B2 First Reading and Use of English (Exam 1)

Online Examination

B2 First Reading and Use of English (Exam 1): The Reading and Use of English section of the Cambridge English B2 First exam consists of 7 parts and 52 questions. You have 75 minutes to complete this section. This part of the exam represents 40% of the final mark. 

It shows if you can deal confidently with different types of text, such as fiction, newspapers and magazines. In addition, it tests your use of English with tasks that show how well you can control your grammar and vocabulary.

  • Time

    60-75 minutes

  • Main Skills

    Reading and Use of English

  • Topic

    Examination Practice

Explanation
Part 1
Part 2
Part 3
Part 4
Part 5
Part 6

The Reading and Use of English section of the Cambridge English B2 First exam consists of 7 parts and 52 questions. You have 75 minutes to complete this section. This part of the exam represents 40% of the final mark. Here’s a breakdown of each part:

Part 1: Multiple-choice cloze.
This part involves a text with eight gaps. Each gap has four choices for you to select the correct word. It tests vocabulary and grammar with a maximum of 8 marks.

Part 2: Open cloze.
You’ll find a text with eight gaps, but no word choices are provided. You need to think of the correct word for each gap, focusing on grammar and vocabulary. This part can earn you 8 marks.

Part 3: Word formation.
There’s a text with eight gaps. You are given a ‘root’ word for each gap and must transform it appropriately to fit the text. This tests your knowledge of word formation and can get you up to 8 marks.

Part 4: Keyword transformations.
Each of the six questions contains a sentence and a ‘key’ word. You need to complete a second sentence, so it means the same as the first, using the keyword. A maximum of 12 marks can be achieved here.

Part 5: Multiple-choice reading.
This includes a text with six multiple-choice questions. Each question has four options, testing your understanding of detail, opinion, tone, purpose, main idea, and implication. You can score up to 12 marks in this part.

Part 6: Gapped text.
Involves a single text from which sentences have been removed and placed in a jumbled order. Your task is to put these sentences back in the correct place. There is one extra sentence that you don’t need to use. This part tests comprehension and cohesion. It consists of 6 questions, and you can score up to 12 marks.

Part 7: Multiple matching.
You’ll see 10 statements followed by one text divided into sections or several short texts. You need to pair each statement with the section or text where the information is located. This part focuses on reading for specific information, detail, opinion, and attitude. There are 10 questions that can get you up to 10 marks.

Part 1: Multiple-choice cloze
For questions 1-8 read the text below and decide which answer best fits each gap.

Part 2: Open cloze
Fill in the missing words. Use only one word in each gap.

Part 3: Word formation

For questions, 1-8 read the text. Use the word given in brackets in the text to form a word that fits in the gap.

Part 4: Keyword transformations

Do not change the word given. You must use between two and five words, including the given word.

Part 5: Multiple-choice reading

Part 6: Gapped text

Choose from the sentences which one fits each gap.

Part 7: Questions

Part 7: Multiple matching

Read the text about different camps above and then answer the questions.

Part 7: Pedro
Part 7: Maria
Part 7: Harry
Part 7: Isabella

Nature Camp
We helped on a nature reserve for a week. We did different things every day, but I did get a bit fed up because we had cheese sandwiches every lunchtime. I kept quiet about it though because I didn’t want to seem awkward. I was hungry by twelve every day anyway, and it really was good fun, although we worked incredibly hard. One day, the schedule was changed at the last minute, and instead of our planned activity, we all helped the staff finish cutting the reeds by the lake. That was the toughest day – and also the best. They actually needed our help, we weren’t just being kept occupied. Every day, we took it in turns to cook, in teams of five. When it was our team’s turn, we made a simple dinner of pasta and salad for everyone. Judging by the fact that there was none left, we didn’t do too badly.

Culture Camp
Every morning we had the same breakfast, and then cleaned up the camp. Nobody could opt out and it was only when it was all completely tidy that we could head off for the day. The first time we went into the city, we were split into teams and given lists of things to spot, like statues, squares and other landmarks. With some help from the local residents, it wasn’t too demanding – my team found almost all of the items on our list and came second. We also got to know our way around, so I thought it was a clever idea. I’d been worried I might miss my parents, but there was something going on nearly every minute and I hardly got time to think about them. We went to different museums and galleries in and around the city every day, and in the evenings we cooked or went out for pizzas. It was a great chance to learn about another country and its history.

Language Camp
We stayed with families who had kids our own age, and because they were on a mid-term break they came with us on all the trips. So apart from when we were actually in a language class, we were spending time with our new friends. It was a great way to practise the language we had been working on in the classroom. We also had to do a quiz on the last day – we were put into teams and given clues to help us find places around the town. Our team finished early, so we waited for everyone else in a café in the main square. While we were there, a film crew arrived and started filming! I can’t wait to see it when it comes out – we were sitting outside, so we might even be in it!

Theatre Camp
We stayed in a youth centre in the suburbs, and went into the centre of town by bus every day. It was a good way to see a bit of the city, and it didn’t take long to get to the theatre where we had our classes. I loved the atmosphere in the old building, and we could wander around during our breaks and watch rehearsals. The actors we saw were brilliant, and it was inspiring to watch them before we went back into our own classes. The emphasis was definitely on having fun, but we still learned a great deal and I’m looking forward to putting it all into practice at my school drama club next term! The food at the centre could have been better, but I don’t think anyone minded much.

  • All
  • B2 First
  • Listening Skills
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B2 First Skills

  • Speaking

    Skills to communicate with others to express thoughts and feelings.

  • Listening

    Skills to improve active listening in order to develop responses to what someone is saying.

  • Reading

    Skills to stimulates imagination memory and recall information

  • Writing

    Skills to foster the ability to explain and refine ideas.

B2 First Themes

  • Entertainment and Leisure

    Opportunities to discover how media and leisure have an impact on people's lives.

  • Environment and Nature

    Opportunities to develop a greater understanding of issues affecting our environment.

  • Health and Wellbeing

    Opportunities to develop a better understanding of how to stay healthy and lead an active life.

  • Learning and Work

    Opportunities to discuss how different societies create roles to develop their skills and knowledge.

  • Culture and Lifestyle

    Opportunities to consider how events which take place impact an individual's life.

  • Science and Technology

    Opportunities to look at the challenges faced by individuals and communities in the modern world.

  • Travel and Adventure

    Opportunities to discover how exploring and visiting different cultures and community can impact our viewpoint.

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