B2 First · Practice 01 · Soluciones
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.
Apartados
Puntos
0.47619047619047616
Actividad
1 A took; B made; C held; D put
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
A
Pasos
The fixed expression is take advantage of.
Soluciones y criterios
Puntos
0.47619047619047616
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
A
Bloque
r1
Puntos
0.47619047619047616
Actividad
2 A collected; B attracted; C carried; D achieved
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
B
Pasos
An idea attracts attention; the other verbs do not fit this collocation.
Soluciones y criterios
Puntos
0.47619047619047616
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
B
Bloque
r1
Puntos
0.47619047619047616
Actividad
3 A exchange; B replace; C change; D transfer
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
C
Pasos
Change an attitude means alter how people think.
Soluciones y criterios
Puntos
0.47619047619047616
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
C
Bloque
r1
Puntos
0.47619047619047616
Actividad
4 A qualification; B talent; C custom; D knowledge
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
D
Pasos
Technical knowledge of how something works fits the of-clause; talent, qualification and custom do not express this knowledge construction.
Soluciones y criterios
Puntos
0.47619047619047616
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
D
Bloque
r1
Puntos
0.47619047619047616
Actividad
5 A take; B make; C give; D get
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
A
Pasos
The expression is take part.
Soluciones y criterios
Puntos
0.47619047619047616
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
A
Bloque
r1
Puntos
0.47619047619047616
Actividad
6 A trust; B confidence; C belief; D certainty
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
B
Pasos
Gain confidence in doing something describes growing assurance.
Soluciones y criterios
Puntos
0.47619047619047616
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
B
Bloque
r1
Puntos
0.47619047619047616
Actividad
7 A done; B built; C made; D produced
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
C
Pasos
The collocation is make a difference.
Soluciones y criterios
Puntos
0.47619047619047616
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
C
Bloque
r1
Puntos
0.47619047619047616
Actividad
8 A grown; B raised; C increased; D extended
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
A
Pasos
Grow out of means arise from. Raised, increased and extended do not form the intended construction.
Soluciones y criterios
Puntos
0.47619047619047616
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
A
Bloque
r1
Puntuación máxima
3.8095238095238093
Soluciones y criterios
Use the final information in the text, not a rejected suggestion.
Soluciones y criterios
rubrica-manual
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.
Apartados
Puntos
0.7142857142857143
Actividad
1
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
about
Pasos
Complain about something names the cause of the complaint.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
about
Bloque
r2
Puntos
0.7142857142857143
Actividad
2
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
who
Pasos
Who or that refers to the people and is the subject of needed. Both are accepted.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
who / that
Bloque
r2
Aceptadas
who
that
Puntos
0.7142857142857143
Actividad
3
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
whether
Pasos
Wonder whether introduces an indirect yes/no question; if is also acceptable.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
whether / if
Bloque
r2
Aceptadas
whether
if
Puntos
0.7142857142857143
Actividad
4
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
been
Pasos
Had been working is the past perfect continuous.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
been
Bloque
r2
Puntos
0.7142857142857143
Actividad
5
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
else
Pasos
Nowhere else means no other place.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
else
Bloque
r2
Puntos
0.7142857142857143
Actividad
6
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
off
Pasos
Switch off their phones means turn them off.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
off
Bloque
r2
Puntos
0.7142857142857143
Actividad
7
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
for
Pasos
There is no need for a noun phrase.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
for
Bloque
r2
Puntos
0.7142857142857143
Actividad
8
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
that
Pasos
So + adjective + that expresses the result.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
that
Bloque
r2
Puntuación máxima
5.714285714285714
Soluciones y criterios
Use the final information in the text, not a rejected suggestion.
Soluciones y criterios
rubrica-manual
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.
Apartados
Puntos
0.7142857142857143
Actividad
1
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
creation
Pasos
The article the requires a noun naming the act of creating.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
creation
Bloque
r3
Puntos
0.7142857142857143
Actividad
2
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
unusual
Pasos
An unusual suggestion is unexpected; the article an signals a vowel sound.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
unusual
Bloque
r3
Puntos
0.7142857142857143
Actividad
3
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
unwilling
Pasos
The following reason explains initial reluctance, so the negative adjective is required.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
unwilling
Bloque
r3
Puntos
0.7142857142857143
Actividad
4
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
examination
Pasos
A careful examination is a noun phrase.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
examination
Bloque
r3
Puntos
0.7142857142857143
Actividad
5
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
accuracy
Pasos
With great accuracy names the quality of precision.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
accuracy
Bloque
r3
Puntos
0.7142857142857143
Actividad
6
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
suggestions
Pasos
Invite suggestions is plural because ideas came from multiple students.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
suggestions
Bloque
r3
Puntos
0.7142857142857143
Actividad
7
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
variety
Pasos
This variety refers to the different interests just listed.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
variety
Bloque
r3
Puntos
0.7142857142857143
Actividad
8
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
peaceful
Pasos
An adjective must describe place.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
peaceful
Bloque
r3
Puntuación máxima
5.714285714285714
Soluciones y criterios
Use the final information in the text, not a rejected suggestion.
Soluciones y criterios
rubrica-manual
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.
Apartados
Puntos
1.4285714285714286
Actividad
Mia started learning Spanish three years ago. BEEN: Mia ___ Spanish for three years.
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
has been learning
Pasos
HAS BEEN / LEARNING: present perfect continuous connects the start to now.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
First meaning chunk in the explanation: one raw mark if correct; enforce the key word and word limit.
Puntos
0.7142857142857143
Descripcion
Second meaning chunk: one raw mark if correct. Full key earns two raw marks. A different equivalent construction may be assessed manually.
Soluciones y criterios
has been learning / has been studying
Bloque
r4
Aceptadas
has been learning
has been studying
Puntos
1.4285714285714286
Actividad
The tickets cost less than I expected. AS: The tickets were ___ I expected.
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
not as expensive as
Pasos
NOT AS / EXPENSIVE AS: the negative equality comparison preserves the meaning.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
First meaning chunk in the explanation: one raw mark if correct; enforce the key word and word limit.
Puntos
0.7142857142857143
Descripcion
Second meaning chunk: one raw mark if correct. Full key earns two raw marks. A different equivalent construction may be assessed manually.
Soluciones y criterios
not as expensive as / not so expensive as
Bloque
r4
Aceptadas
not as expensive as
not so expensive as
Puntos
1.4285714285714286
Actividad
We could not enter because the door was locked. PREVENTED: The locked door ___ entering.
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
prevented us from
Pasos
PREVENTED US / FROM: prevent someone from doing something.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
First meaning chunk in the explanation: one raw mark if correct; enforce the key word and word limit.
Puntos
0.7142857142857143
Descripcion
Second meaning chunk: one raw mark if correct. Full key earns two raw marks. A different equivalent construction may be assessed manually.
Soluciones y criterios
prevented us from
Bloque
r4
Puntos
1.4285714285714286
Actividad
You should book a seat in advance. BETTER: You ___ a seat in advance.
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
had better book
Pasos
HAD BETTER / BOOK: advice with the bare infinitive.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
First meaning chunk in the explanation: one raw mark if correct; enforce the key word and word limit.
Puntos
0.7142857142857143
Descripcion
Second meaning chunk: one raw mark if correct. Full key earns two raw marks. A different equivalent construction may be assessed manually.
Soluciones y criterios
had better book
Bloque
r4
Puntos
1.4285714285714286
Actividad
I regret not joining the club. WISH: I ___ the club.
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
wish I had joined
Pasos
WISH I / HAD JOINED: a past regret uses past perfect after wish.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
First meaning chunk in the explanation: one raw mark if correct; enforce the key word and word limit.
Puntos
0.7142857142857143
Descripcion
Second meaning chunk: one raw mark if correct. Full key earns two raw marks. A different equivalent construction may be assessed manually.
Soluciones y criterios
wish I had joined
Bloque
r4
Puntos
1.4285714285714286
Actividad
They will announce the results tomorrow. BE: The results ___ tomorrow.
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
will be announced
Pasos
WILL BE / ANNOUNCED: passive future keeps the same event and time.
Soluciones y criterios
Puntos
0.7142857142857143
Descripcion
First meaning chunk in the explanation: one raw mark if correct; enforce the key word and word limit.
Puntos
0.7142857142857143
Descripcion
Second meaning chunk: one raw mark if correct. Full key earns two raw marks. A different equivalent construction may be assessed manually.
Soluciones y criterios
will be announced
Bloque
r4
Puntuación máxima
8.571428571428571
Soluciones y criterios
Use the final information in the text, not a rejected suggestion.
Soluciones y criterios
rubrica-manual
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.
Apartados
Puntos
0.9523809523809523
Actividad
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
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
C
Pasos
Removing the final pictures created a tidy performance rather than genuine uncertainty.
Soluciones y criterios
Puntos
0.9523809523809523
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
C
Bloque
r5
Puntos
0.9523809523809523
Actividad
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
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
B
Pasos
Noor listened but resisted settling the question; the class accepted this.
Soluciones y criterios
Puntos
0.9523809523809523
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
B
Bloque
r5
Puntos
0.9523809523809523
Actividad
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
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
A
Pasos
She insisted on exposure and records while leaving meaning open; she did not praise every blur.
Soluciones y criterios
Puntos
0.9523809523809523
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
A
Bloque
r5
Puntos
0.9523809523809523
Actividad
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
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
D
Pasos
Recording questions and discoveries stopped the writer repeating forgotten experiments.
Soluciones y criterios
Puntos
0.9523809523809523
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
D
Bloque
r5
Puntos
0.9523809523809523
Actividad
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
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
B
Pasos
A polished display can conceal changing decisions; the notebook made them discussable.
Soluciones y criterios
Puntos
0.9523809523809523
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
B
Bloque
r5
Puntos
0.9523809523809523
Actividad
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
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
C
Pasos
The conclusion values precise uncertainty while still finishing assignments.
Soluciones y criterios
Puntos
0.9523809523809523
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
C
Bloque
r5
Puntuación máxima
5.7142857142857135
Soluciones y criterios
Use the final information in the text, not a rejected suggestion.
Soluciones y criterios
rubrica-manual
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.
Apartados
Puntos
0.9523809523809523
Actividad
Gap 1 A B C D E F G
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
D
Pasos
The exercise contrasts with choosing colours and leads into discovering faulty assumptions.
Soluciones y criterios
Puntos
0.9523809523809523
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
D
Bloque
r6
Puntos
0.9523809523809523
Actividad
Gap 2 A B C D E F G
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
A
Pasos
Her refers uniquely to the wheelchair user and introduces overlooked obstacles.
Soluciones y criterios
Puntos
0.9523809523809523
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
A
Bloque
r6
Puntos
0.9523809523809523
Actividad
Gap 3 A B C D E F G
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
F
Pasos
This difference refers to screen appearance versus phone usability and motivates field trials.
Soluciones y criterios
Puntos
0.9523809523809523
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
F
Bloque
r6
Puntos
0.9523809523809523
Actividad
Gap 4 A B C D E F G
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
B
Pasos
But contrasts with wanting to interrupt; waiting in the next sentence follows the warning.
Soluciones y criterios
Puntos
0.9523809523809523
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
B
Bloque
r6
Puntos
0.9523809523809523
Actividad
Gap 5 A B C D E F G
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
E
Pasos
This in the next sentence refers to marking the slippery alley rather than excluding it.
Soluciones y criterios
Puntos
0.9523809523809523
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
E
Bloque
r6
Puntos
0.9523809523809523
Actividad
Gap 6 A B C D E F G
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
C
Pasos
That request refers to the visitor’s request to report the changed crossing.
Soluciones y criterios
Puntos
0.9523809523809523
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
C
Bloque
r6
Puntuación máxima
5.7142857142857135
Soluciones y criterios
Use the final information in the text, not a rejected suggestion.
Soluciones y criterios
rubrica-manual
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.
Apartados
Puntos
0.47619047619047616
Actividad
Who found previous experience initially unhelpful? A B C D
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
C
Pasos
Rosa’s assumptions from watching her mother made her skip instructions.
Soluciones y criterios
Puntos
0.47619047619047616
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
C
Bloque
r7
Puntos
0.47619047619047616
Actividad
Who learnt the importance of waiting during a process? A B C D
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
B
Pasos
Ravi ignored the dough-rising stage.
Soluciones y criterios
Puntos
0.47619047619047616
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
B
Bloque
r7
Puntos
0.47619047619047616
Actividad
Who values knowing the limits of their new ability? A B C D
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
A
Pasos
Lena still takes complex repairs to the shop and avoids guessing about brakes.
Soluciones y criterios
Puntos
0.47619047619047616
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
A
Bloque
r7
Puntos
0.47619047619047616
Actividad
Who chose a course mainly for its convenient location? A B C D
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
C
Pasos
Rosa paid more to avoid travel and missed sessions.
Soluciones y criterios
Puntos
0.47619047619047616
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
C
Bloque
r7
Puntos
0.47619047619047616
Actividad
Who discovered that a finished object concealed lengthy preparation? A B C D
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
D
Pasos
Owen learnt measuring took longer than cutting.
Soluciones y criterios
Puntos
0.47619047619047616
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
D
Bloque
r7
Puntos
0.47619047619047616
Actividad
Who benefited from keeping written details of attempts? A B C D
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
B
Pasos
Ravi’s records of times and temperatures revealed differences.
Soluciones y criterios
Puntos
0.47619047619047616
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
B
Bloque
r7
Puntos
0.47619047619047616
Actividad
Who gained a social benefit outside the lessons? A B C D
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
A
Pasos
Lena checks bicycles with her neighbour and they talk in the courtyard.
Soluciones y criterios
Puntos
0.47619047619047616
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
A
Bloque
r7
Puntos
0.47619047619047616
Actividad
Who was offered alternative methods suited to available equipment? A B C D
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
D
Pasos
Owen chose between two joints according to his tools.
Soluciones y criterios
Puntos
0.47619047619047616
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
D
Bloque
r7
Puntos
0.47619047619047616
Actividad
Who realised their questions helped quieter classmates? A B C D
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
C
Pasos
Rosa’s questions spared others admitting confusion.
Soluciones y criterios
Puntos
0.47619047619047616
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
C
Bloque
r7
Puntos
0.47619047619047616
Actividad
Who changed their priority from finishing quickly to working accurately? A B C D
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
D
Pasos
Owen’s conclusion explicitly shifts his goal.
Soluciones y criterios
Puntos
0.47619047619047616
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
D
Bloque
r7
Puntuación máxima
4.761904761904762
Soluciones y criterios
Use the final information in the text, not a rejected suggestion.
Soluciones y criterios
rubrica-manual
Writing Part 1 · compulsory essay
Elegir
1
Opciones
Puntos
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
Soluciones y criterios
Soluciones y criterios
See the two annotated models for this task in the answer key.
Pasos
Content 4: all three notes addressed; the equipment objection is brief. Communicative Achievement 3: suitable essay tone, modest argument. Organisation 2: repeated First/Second/In conclusion and predictable links. Language 2: accurate everyday forms, limited range; the borderline label reflects limited development, not invented serious errors.
Content 5: independence, work and cooperation developed. Communicative Achievement 5: a balanced position considers professional limits. Organisation 4: concession and conclusion connect the argument. Language 4: complement, judgement and conditional modal forms are controlled B2 choices.
Soluciones y criterios
Puntos
10
Descripcion
Manual assessment using the named criteria; a different relevant response is acceptable.
Soluciones y criterios
Accept any response meeting the task and level; the model is not a fixed key.
Bloque
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
Puntos
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
Soluciones y criterios
Soluciones y criterios
See the two annotated models for this task in the answer key.
Pasos
Content 4: description and recommendation present. Communicative Achievement 3: a direct opening engages the reader, but development is conventional. Organisation 2: many ideas joined by and/also. Language 2: correct but repetitive good/liked/friendly vocabulary.
Content 5: a specific lesson supports the recommendation and booking advice. Communicative Achievement 5: magazine voice sustained through reader questions. Organisation 4: atmosphere and practical advice follow the example. Language 4: varied B2 phrasing and controlled relative clauses.
Soluciones y criterios
Puntos
10
Descripcion
Manual assessment using the named criteria; a different relevant response is acceptable.
Soluciones y criterios
Accept any response meeting the task and level; the model is not a fixed key.
Bloque
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
Soluciones y criterios
Soluciones y criterios
See the two annotated models for this task in the answer key.
Pasos
Content 4: all three requirements covered. Communicative Achievement 3: friendly register appropriate; little individual response beyond the opening. Organisation 2: separate points rather mechanically. Language 2: repeated class/choose and simple commands; intelligible, limited B2 range.
Content 5: suggestion, selection criteria and first-lesson advice all specific. Communicative Achievement 5: empathetic advice addresses Sam. Organisation 4: clear progression. Language 4: whether-clause, conditional offer and natural collocations controlled.
Soluciones y criterios
Puntos
10
Descripcion
Manual assessment using the named criteria; a different relevant response is acceptable.
Soluciones y criterios
Accept any response meeting the task and level; the model is not a fixed key.
Bloque
w2-email
Limite palabras
Min
140
Max
190
Metodo
espacios; apostrofos y guiones internos forman una palabra
Puntos
10
Actividad
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
Soluciones y criterios
Soluciones y criterios
See the two annotated models for this task in the answer key.
Pasos
Content 4: usefulness, improvement and audience addressed. Communicative Achievement 3: review is clear but evaluative detail limited. Organisation 2: basic contrast and conclusion. Language 2: frequent useful/course/good with mainly simple structures.
Content 5: precise benefits and limits. Communicative Achievement 5: evaluation supports an audience-specific recommendation. Organisation 4: strengths, weaknesses and verdict form a coherent review. Language 4: cramped, mechanical experience and concession used appropriately.
Soluciones y criterios
Puntos
10
Descripcion
Manual assessment using the named criteria; a different relevant response is acceptable.
Soluciones y criterios
Accept any response meeting the task and level; the model is not a fixed key.
Bloque
w2-review
Limite palabras
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.
Apartados
Puntos
0.6666666666666666
Actividad
Why does the woman return to ceramics? A to make gifts; B to switch off from daily pressures; C to meet people
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
B
Pasos
She rejects gifts and social contact as the main benefit; the change of pace brings her back.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
B
Bloque
l1
Soluciones y criterios
Hablante
F
Texto
I signed up for the ceramics course thinking I would make presents for my family. After the first lesson I realised that most of my early pots would not be worth giving away. That did not bother me as much as I expected. For two hours I was so busy shaping the clay that I forgot about messages and deadlines. I did not meet many new people, since we worked quietly. What brought me back was that complete change of pace.
Puntos
0.6666666666666666
Actividad
Why was the fair moved? A late trains; B insufficient chairs; C bad weather
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
C
Pasos
Wind and rain made the outdoor venue unusable; train delays were not decisive.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
C
Bloque
l1
Soluciones y criterios
Hablante
M
Texto
The book fair was meant to take place in the square. A train delay made two writers arrive late, but that was not the real problem. The wind kept blowing the stall covers away, and we could not ask visitors to stand in heavy rain. Luckily the hall was available. We moved everything indoors, kept the same programme and even found enough chairs. Next year we will reserve both spaces from the start.
Puntos
0.6666666666666666
Actividad
What does the speaker most value? A the tutor’s response to confusion; B the comfortable building; C the handouts
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
A
Pasos
She explicitly contrasts the tutor with cost, facilities and unused handouts.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
A
Bloque
l1
Soluciones y criterios
Hablante
F
Texto
I would not call the course cheap, and the building was not particularly comfortable. Nevertheless, I would take it again. The tutor noticed when someone was pretending to understand and found another way to explain the point without embarrassing them. We received attractive handouts, but I hardly used mine. What mattered was feeling able to admit confusion. That changed the amount I learnt far more than the facilities did.
Puntos
0.6666666666666666
Actividad
What would have improved the project? A extra equipment; B a longer deadline; C discussing its purpose earlier
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
C
Pasos
A shared plan, not equipment, was missing.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
C
Bloque
l1
Soluciones y criterios
Hablante
M
Texto
I thought the final project would be easy because the instructions looked clear. Then my partner and I discovered we had read them differently. We spent half a day making two versions before we asked the tutor. She helped us agree on the purpose of the project. If we had discussed that at the beginning, we would have saved time. We had plenty of equipment; the missing thing was a shared plan.
Puntos
0.6666666666666666
Actividad
What has changed for the walking group? A its departure time; B its meeting place; C its equipment rule
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
B
Pasos
The east park gate replaces the café; nine thirty and water remain unchanged.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
B
Bloque
l1
Soluciones y criterios
Hablante
F
Texto
The walking group has changed its meeting point. We used to gather beside the station café, but the pavement there gets crowded. From this Saturday, please wait at the east gate of the park. It is only five minutes away. The departure time remains nine thirty, and you still need to bring water. If the weather is poor, check the message board before leaving home; we will not telephone everyone individually.
Puntos
0.6666666666666666
Actividad
What must volunteers communicate? A their previous gardening experience; B whether they need to leave early; C their preferred vegetables
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
B
Pasos
He explicitly asks volunteers to warn the team about leaving early.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
B
Bloque
l1
Soluciones y criterios
Hablante
M
Texto
You do not need to be an experienced gardener to volunteer. We can show you how to plant seedlings and identify common weeds. What we cannot do is promise that every session will finish at exactly the same time: some tasks depend on the weather. Please tell us in advance if you must leave early. Regular attendance is helpful, but we do not expect you to know everything before you arrive.
Puntos
0.6666666666666666
Actividad
What caused the flatmates a problem? A dividing cleaning tasks; B noise during study; C paying bills
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
A
Pasos
Quiet hours and bills were agreed; cleaning required a rota.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
A
Bloque
l1
Soluciones y criterios
Hablante
F
Texto
I was worried that moving into the shared flat would make studying impossible. Actually, we agreed on quiet hours straight away. Cleaning was harder: everyone believed they had already done enough. We solved it by making a rota, although we still swap jobs when someone is busy. Money caused no argument because we wrote down the bills from the start. It was the ordinary household work we had forgotten to discuss.
Puntos
0.6666666666666666
Actividad
What impressed the exhibition visitor? A the detailed written explanations; B the comfortable seating; C effective use of a small room
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
C
Pasos
Walking around objects revealed details; explanations and seating did not provide the benefit.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
C
Bloque
l1
Soluciones y criterios
Hablante
M
Texto
The exhibition looked impressive in the photographs, so I expected to be disappointed when I saw the small room. I was wrong. The artist had arranged the objects so that you could walk around each one and notice details the photographs missed. There were no long explanations, which I appreciated. I would have liked somewhere to sit afterwards, but the way the work used the limited space was excellent.
Puntuación máxima
5.333333333333333
Soluciones y criterios
Use the final information in the text, not a rejected suggestion.
Soluciones y criterios
rubrica-manual
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.
Apartados
Puntos
0.6666666666666666
Actividad
Initial funding came from a weekend ___.
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
market
Pasos
The speaker corrects the idea of a council grant.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
market
Bloque
l2
Puntos
0.6666666666666666
Actividad
The workshop occupies a former ___.
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
bakery
Pasos
The garage was considered but rejected.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
bakery
Bloque
l2
Puntos
0.6666666666666666
Actividad
At induction visitors should bring a ___.
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
notebook
Pasos
Safety glasses are supplied; a notebook records instructions.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
notebook
Bloque
l2
Puntos
0.6666666666666666
Actividad
Beginners normally make a wooden ___.
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
tray
Pasos
A chair is too advanced for the first project.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
tray
Bloque
l2
Puntos
0.6666666666666666
Actividad
An equipment reservation lasts ___ minutes.
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
ninety
Pasos
Whole-afternoon bookings were replaced by ninety-minute slots; 90 is accepted.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
ninety / 90
Bloque
l2
Aceptadas
ninety
90
Puntos
0.6666666666666666
Actividad
Reusable leftovers go on the ___ by the door.
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
shelf
Pasos
Clean, labelled material goes there rather than directly into recycling.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
shelf
Bloque
l2
Puntos
0.6666666666666666
Actividad
The membership fee is paid ___.
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
annually
Pasos
Annual membership means once a year; annually / once a year accepted.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
annually / once a year
Bloque
l2
Aceptadas
annually
once a year
Puntos
0.6666666666666666
Actividad
Free sessions occur on the first ___ each month.
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
Saturday
Pasos
The first Saturday is the stated schedule.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
Saturday
Bloque
l2
Puntos
0.6666666666666666
Actividad
Children remain in the ___ room while machines run.
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
drawing
Pasos
Drawing room is the safe area specified.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
drawing
Bloque
l2
Puntos
0.6666666666666666
Actividad
The questionnaire focuses on visitors' ___.
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
confidence
Pasos
The speaker contrasts confidence with the quantity of completed objects.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
confidence
Bloque
l2
Puntuación máxima
6.666666666666666
Soluciones y criterios
Use the final information in the text, not a rejected suggestion.
Soluciones y criterios
rubrica-manual
Soluciones y criterios
Hablante
F
Texto
Welcome to our open workshop. Before you choose a project, I want to explain how the building works. People sometimes think we began with a grant from the council. In fact, the first money came from a weekend market organised by residents. We rented this old bakery because it already had a large working area; the garage opposite was cheaper but too dark. Our aim is to help people learn to make and repair things, not to produce objects for sale. New visitors should come to the induction on Tuesday. It is not a test, and you do not have to bring a finished design. Please bring a notebook, because there are more instructions than most people can remember at once. The centre supplies safety glasses, but closed shoes are your responsibility. After the induction, beginners usually start with a wooden tray. Some ask to make a chair, which involves stronger joints, so we suggest leaving that until later. You can reserve equipment online, but please cancel a booking you cannot use. A reservation lasts ninety minutes. We have kept that limit because people used to book machines for a whole afternoon and then arrive late. Material left over from a project goes on the shelf by the door, provided it is clean and clearly labelled. It does not belong in the recycling box yet: another visitor may be able to use it. There is a small annual membership fee. If that creates a difficulty, speak to the coordinator privately; nobody should be unable to attend simply because of money. We also offer a free session on the first Saturday of every month. Children may visit with an adult, but must remain in the drawing room while machines are running. Finally, we want to know what the workshop changes for you. At the end of your first month, we will ask you to fill in a short questionnaire. We are interested in confidence rather than the number of objects you have made. If you can explain a repair to someone else, that may be a more valuable result than taking home a perfect tray. Let me add something about learning together. During a session, do not assume that the quietest person has understood the demonstration. Sometimes people are concentrating; sometimes they are unsure how to ask. A useful way to help is to describe your own next step and invite a question. Please avoid taking over another visitor's task without asking. Fixing something quickly may feel helpful, but it can remove the chance for the owner to learn. We keep photographs of sample projects in a folder near the entrance. They show several stages, including mistakes that were corrected. They are not a competition or a promise that everyone will finish an identical object. You can use them to see what an early attempt may look like. If your project changes direction, make a note of the reason. Understanding why you altered a plan can be more valuable than hiding the first version. The coordinator will also ask which explanations were unclear. This is a question about the workshop, not a judgement of your intelligence. You may answer privately if you prefer. We want to improve the instructions before inviting a larger group. A busy room is encouraging, but it does not automatically mean that everyone has had a useful experience. Please tell us what would make your next visit easier.
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
Soluciones y criterios
Soluciones y criterios
A
Pasos
Speaking imperfectly became less frightening.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
A
Bloque
l3
Puntos
0.6666666666666666
Actividad
Speaker 2 A B C D E F G H
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
B
Pasos
Repairing clothes reduced replacement purchases.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
B
Bloque
l3
Puntos
0.6666666666666666
Actividad
Speaker 3 A B C D E F G H
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
C
Pasos
Shared meals led to neighbourhood friendships.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
C
Bloque
l3
Puntos
0.6666666666666666
Actividad
Speaker 4 A B C D E F G H
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
D
Pasos
Drawing increased attention to familiar objects.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
D
Bloque
l3
Puntos
0.6666666666666666
Actividad
Speaker 5 A B C D E F G H
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
E
Pasos
The speaker questioned an inherited gardening habit.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
E
Bloque
l3
Puntuación máxima
3.333333333333333
Soluciones y criterios
Use the final information in the text, not a rejected suggestion.
Soluciones y criterios
rubrica-manual
Soluciones y criterios
Hablante
1
Texto
I went to the first language exchange because my colleague would not stop recommending it. I expected a classroom with someone correcting every mistake. Instead we played a game in pairs and changed partners regularly. It was tiring, but people waited while I found a word. I left thinking that speaking badly for a while was better than remaining silent forever. I have been much less worried about errors since then.
Hablante
2
Texto
I wanted to learn how to sew a button back on. The session taught that, but it also showed me how often I replaced clothes I could easily mend. Nobody told us to stop shopping. We simply compared a repaired shirt with a new one and calculated what each cost. I have bought fewer things since. The money saved is useful, but I mainly like keeping clothes I already enjoy wearing.
Hablante
3
Texto
I signed up for the cookery group after moving here. The recipes were interesting, though I could have found similar ones online. The real difference was sitting down with people afterwards. Two neighbours now invite me for lunch occasionally, and I do the same. Learning a technique was only part of it. The group gave me a reason to become part of the neighbourhood.
Hablante
4
Texto
The drawing tutor asked us to choose one object and study it for twenty minutes. I was impatient at first. Then I noticed a crack in my old mug that I had never seen, although I used it every morning. I began looking at ordinary things differently. I still draw rather slowly, and I have no plans to exhibit anything, but that extra attention has stayed with me outside the class.
Hablante
5
Texto
I knew something about growing vegetables before the course, so I expected the first sessions to be easy. They were not. I had learnt several habits from a relative and never questioned them. The tutor explained why one of those habits was wasting water. It was uncomfortable to start again, but useful. I now check the reasons behind instructions rather than assuming that a familiar method must be best.
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
Soluciones y criterios
Soluciones y criterios
A
Pasos
The shared park without conversation motivated the project.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
A
Bloque
l4
Puntos
0.6666666666666666
Actividad
What reassured residents? A better microphones; B control over the recordings; C receiving payment
Tipo respuesta
semiconstruida
Soluciones y criterios
Soluciones y criterios
B
Pasos
They could pause, delete or withhold recordings.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
B
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
Soluciones y criterios
Soluciones y criterios
C
Pasos
Interviewees answered one part and forgot others.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
C
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
Soluciones y criterios
Soluciones y criterios
B
Pasos
Daily activities showed how the place had changed.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
B
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
Soluciones y criterios
Soluciones y criterios
A
Pasos
The return visit was voluntary and person-centred.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
A
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
Soluciones y criterios
Soluciones y criterios
C
Pasos
Space, rather than a larger audience, is the stated reason.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
C
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
Soluciones y criterios
Soluciones y criterios
B
Pasos
Consent must be explained from the start, not after a good recording exists.
Soluciones y criterios
Puntos
0.6666666666666666
Descripcion
One correct answer; no credit for multiple choices.
Soluciones y criterios
B
Bloque
l4
Puntuación máxima
4.666666666666666
Soluciones y criterios
Use the final information in the text, not a rejected suggestion.
Soluciones y criterios
rubrica-manual
Soluciones y criterios
Hablante
I
Texto
You run a project where students interview older residents. What first made you want to try it?
Hablante
G
Texto
Not a desire to collect dates for a history book. I noticed students and older people using the same park without ever speaking. I hoped a small shared task might start a relationship. The interviews gave them a reason to meet, though we had to explain that they were not newspaper reporters.
Hablante
I
Texto
Was finding volunteers difficult?
Hablante
G
Texto
The residents were interested. What worried them was recording, not talking. We showed that they could pause, remove a section or decide not to share it. That control made the difference. Buying better microphones would not have solved the problem.
Hablante
I
Texto
How did you prepare the students?
Hablante
G
Texto
We practised asking one clear question at a time. Their first lists contained several questions in every sentence. An interviewee might answer one and forget the rest. We also practised allowing a pause. It is easy to interrupt because silence feels awkward, but people sometimes need time to find a memory.
Hablante
I
Texto
Did the stories match the students' expectations?
Hablante
G
Texto
Often not. They expected dramatic events, and some residents spoke about ordinary routines: buying bread, travelling to work, waiting for a friend. The students gradually realised that these routines showed how a place had changed. The value was not limited to exciting stories.
Hablante
I
Texto
What surprised you most?
Hablante
G
Texto
One student returned to ask about a detail she had not understood. She did not need to do that for her assignment. She was interested in the person. That mattered more to me than the polished presentation she later produced.
Hablante
I
Texto
Have you changed the project since?
Hablante
G
Texto
Yes. Initially everyone presented a recording at the end. Now participants choose whether to share audio, a written summary or nothing publicly. A useful meeting does not have to become a display. Next term we want to involve the town library, mainly because it can provide a quiet meeting space, rather than because we need a larger audience.
Hablante
I
Texto
What advice would you give another organiser?
Hablante
G
Texto
Start with a small group and make consent part of the process from the beginning. Do not wait until you have a wonderful recording and then ask whether you may use it. People should understand the choices before the interview starts. And judge success by the quality of the meeting, not by the length of the final file. There is another detail organisers sometimes overlook: the invitation. Ours originally said that residents should bring memories for an archive. Some assumed that anything they mentioned would become public. We changed it to explain the separate choices before the first meeting. A conversation could remain a conversation; nobody had to produce an exhibition item. That made the meeting less formal and, in several cases, more thoughtful. The students also kept notes about what they had not understood. They were not expected to correct someone's memory on the spot. If a date differed from another source, they could ask a careful question and record the difference. We wanted them to distinguish listening respectfully from agreeing that every detail was certain. The distinction became especially important when two residents remembered the same event differently. Choosing the more confident speaker would have been easy, but not necessarily accurate. We encouraged students to explain what they would do next. An interviewee should not have to guess whether a recording will be edited, stored or shared. When nothing was going to be published, we said so. When a summary was proposed, the participant could read it first. These steps took time, and we reduced the number of interviews to make them possible. I would rather organise fewer careful meetings than a large project that cannot honour its promises. At the end, several students said they had become more patient listeners. I cannot know how long that change will last, and I would not describe it as a measured result. Still, their examples were encouraging. They could point to a moment when waiting or asking a clearer question had altered what they understood. That is a modest but useful outcome. The project is not about proving that every meeting transforms a community. It is about creating a real opportunity for people to hear one another.
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
Soluciones y criterios
Soluciones y criterios
I live near a small park. I like learning to cook because I can use the results straight away. I would like to learn bicycle maintenance so that I could manage simple repairs myself. A good teacher notices when learners are confused and finds another example.
Pasos
Grammar and Vocabulary: reasons and a conditional show B2 range. Discourse Management: answers are developed but concise. Interactive Communication: answer the actual question. Pronunciation cannot be assessed from this written model.
Soluciones y criterios
Puntos
5
Descripcion
Manual assessment using the named criteria; a different relevant response is acceptable.
Soluciones y criterios
Accept any response meeting the task and level; the model is not a fixed key.
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
Soluciones y criterios
Soluciones y criterios
A: Both activities involve learning something practical, but the cooking group seems to share one result, whereas the woodwork learners may be making separate objects. They might have chosen to work together because they can exchange ideas and help when something goes wrong. Cooking also gives them a chance to eat together afterwards. In the workshop, supervision seems particularly useful because tools require care. B: I would prefer cooking, partly because I could use the skill every day. Card B: Practising alone may make it hard to notice mistakes, while learning with a partner requires matching another person’s movement. The violin player might need patience when progress is slow; the dancers could find it difficult to coordinate, even with an instructor. Partner: A class would suit me because feedback helps me stay motivated.
Pasos
Grammar and Vocabulary: cautious might/seems expresses speculation. Discourse Management: compare rather than list photographs. Interactive Communication: the partner adds a reason rather than repeating the long turn. Pronunciation remains unassessed; pending photographs prevent visual verification.
Soluciones y criterios
Puntos
5
Descripcion
Manual assessment using the named criteria; a different relevant response is acceptable.
Soluciones y criterios
Accept any response meeting the task and level; the model is not a fixed key.
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
Soluciones y criterios
Soluciones y criterios
A: Free trial lessons would help people who are unsure whether they will enjoy a course. What do you think? B: I agree, although weekend classes might matter more to people who work late. A: That is true. Lower fees would remove another barrier, but the centre still needs to pay tutors. B: Perhaps bringing a friend would make the first visit less awkward. A: Yes, and clearer information could explain what beginners should expect. Shall we choose free trials? They deal with both cost and nervousness. B: I would choose that too, provided the trial takes place at a convenient time.
Pasos
Interactive Communication: invite, respond, qualify and negotiate a decision. Discourse Management: address all prompts before deciding. Grammar and Vocabulary: provided and although extend B2 discussion. This is an outline model; extend with examples to fill the allotted time. Pronunciation cannot be scored from text.
Soluciones y criterios
Puntos
5
Descripcion
Manual assessment using the named criteria; a different relevant response is acceptable.
Soluciones y criterios
Accept any response meeting the task and level; the model is not a fixed key.
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
Soluciones y criterios
Soluciones y criterios
A: Most people could benefit, but the skill should match their interests. A course that feels forced may not work well. B: I would not say a group is always better. It helps with feedback, while individual practice gives you time to concentrate. A: Fees could cover some costs, but reduced prices would help people who otherwise could not attend. B: To build confidence, teachers should set manageable tasks and treat mistakes as information. For example, comparing two attempts can show progress even when neither is perfect.
Pasos
Grammar and Vocabulary: nuanced positions rather than universal claims. Discourse Management: reasons supported by examples. Interactive Communication: build on a partner’s point and allow turns. Global Achievement is an examiner judgement, not calculable here; pronunciation and actual turn timing remain unassessed.
Soluciones y criterios
Puntos
5
Descripcion
Manual assessment using the named criteria; a different relevant response is acceptable.
Soluciones y criterios
Accept any response meeting the task and level; the model is not a fixed key.
Bloque
s4
Material de partida
Soluciones y criterios
Opcion
cam-b2-01-w1
Texto
Practical skills are important, but academic subjects also help us in many ways. I think students should have both at school, although there is not time for everything. First, learning to cook or repair a bicycle makes people more independent. If you can prepare a meal, you do not have to ask your family every day. This is useful when you move away from home. However, some skills need equipment, and not every school can buy it. Second, practical lessons can help with future work. A person who enjoys making things may discover a job that suits them. Academic subjects are necessary too, because many jobs require qualifications and clear writing. My own idea is that making something can give students confidence. They can see a result of their effort. This does not happen so quickly in every subject. In conclusion, schools should teach some practical skills each week, while keeping academic subjects. Both kinds of learning can prepare students for adult life.
Palabras
163
Nota sobre 10
5.5
Nota en bloque
5.5
Desglose
Content
4
Communicative achievement
3
Organisation
2
Language
2
Comentarios
Content 4: all three notes addressed; the equipment objection is brief. Communicative Achievement 3: suitable essay tone, modest argument. Organisation 2: repeated First/Second/In conclusion and predictable links. Language 2: accurate everyday forms, limited range; the borderline label reflects limited development, not invented serious errors.
Editorial judgement against the four Cambridge criteria, each out of 5. This is not a Cambridge English Scale score or a guarantee of passing.
Uso
Borderline practice model
Opcion
cam-b2-01-w1
Texto
Knowing the names of tools is useful, but being able to use them responsibly is better. For this reason, I believe practical skills deserve a regular place alongside academic subjects. One advantage is independence. Someone who can cook a balanced meal or carry out a simple repair is less dependent on other people. Nevertheless, lessons should also teach when a task requires professional help: confidence without judgement can be dangerous. Practical learning may also reveal possible careers. A student who struggles with written tests might discover an ability to design or build. This does not make academic learning unnecessary, since technical work often involves calculations and written explanations. A further benefit is cooperation. Completing a project together requires students to share equipment, explain decisions and respond to mistakes. These habits are valuable beyond any particular job. Schools therefore need a balanced approach. Practical lessons should complement academic study, rather than replace it. A short, carefully planned project can develop independence, introduce career possibilities and strengthen teamwork without taking over the timetable.
Palabras
171
Nota sobre 10
9
Nota en bloque
9
Desglose
Content
5
Communicative achievement
5
Organisation
4
Language
4
Comentarios
Content 5: independence, work and cooperation developed. Communicative Achievement 5: a balanced position considers professional limits. Organisation 4: concession and conclusion connect the argument. Language 4: complement, judgement and conditional modal forms are controlled B2 choices.
Editorial judgement against the four Cambridge criteria, each out of 5. This is not a Cambridge English Scale score or a guarantee of passing.
Uso
High practice model
Opcion
cam-b2-01-w2-article
Texto
A place to try something new Have you ever wanted to learn a skill but did not know where to start? In my town, the community centre is a good answer. It is next to the park, and there are classes in the evenings and at weekends. I went there for a photography lesson last month. The room was comfortable and the teacher explained everything slowly. We used our own phones, so we did not need to buy a camera. Afterwards, we walked around the park and took pictures of different objects. I liked learning outside the classroom. I recommend the centre because the courses are not very expensive. Also, people are friendly and nobody laughs when you make a mistake. You can meet people who like the same things as you. There are many activities, although some fill up quickly. You should check the timetable before going. If you want a useful and enjoyable way to spend a Saturday, give the centre a try.
Palabras
165
Nota sobre 10
5.5
Nota en bloque
5.5
Desglose
Content
4
Communicative achievement
3
Organisation
2
Language
2
Comentarios
Content 4: description and recommendation present. Communicative Achievement 3: a direct opening engages the reader, but development is conventional. Organisation 2: many ideas joined by and/also. Language 2: correct but repetitive good/liked/friendly vocabulary.
Editorial judgement against the four Cambridge criteria, each out of 5. This is not a Cambridge English Scale score or a guarantee of passing.
Uso
Borderline practice model
Opcion
cam-b2-01-w2-article
Texto
Your next discovery could be around the corner Would you like to learn something new without buying expensive equipment? Try our community centre beside the park. Behind its ordinary entrance, you will find a surprisingly varied programme of short courses. I recently joined a photography workshop there. Instead of giving us a long lecture, the tutor asked us to photograph the same tree from three positions. Comparing the results showed me more about composition than a list of rules could have done. We used our phones, which meant everyone could practise again at home. What makes the centre special is its atmosphere. Beginners work alongside more experienced visitors, and questions are treated as contributions rather than interruptions. The fees are reasonable, too, with materials included for most sessions. My only advice is to book early: weekend places disappear fast. Whether you want to make bread, repair a chair or see familiar streets differently, the centre offers a friendly first step. You might arrive for a lesson and leave with a new interest.
Palabras
172
Nota sobre 10
9
Nota en bloque
9
Desglose
Content
5
Communicative achievement
5
Organisation
4
Language
4
Comentarios
Content 5: a specific lesson supports the recommendation and booking advice. Communicative Achievement 5: magazine voice sustained through reader questions. Organisation 4: atmosphere and practical advice follow the example. Language 4: varied B2 phrasing and controlled relative clauses.
Editorial judgement against the four Cambridge criteria, each out of 5. This is not a Cambridge English Scale score or a guarantee of passing.
Uso
High practice model
Opcion
cam-b2-01-w2-email
Texto
Hi Sam, Thanks for your email. I understand why you feel nervous about going to a new class. I felt the same before my first evening course, but it was easier after the first lesson. I suggest a cooking class because people often work in pairs. You can talk while you make something, so you do not need to think of a conversation all the time. It is also useful to learn meals you can cook at home. Before choosing, look at the centre’s website and check if the class is for beginners. You could phone the teacher and ask what you need to bring. Choose a place close to home so the journey is easy. For the first lesson, arrive a little early and introduce yourself to someone who is also waiting. Take a notebook and do not worry about asking questions. Everyone has to start somewhere. Let me know which class you choose. I hope you enjoy it! Best, Alex
Palabras
162
Nota sobre 10
5.5
Nota en bloque
5.5
Desglose
Content
4
Communicative achievement
3
Organisation
2
Language
2
Comentarios
Content 4: all three requirements covered. Communicative Achievement 3: friendly register appropriate; little individual response beyond the opening. Organisation 2: separate points rather mechanically. Language 2: repeated class/choose and simple commands; intelligible, limited B2 range.
Editorial judgement against the four Cambridge criteria, each out of 5. This is not a Cambridge English Scale score or a guarantee of passing.
Uso
Borderline practice model
Opcion
cam-b2-01-w2-email
Texto
Hi Sam, Going into a room full of strangers can be awkward, so your nerves are completely understandable. Still, an evening class could be a great way to meet people as well as learn something. How about a beginners' cooking course? Working in pairs gives you a natural reason to talk, and preparing a meal together is less formal than sitting through a lecture. You would also take home a skill you could use immediately. I would compare two or three courses before booking. Check the level, whether ingredients are included and how long the journey takes. If anything is unclear, ask the organiser; a helpful reply is usually a good sign. On the first evening, arrive ten minutes early so you have time to settle in. Tell your partner you are new, and ask questions whenever you need to. You will probably discover that other people are nervous too. Send me the timetable if you like, and we can look through it together. Take care, Alex
Palabras
167
Nota sobre 10
9
Nota en bloque
9
Desglose
Content
5
Communicative achievement
5
Organisation
4
Language
4
Comentarios
Content 5: suggestion, selection criteria and first-lesson advice all specific. Communicative Achievement 5: empathetic advice addresses Sam. Organisation 4: clear progression. Language 4: whether-clause, conditional offer and natural collocations controlled.
Editorial judgement against the four Cambridge criteria, each out of 5. This is not a Cambridge English Scale score or a guarantee of passing.
Uso
High practice model
Opcion
cam-b2-01-w2-review
Texto
A useful bicycle course Last month I attended a bicycle repair course at the local sports centre. It lasted four Saturday mornings, and there were ten people in the group. Most of us were beginners. The best thing was learning how to deal with a flat tyre. The teacher showed us each step and then we tried it ourselves. I also learnt to check the lights and clean the chain. These lessons were useful because I ride to work every day. However, the classroom was quite small. Sometimes it was difficult to see what the teacher was doing. I think the centre should use a bigger room or accept fewer students. It would also be helpful to have more time for questions at the end. I would recommend this course to anyone who uses a bicycle but cannot do simple repairs. It will not make you an expert, but you will feel more confident. For the price, I thought it was a good course.
Palabras
164
Nota sobre 10
5.5
Nota en bloque
5.5
Desglose
Content
4
Communicative achievement
3
Organisation
2
Language
2
Comentarios
Content 4: usefulness, improvement and audience addressed. Communicative Achievement 3: review is clear but evaluative detail limited. Organisation 2: basic contrast and conclusion. Language 2: frequent useful/course/good with mainly simple structures.
Editorial judgement against the four Cambridge criteria, each out of 5. This is not a Cambridge English Scale score or a guarantee of passing.
Uso
Borderline practice model
Opcion
cam-b2-01-w2-review
Texto
Small repairs, greater confidence If a flat tyre usually means a trip to the repair shop, the sports centre’s four-week bicycle course is worth considering. It promises basic maintenance skills, and largely delivers them. The strongest feature is the balance between demonstration and practice. After watching the tutor replace a tube, each learner repeats the process while someone checks their work. Clear explanations of common mistakes make the skill easier to remember. I now inspect my lights and chain before riding instead of waiting for something to fail. The room, however, is too cramped for ten bicycles. A smaller group would allow everyone a better view and more individual attention. A short printed checklist would also help learners practise safely afterwards. Despite these weaknesses, the course is excellent for everyday cyclists with little mechanical experience. It does not cover major repairs, so experienced riders may find it basic. For beginners, though, the reasonable fee buys useful knowledge and the confidence to recognise when professional help is still needed.
Palabras
168
Nota sobre 10
9
Nota en bloque
9
Desglose
Content
5
Communicative achievement
5
Organisation
4
Language
4
Comentarios
Content 5: precise benefits and limits. Communicative Achievement 5: evaluation supports an audience-specific recommendation. Organisation 4: strengths, weaknesses and verdict form a coherent review. Language 4: cramped, mechanical experience and concession used appropriately.
Editorial judgement against the four Cambridge criteria, each out of 5. This is not a Cambridge English Scale score or a guarantee of passing.
Uso
High practice model
Nivel texto
Banda
B2
Atribucion
EDITORIAL
Nota
Nivel de diseño contrastado con las tareas oficiales; no calibración psicométrica.