great that you are all coming for the weekend! I think you would enjoy the beginner pottery session at the community centre. I tried it last month, and making something with my hands was a refreshing change from studying.

The class would suit your group because no experience is needed. The teacher demonstrates each stage, and everyone makes a small bowl rather than following a complicated project. There is also plenty of time to chat while you work. Materials are included in the price, so you will not need to buy special equipment. Check the current fee before booking, but it was cheaper than going to the cinema when I went.

You should reserve four places in advance because the room is quite small. Ask when the finished bowls can be collected, too; I can collect them later if necessary. Wear clothes that you do not mind getting dirty!

Let me know what you think. I would love to meet you afterwards.

Best, Alex

Teacher comment: Suggests one activity, explains suitability for beginners and budget, and includes booking, collection and clothing arrangements in an informal register.

Question 4 · Review — choose ONE of 2–4

Small Steps: useful guidance for new gardeners

Small Steps is a fictional gardening website for people who have a balcony rather than a large garden. I used its beginner course to grow herbs in three small pots, and it made the process much less confusing.

The site offers short illustrated lessons, a basic equipment list and a simple diary for recording progress. Its greatest strength is the clarity of the instructions. Each lesson explains not only what to do but also what a problem might look like. Photographs of unhealthy leaves were especially helpful when I watered my plants too often.

There is one important limitation: the advice assumes that users have a fairly sunny outdoor space. Someone with a dark balcony would need more guidance about choosing suitable plants. A short section on different conditions would improve the course considerably.

Despite that weakness, I would recommend Small Steps to complete beginners with a sunny balcony. It does not promise instant expertise, but it gives learners manageable tasks and a realistic sense of progress.

Teacher comment: Identifies the resource as invented, describes features, evaluates a specific strength and limitation, and recommends it to a defined audience.

Original Writing rubric — 0–5 per subscale

Assess each answer separately on all four scales for a score out of 20. Choose the closest overall descriptor rather than deducting a fixed number for each error. Length matters when it causes incomplete development or irrelevant material, not through an invented automatic penalty.

MarkContentCommunicative AchievementOrganisationLanguage
5All task points are developed with relevant examples; the reader gets a complete answer.The chosen genre and tone consistently engage the intended reader and fulfil the purpose.Ideas progress naturally through purposeful paragraphs and varied clear connections.A flexible range of grammar and vocabulary expresses precise meanings; slips are minor.
4All main points are covered, with only a small imbalance or thinly developed detail.Genre and tone work well, with a minor lapse that does not distract the reader.The progression is clear; occasional links or paragraph boundaries could be smoother.Good variety and control; occasional errors rarely interrupt reading.
3The central task is answered, but a point needs more explanation or relevance is uneven.Purpose is recognisable and tone generally suitable, though some choices feel mechanical.Paragraphs and common linking devices make the text mostly easy to follow.Everyday language is controlled; attempts at more complex expression contain noticeable errors.
2Some relevant information is present, but a required point is missing or insufficiently addressed.The reader can identify the intention, but register or genre repeatedly mismatches the task.A sequence is visible, but weak grouping or repetitive links require extra reader effort.Limited range and frequent errors restrict detail; some phrases need interpretation.
1Only a small part of the requested content is communicated; substantial irrelevant material may appear.The text gives little sense of its audience or purpose and rarely works as the required genre.Ideas are isolated or poorly sequenced, with little useful paragraphing or connection.Very restricted language and persistent errors make much of the message difficult to recover.
0No relevant response to the task is provided.No assessable attempt to communicate for the required purpose is evident.No assessable organisation is evident.There is too little intelligible English to assess.

Moderation: identify evidence for each scale separately. Strong ideas cannot compensate for missing task coverage, and flawless grammar does not guarantee appropriate communication. Discuss borderline scripts with another teacher when possible.