B2 First · Practice 01 · Alumno
Prueba
CAMBRIDGE-B2-FIRST
Convocatoria
2026-2027
Curso
mcer-b2
Materia
ingles
Caracter
original-editorial
Puntuación máxima
100
Duracion minutos
195
- https://www.cambridgeenglish.org/latinamerica/exams-and-tests/first/exam-format/
- https://www.cambridgeenglish.org/latinamerica/Images/167791-b2-first-handbook.pdf
Advertencia
Original practice. Independent material, not an official paper. Marks are for practice, not certification.
Instrucciones
Read the instructions for each part. Use no dictionary. Keep the answer key and listening scripts closed during practice.
Timings refer to the official format. This original practice is not calibrated; audio and pictures remain to be produced. Reading / Use of English, Writing, Listening and Speaking are assessed separately.
Partes
Reading and Use of English · 75 minutes
Elegir
7
Opciones
Part 1 · Multiple-choice cloze
Prueba
CAMBRIDGE-B2-FIRST
Convocatoria
2026-2027
Curso
mcer-b2
Materia
ingles
Caracter
original-editorial
Bloque
r1
Actividad
Choose A, B, C or D for gaps 1–8. The travelling repair table When a repair group opened in our town, its founders had no permanent workshop. Instead, they [1] advantage of a folding table and visited a different neighbourhood every Saturday. At first, the idea [2] little attention. People assumed that broken objects should simply be thrown away. The team wanted to [3] that attitude, but avoided making visitors feel guilty about their choices. They offered practical help rather than a lecture. The volunteers soon discovered that patience was just as important as technical [4] of how the objects worked. A radio might take an hour to repair, while explaining the repair could take another twenty minutes. Visitors were encouraged to [5] part, even if all they could do was hold a lamp. In this way they gained [6] in handling tools. The group does not promise to fix everything: some damage is beyond repair. Nevertheless, it has [7] a considerable difference to the community. Its greatest achievement may be the friendships that have [8] out of these shared attempts.
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1 A took; B made; C held; D put
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2 A collected; B attracted; C carried; D achieved
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3 A exchange; B replace; C change; D transfer
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4 A qualification; B talent; C custom; D knowledge
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5 A take; B make; C give; D get
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6 A trust; B confidence; C belief; D certainty
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7 A done; B built; C made; D produced
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8 A grown; B raised; C increased; D extended
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3.8095238095238093
Part 2 · Open cloze
Prueba
CAMBRIDGE-B2-FIRST
Convocatoria
2026-2027
Curso
mcer-b2
Materia
ingles
Caracter
original-editorial
Bloque
r2
Actividad
Write ONE word in each gap 1–8. A quiet hour Our library introduced a quiet hour after several visitors complained [1] the noise made by group activities. The aim was not to stop people talking all day, but to give those [2] needed silence a reliable time to visit. At first, the librarian wondered [3] anyone would use it. Within a month, however, every desk was occupied. Some visitors had [4] working at home until building work began next door; others could study nowhere [5] but the library. Everyone was asked to switch [6] their phones, and this simple rule proved effective. There was no need [7] special equipment. The change was so popular [8] the library added a second quiet hour on Fridays. Group activities still take place afterwards, so neither group of users has lost its space.
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who
that
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whether
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5.714285714285714
Part 3 · Word formation
Prueba
CAMBRIDGE-B2-FIRST
Convocatoria
2026-2027
Curso
mcer-b2
Materia
ingles
Caracter
original-editorial
Bloque
r3
Actividad
Use the word in capitals to form a word for each gap. A roof for everyone The [1] (CREATE) of a garden on the college roof began as an [2] (USUAL) suggestion from a geography student. The building manager was initially [3] (WILLING) to agree, because the roof had never been open to students. A careful [4] (EXAMINE) by an engineer showed that the plan was safe if the containers remained small. Volunteers then measured the available space with great [5] (ACCURATE). Rather than making all the decisions themselves, they invited [6] (SUGGEST) from other students. Some wanted flowers; others were interested in growing vegetables. The final design reflects this [7] (VARY). The garden has become a [8] (PEACE) place to spend a lunch break, although everyone still has to help with the watering.
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5.714285714285714
Part 4 · Key word transformations
Prueba
CAMBRIDGE-B2-FIRST
Convocatoria
2026-2027
Curso
mcer-b2
Materia
ingles
Caracter
original-editorial
Bloque
r4
Actividad
Complete the second sentence with TWO to FIVE words, including the word given. Do not change the given word.
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Mia started learning Spanish three years ago. BEEN: Mia ___ Spanish for three years.
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has been learning
has been studying
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The tickets cost less than I expected. AS: The tickets were ___ I expected.
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not as expensive as
not so expensive as
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We could not enter because the door was locked. PREVENTED: The locked door ___ entering.
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You should book a seat in advance. BETTER: You ___ a seat in advance.
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I regret not joining the club. WISH: I ___ the club.
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They will announce the results tomorrow. BE: The results ___ tomorrow.
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Puntuación máxima
8.571428571428571
Part 5 · Reading multiple choice
Prueba
CAMBRIDGE-B2-FIRST
Convocatoria
2026-2027
Curso
mcer-b2
Materia
ingles
Caracter
original-editorial
Bloque
r5
Actividad
Read the article and choose A, B, C or D. Learning to leave things unfinished When my photography tutor asked us to hand in an unfinished project, I thought she was joking. My previous courses had rewarded neat folders and clear conclusions. I had learnt to hide every false start, even when a discarded photograph explained how I had reached a better one. This tutor wanted the opposite. We were to bring a piece of work that still raised questions, and tell the class what we did not yet understand. I spent the evening arranging pictures into a convincing sequence, then removed the final three. I had technically followed the instructions, but only by turning unfinishedness into another tidy performance. The next morning, a classmate called Noor put a single picture on the table. It showed an empty chair beside a window. She explained that she had been trying to photograph her grandfather’s old house after he moved, but did not know whether the picture was about his absence or her own memories. Someone suggested adding a portrait; another proposed photographing the new flat. Noor listened, then said that both suggestions might settle the question too soon. Nobody was offended. For the first time, I saw a class discussion in which advice could be useful without being followed immediately. Our tutor was careful about the word unfinished. She did not mean careless. She expected us to check the exposure, arrive on time and keep records. What she opposed was our habit of deciding what a project meant before noticing what it contained. A blurred picture might be a mistake, or it might reveal movement that a technically perfect image missed. We needed enough skill to tell the difference, but also enough curiosity to look twice. That distinction made the task harder, not easier: I could no longer dismiss a weak photograph merely because it did not match my original plan. There were practical difficulties. I had a part-time job and only two evenings free each week. Keeping several possible directions open felt expensive in both time and attention. When I complained, the tutor did not ask me to work longer. She suggested limiting the number of experiments and writing down the question each experiment was meant to answer. I began taking fewer photographs. The notebook did not remove uncertainty, but it stopped me repeating experiments simply because I had forgotten what I had discovered last time. At our final exhibition, visitors seemed particularly interested in the pages from that notebook. Several asked why we had not shown only the best images. I explained that a polished display can make a creative decision look obvious after the event. In reality, I had changed my mind about the location, the lighting and even the people I wanted to photograph. Showing these changes made the final choices easier to discuss. One visitor said she felt relieved to discover that photographers did not always know exactly what they were doing. I understood what she meant, although I hoped she could also see the work behind the uncertainty. I now use the approach in other subjects. Before writing an essay, I list the questions my first reading leaves unanswered. I still finish assignments, of course. Deadlines have not disappeared. But I no longer treat a question left open as proof that I have failed to learn anything. Sometimes it is the most precise description I can give of what I have learnt so far. The important change is that I can show a teacher where I am uncertain without asking the teacher to do the thinking for me.
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What did the writer initially do with the assignment? A refused it; B changed the deadline; C made it seem neatly complete; D copied a classmate
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What impressed the writer about Noor’s discussion? A everyone chose the same solution; B she could consider advice without immediately using it; C the tutor settled the subject; D the photograph needed no explanation
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What distinction did the tutor make? A unfinished work can still be carefully produced; B technical skill always limits imagination; C records matter more than photographs; D blurred pictures should always be retained
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How did the notebook help? A it guaranteed better marks; B it replaced experiments; C it persuaded the writer to leave the job; D it prevented unnecessary repetition
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Why did the writer show the notebook at the exhibition? A to hide poor final pictures; B to make the process behind final choices visible; C to prove visitors knew little about art; D to advertise a writing course
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What is the writer’s final view? A deadlines damage all creative work; B teachers should supply answers; C open questions may show useful learning; D every assignment should remain unfinished
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5.7142857142857135
Part 6 · Gapped text
Prueba
CAMBRIDGE-B2-FIRST
Convocatoria
2026-2027
Curso
mcer-b2
Materia
ingles
Caracter
original-editorial
Bloque
r6
Actividad
Six sentences have been removed. Choose A–G for gaps 1–6. One sentence is not used. The Saturday map I joined a volunteer group that was drawing a walking map of our town. I expected to spend the first meeting choosing colours. Instead, the organiser asked us to walk from the railway station to the health centre and record everything that might confuse a newcomer. [1] I had lived here for years and assumed that the route was obvious. Within ten minutes, however, I had noted two missing signs and an entrance hidden behind a hedge. The next week we compared notes. Some volunteers had timed the walk; others had looked for benches or crossings. One person had used a wheelchair. [2] Until then, I had treated distance as the main reason a journey might be difficult. Her account of a narrow pavement forced me to think about what our short route description had left out. We decided that the map should show useful information rather than simply the shortest route. But adding everything made the page difficult to read. A row of tiny symbols looked impressive on a large screen and almost disappeared on a phone. [3] We therefore printed trial copies and carried them through the town instead of relying on what the design looked like at our desks. Our first public test took place during a busy market morning. We gave copies to visitors and asked them to explain their decisions as they walked. It was tempting to interrupt when someone turned the wrong way. [4] Waiting was uncomfortable, especially when we could see the correct street just ahead. Yet those wrong turns showed us exactly where the map needed a clearer landmark. There was disagreement about an old alley. It was attractive and saved several minutes, but became slippery in wet weather. Some volunteers wanted to leave it off entirely. Others thought visitors should choose for themselves. [5] This allowed us to keep the route without presenting it as equally suitable in all conditions. We added a longer alternative on the same page. The finished map was far less decorative than the design I had imagined at the start. It had larger letters, fewer colours and more space between instructions. People began using it at the station information desk. [6] That request reminded us that a map is never complete merely because it has been printed. The town changes, and the people who use a map notice things its makers may overlook. A Her observations covered obstacles the rest of us had walked past without noticing. B But the organiser told us that helping too soon would hide the problem we were trying to identify. C A month later, one visitor asked how to report a crossing that had recently moved. D The exercise was meant to test our assumptions rather than our artistic ability. E We eventually marked the alley with a warning about the surface after rain. F This difference between designing and using the page became a recurring concern. G The organiser had once worked in a town on the other side of the country.
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Gap 1 A B C D E F G
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Part 7 · Multiple matching
Prueba
CAMBRIDGE-B2-FIRST
Convocatoria
2026-2027
Curso
mcer-b2
Materia
ingles
Caracter
original-editorial
Bloque
r7
Actividad
For questions 1–10, choose A–D. Each person may be chosen more than once. Four people describe learning a practical skill. A · Lena, bicycle maintenance I enrolled because I was tired of taking my bicycle to a shop for small repairs. The first session seemed painfully slow: we spent nearly an hour learning the names of parts before touching any tools. Later I realised how much confusion that avoided. At home I could explain a problem clearly instead of pointing vaguely at the back wheel. The instructor insisted that we stop when a repair involved equipment we had not learnt to use. I liked that honesty. Knowing a little does not make you an expert, and brakes are not something to guess about. I now save money on simple maintenance, but still use the shop for difficult jobs. An unexpected benefit is that my neighbour, who took the course too, sometimes joins me in the courtyard. We check each other’s work and talk about our week. B · Ravi, baking My first loaf was so hard that I considered giving up. I had followed the list of ingredients, but ignored the instruction to wait until the dough had risen. The tutor asked me to write down the times and temperatures rather than rely on memory. The records were annoying at first; eventually they helped me understand what I had changed between attempts. I was surprised that expensive equipment was unnecessary. The class used ordinary bowls, and I borrowed a tin from a relative. Baking has not saved me money, since I often try special ingredients, but it has given me something useful to do on rainy Sundays. The most satisfying moment was taking bread to a shared lunch and seeing someone ask for a second slice. C · Rosa, sewing I already knew a little from watching my mother. That turned out to be a disadvantage in the first week because I kept assuming I knew the next step. The teacher gently made me slow down and read the pattern. I chose a class near work even though the fee was higher than at another centre. If I had needed to travel across town, I would probably have missed sessions. Our teacher let us choose our own projects, so I made a bag I could actually use instead of a decoration. I worried about showing my mistakes, but discovered that the others found it helpful when I asked a question. It meant they did not have to admit they were puzzled too. I still cannot sew quickly, but I now enjoy the concentration rather than measuring success by speed. D · Owen, woodwork I started after seeing a small shelf my friend had made. I thought I could produce one just as quickly, but the first class showed me how much preparation was hidden in it. Measuring carefully took longer than cutting. Our instructor demonstrated two ways to make the same joint and asked us to choose according to the tools we owned. That freedom mattered: I could practise at home without buying a new set. During the final class I decided to begin my shelf again because the first pieces did not fit well. I was disappointed, but the tutor said noticing a weakness was progress. I have not finished the shelf yet. I am now more interested in learning to work accurately than in displaying a finished object as soon as possible.
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Who found previous experience initially unhelpful? A B C D
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Who learnt the importance of waiting during a process? A B C D
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Who values knowing the limits of their new ability? A B C D
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Who chose a course mainly for its convenient location? A B C D
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Who discovered that a finished object concealed lengthy preparation? A B C D
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Who benefited from keeping written details of attempts? A B C D
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Who gained a social benefit outside the lessons? A B C D
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Who was offered alternative methods suited to available equipment? A B C D
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Who realised their questions helped quieter classmates? A B C D
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Who changed their priority from finishing quickly to working accurately? A B C D
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Writing Part 1 · compulsory essay
Elegir
1
Opciones
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10
Actividad
Write an essay in 140–190 words. Is learning a practical skill as important as studying academic subjects? Use these notes: 1. independence; 2. future work; 3. your own idea. Give reasons.
Tipo respuesta
redaccion
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w1
Limite palabras
Min
140
Max
190
Metodo
espacios; apostrofos y guiones internos forman una palabra
Writing Part 2 · choose ONE task
Elegir
1
Opciones
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10
Actividad
A community magazine asks: What is the best place in your town to learn something new? Describe the place and explain why you recommend it. Write your article in 140–190 words.
Tipo respuesta
redaccion
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w2-article
Limite palabras
Min
140
Max
190
Metodo
espacios; apostrofos y guiones internos forman una palabra
Puntos
10
Actividad
Your English-speaking friend Sam wants to join an evening class but is nervous about attending alone. Write an email suggesting a type of class, explaining how to choose one, and offering practical advice for the first lesson. Write 140–190 words.
Tipo respuesta
redaccion
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w2-email
Limite palabras
Min
140
Max
190
Metodo
espacios; apostrofos y guiones internos forman una palabra
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10
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An English-language website wants reviews of courses. Review a course you attended, explain what was useful and what could improve, and say who you recommend it to. Write 140–190 words.
Tipo respuesta
redaccion
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Min
140
Max
190
Metodo
espacios; apostrofos y guiones internos forman una palabra
Listening · four parts · about 40 minutes in the official examination
Elegir
4
Opciones
Part 1 · Eight short extracts
Prueba
CAMBRIDGE-B2-FIRST
Convocatoria
2026-2027
Curso
mcer-b2
Materia
ingles
Caracter
original-editorial
Bloque
l1
Actividad
Listen to extracts 1–8. Choose A, B or C. Each extract is heard twice.
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Why does the woman return to ceramics? A to make gifts; B to switch off from daily pressures; C to meet people
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Why was the fair moved? A late trains; B insufficient chairs; C bad weather
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What does the speaker most value? A the tutor’s response to confusion; B the comfortable building; C the handouts
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What would have improved the project? A extra equipment; B a longer deadline; C discussing its purpose earlier
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What has changed for the walking group? A its departure time; B its meeting place; C its equipment rule
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What must volunteers communicate? A their previous gardening experience; B whether they need to leave early; C their preferred vegetables
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What caused the flatmates a problem? A dividing cleaning tasks; B noise during study; C paying bills
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What impressed the exhibition visitor? A the detailed written explanations; B the comfortable seating; C effective use of a small room
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Puntuación máxima
5.333333333333333
Part 2 · Sentence completion
Prueba
CAMBRIDGE-B2-FIRST
Convocatoria
2026-2027
Curso
mcer-b2
Materia
ingles
Caracter
original-editorial
Bloque
l2
Actividad
Listen to the workshop introduction twice. Complete each sentence with a word or short phrase from the recording.
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Initial funding came from a weekend ___.
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The workshop occupies a former ___.
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At induction visitors should bring a ___.
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Beginners normally make a wooden ___.
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An equipment reservation lasts ___ minutes.
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ninety
90
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Reusable leftovers go on the ___ by the door.
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The membership fee is paid ___.
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annually
once a year
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Actividad
Free sessions occur on the first ___ each month.
Tipo respuesta
semiconstruida
Bloque
l2
Puntos
0.6666666666666666
Actividad
Children remain in the ___ room while machines run.
Tipo respuesta
semiconstruida
Bloque
l2
Puntos
0.6666666666666666
Actividad
The questionnaire focuses on visitors' ___.
Tipo respuesta
semiconstruida
Bloque
l2
Puntuación máxima
6.666666666666666
Part 3 · Five speakers
Prueba
CAMBRIDGE-B2-FIRST
Convocatoria
2026-2027
Curso
mcer-b2
Materia
ingles
Caracter
original-editorial
Bloque
l3
Actividad
You will hear five people describing courses. Choose A–H for each speaker. Use each letter only once. Three letters are not needed. A reduced fear of making mistakes; B spent less on replacing possessions; C developed local friendships; D became more observant; E reconsidered an established habit; F gained a professional qualification; G learnt to teach children; H found paid work.
Apartados
Puntos
0.6666666666666666
Actividad
Speaker 1 A B C D E F G H
Tipo respuesta
semiconstruida
Bloque
l3
Puntos
0.6666666666666666
Actividad
Speaker 2 A B C D E F G H
Tipo respuesta
semiconstruida
Bloque
l3
Puntos
0.6666666666666666
Actividad
Speaker 3 A B C D E F G H
Tipo respuesta
semiconstruida
Bloque
l3
Puntos
0.6666666666666666
Actividad
Speaker 4 A B C D E F G H
Tipo respuesta
semiconstruida
Bloque
l3
Puntos
0.6666666666666666
Actividad
Speaker 5 A B C D E F G H
Tipo respuesta
semiconstruida
Bloque
l3
Puntuación máxima
3.333333333333333
Part 4 · Interview
Prueba
CAMBRIDGE-B2-FIRST
Convocatoria
2026-2027
Curso
mcer-b2
Materia
ingles
Caracter
original-editorial
Bloque
l4
Actividad
Listen to the interview twice. Choose A, B or C.
Apartados
Puntos
0.6666666666666666
Actividad
What was the original aim? A build relationships between generations; B publish a history book; C train journalists
Tipo respuesta
semiconstruida
Bloque
l4
Puntos
0.6666666666666666
Actividad
What reassured residents? A better microphones; B control over the recordings; C receiving payment
Tipo respuesta
semiconstruida
Bloque
l4
Puntos
0.6666666666666666
Actividad
What problem did students initially have? A they spoke too softly; B they forgot names; C they asked several questions at once
Tipo respuesta
semiconstruida
Bloque
l4
Puntos
0.6666666666666666
Actividad
What did students learn about ordinary routines? A they were irrelevant; B they could reveal changes in the town; C they needed dramatic endings
Tipo respuesta
semiconstruida
Bloque
l4
Puntos
0.6666666666666666
Actividad
Which event pleased the organiser most? A a student returned out of personal interest; B a presentation won an award; C all residents agreed to publication
Tipo respuesta
semiconstruida
Bloque
l4
Puntos
0.6666666666666666
Actividad
Why involve the library? A to increase sales; B to recruit reporters; C to obtain a quiet meeting place
Tipo respuesta
semiconstruida
Bloque
l4
Puntos
0.6666666666666666
Actividad
What is his main advice about consent? A seek it after editing; B explain choices before recording; C assume it if people volunteer
Tipo respuesta
semiconstruida
Bloque
l4
Puntuación máxima
4.666666666666666
Speaking · four parts · 14 minutes per pair in the official examination
Elegir
4
Opciones
Puntos
5
Actividad
Examiner: Where do you live? What do you like learning outside school or work? Tell us about a skill you would like to learn. What makes a good teacher? Answer each question briefly.
Tipo respuesta
desarrollo
Bloque
s1
Puntos
5
Actividad
Candidate A: compare the two photographs on card s2-a. Why might these people have chosen to learn these skills together? Speak for one minute. Candidate B: Which activity would you prefer, and why? Speak for about 30 seconds. Then reverse roles using card s2-b: What might be difficult about learning in these situations? Partner: Which way of learning would suit you? Photographs listed for production; do not run this as a visual test until available.
Tipo respuesta
desarrollo
Bloque
s2
Puntos
5
Actividad
Discuss this question together for two minutes: How could a community centre encourage more people to attend classes? Prompts: lower fees; weekend classes; free trial lessons; clearer information; bringing a friend. Then take one minute to decide which idea would be most effective.
Tipo respuesta
desarrollo
Bloque
s3
Puntos
5
Actividad
Examiner: Should everyone learn a practical skill? Is learning with others always better than learning alone? Who should pay for community classes? How can teachers help people who lack confidence? Discuss and give reasons.
Tipo respuesta
desarrollo
Bloque
s4
Material de partida
Nivel texto
Banda
B2
Atribucion
EDITORIAL
Nota
Nivel de diseño contrastado con las tareas oficiales; no calibración psicométrica.