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How to pass your B2 speaking Exam (Cambridge FIRST)

Polyglotopia Team — Sun, 17 Dec 2023 21:24:23 +0000

Are you taking the B2 Cambridge (FIRST) exam? Then you might be looking for some tips to get a good score in the B2 speaking paper. In this article, you can find general tips about the speaking exam, based on the assessment criteria and also some tips divided by part.

Table of contents

Cambridge B2 Speaking exam structure and tips per part

How candidates are marked

Tips for a high score in each of the marking criteria

Useful expressions

Frecuently asked questions

Sample task

Cambridge B2 Speaking Exam Structure and Tips per part

Below you can also find some tips that are specific to each part of the exam.

Part 1: In this part, you are going to answer some questions about yourself. Our tip is to be as natural as possible, and provide relevant answers. You can prepare and practise answering the exam questions, but avoid memorizing the answers. The examiners can understand you are trying to remember the answer and can take away points for that. Give relevant answers and don’t expand it with irrelevant ideas just in order to talk more.

Part 2: In this part you have to compare two pictures and answer a related question. You have to talk for a minute. After that, you need to listen to the other candidate and answer a question related to their pictures (20-30 secs). How to practise? Well, try to record yourself for a minute comparing the pictures and answering the questions. Then you can hear it and check what you need to improve. Organize your answer, following a good structure, with the help of connectors. Remember you are not describing but comparing.

Part 3: This is your time to showcase your communicative skills. You are going to discuss with your partner about a given question and several given options. Start the conversation, ask questions, listen to your partner. Refer to what they said to boost your mark.

i.e. As Maria said/mentioned…

Part 4: In this part, the examiner is going to ask you for your opinion on topics related to Part 3. At some point, you might also be asked to discuss with the other candidate. Listen to your partner and prepare yourself to say if you agree or disagree with them.

For parts 3 and 4 you can find a sample exam task on the topic of work by clicking here.

How candidates are marked

The assessment criteria are available online for free, so don’t you take a look and understand what the examiner is going to pay attention to? This way, you will know what you have to improve in order to get the desired level and pass your B2 speaking exams with a good score.

The Cambridge assessment criteria are made for the examiner to know how to mark you as well as your teachers in order for them to be able to evaluate your level. So, in case you get confused as to what they mean, so we are offering a guide with examples to help you.

Many people think that getting a good mark is all about not making mistakes. This is not exactly the case. You can make some mistakes and still pass, make none and fail. Let’s have a look at how you are marked. There are four different criteria:

Grammar and Vocabulary: Do you use simple, but also more complex Vocabulary and Grammar? Do you use a variety of Grammar and Vocabulary structures?
Discourse Management: Are your answers relevant? Do you speak without a lot of hesitation? Do you organize your answers well? (i.e. using linkers)
Pronunciation: Can the examiner understand you? Is your intonation appropriate? Do you stress the correct words and syllables?
Interactive Communication: Can you initiate and maintain the conversation (asking questions, developing, contributing with your answers)? Do you pay attention to your partner and refer to what they said? Can you negotiate and make decisions together with your partner?

In the next section, you can find useful tips, to get a better score in each criteria section.

Tips for a high score in each of the marking criteria

#Tip 1: Know the criteria

Know the criteria: As mentioned in the previous section, knowing how you will be assessed is key to scoring a good mark in B2 FIRST or FIRST for Schools Oral exam. The rest of the tips make specific reference on each of the assessement criteria.

#Tip 2: Show your knowledge

Show your knowledge: If you want a high score for grammar and vocabulary, remember to show your knowledge! You need to use some complex grammar structures (such as the passive voice, modal verbs) as well as a wide range of vocabulary (this means that you should use a variety of different words).

#Tip 3: Use connectors and gap fillers

Use connectors and gap fillers: If you want to get 5 marks for discourse management, you should use connectors and avoid hesitating too much. Using gap fillers can help you with this. Expressions such as:

-Well,…

-Let me think,…

-I’ve never actually thought about this but…

-Hmm, interesting question…

-Hmm, that’s difficult to answer…

#Tip 4: Give relevant asnwers

Give relevant answers. This is another way to get a better score for discourse management. It means that you should answer the question and you should not extend a lot with information that is not related to the question.

For example, imagine they ask you what you like to do in your free time. Here you can find three answers:

I like watching series.
Well, I just love watching series! I watch an episode per day. Apart from that, I enjoy going for walks near the sea to unwind and do some exercise.
Well, I love watching series. I have a huge TV screen in the living room and I like it because it was a birthday gift and has a good resolution. It’s one of the best presents I ever got.

What is the best answer?

Number 1 is grammatically correct but maybe a bit too short. Number 3 is irrelevant as the part of the TV screen is not really related to the question. Number 2 is the best answer as it answers the question completely and uses linking words (also some interesting vocabulary).

#Tip 5: Check out the pronunciation

Check out the pronunciation: Make sure to check out the pronunciation of the new words you learn. That is because, in English, words are not written as they are pronounced.

Bonus comment: Don’t confuse pronunciation with accent! Everyone has a different accent so a good or natural accent doesn’t exist! But you need to make sure you have a clear pronunciation (what we call an intelligible pronunciation), a pronunciation that helps your interlocutor understand what you are saying. Remember: our goal is to communicate!

#Tip 6: Listen, comment, ask

Listen, comment, ask. It is important to listen to what your partner says so as to comment on it or refer to it. Example: “As Xin Yi said,…”. You can also ask questions, try to be helpful and make sure you try to initiate conversation, listen and expand on what your partner mentions. This can help you communicate in general, but also earn you some points for interactive communication.

#Tip 7: Act natural

Act natural: it is normal to be a bit stressed but try to be natural and feel confident. As long as you have practiced a lot, you have nothing to be afraid of.

#Pro tip: Do a mock exam!

Pro tip: Do a mock exam! You can train before the actual exam with your teacher and classmates, in exam-like conditions. This way, you can get some feedback and personalized tips on how to get a better score.

Useful expressions

Below you can find a list of useful phrases for your B2 Speaking exam, organized by part and function. If you want to print it out, there is also a free PDF you can download by clicking here.

Useful phrases for Cambridge Speaking: Parts 1 and 2

Part 1

Talking about likes/dislikes
I’m keen on…
I’m interested in…
I enjoy/love…
I can’t stand…
I’m not a big fan of…

Talking about routines
I often/usually/sometimes/rarely/never…
I… once/twice/three times a week…
I spend my mornings/afternoons/evenings…

Talking about preferences
I prefer (+verb+ing)
I’d rather (+bare infinitive)

Part 2

Differences and similarities
Both pictures show…
The main similarity is…
In the first picture… while/whereas
in the second picture ….
Another important difference is…
On the one hand,…
On the other hand,…

Answering the question
Regarding the question,…
When it comes to the question,…

Speculating
He/She/It/They look(s)/seem(s)…
He/She/It/They could/might be…

Useful phrases for Cambridge Speaking: Parts 3 and 4

Parts 3 and 4

Initiating the discussion:
Shall I start…?
Shall we start with…?

Asking questions and moving to the next option
What do you think about…?
What is your opinion on…?
What are your thoughts on…?
Would you agree that…?

When it comes to (n/gerund), …
As far as (n/gerund), is concerned…
Now, regarding (n/gerund),

Agreeing
Indeed.
Sure, and also…
Yeah, that’s a good point.
That’s right!
I couldn’t agree more.
I agree with you.

Disagreeing politely
I see your point, but don’t you think that…?
Well, to be honest, I don’t think so.
I see what you mean. However,…
I’m not so sure about that. You see…
I’m afraid I don’t agree with you.

Giving your opinion
For me,…
The way I see it,…
I believe that…
In my opinion,…
From my point of view,…
As far as I’m concerned…

Asking for repetition
Could you repeat that, please?

Gap fillers
-Well,…
-Let me think,…
-I’ve never actually thought about this but…
-Hmm, interesting question…
-Hmm, that’s difficult to answer…

Frequently asked questions

What if I speak for more than 1 minute in Part 2?

Whenever we exceed the time limit, the examiner will say “Thank you” and stop you. Don’t worry at all about that. Just make sure you have compared the pictures and answered the question.

What if we don’t reach a decision in Part 3?

Remember that you are tested on your English level and not your decision-making skills, so that shouldn’t affect your score.

What if my partner doesn’t contribute to the conversation?

Try to do your best and ask them questions. Don’t act the same as them, and try to show the examiner your level. Even if your partner doesn’t contribute a lot to the conversation, this won’t affect your score, you are marked separately.

What if my partner doesn’t stop talking?

If your partner doesn’t let you talk, you could politely interrupt them to make sure you talk enough to be able to show the examiner your level.

Sample Task

Time to practise! Use our presentation to practise for your exam. You can record yourself, listen later, and even evaluate your performance using the assessment criteria. The presentation is also available in pdf form in case you want to download it and save it to your computer. Good luck!

B2 Speaking: Practice Test | Pdf

Conclusion

This concludes the list of B2 speaking exam tips. We have given you tips per part as well as tips for each of the assessment criteria combined with useful expressions. Finally, we have provided answers to some frequently asked questions, as well as a sample task that you can use as a practice test. Remember to keep in mind one of the tips each time and take little steps to make sure you make progress with the time. Let us know if you have any more questions, we are here to help!

For more Cambridge B2 practice activities, check out our Cambridge B2 section:

Cambridge B2

The post How to pass your B2 speaking Exam (Cambridge FIRST) appeared first on PolygloTopia.

Classroom Language Posters for the EFL classroom

Polyglotopia Team — Mon, 11 Sep 2023 16:46:53 +0000

Learning classroom language is essential for EFL/ESL students, as is a great opportunity for them to communicate in English in real-life situations. A lot of questions/phrases we use to communicate in the classroom are repeated in almost every lesson.

By decorating the classroom with classroom language posters, you offer students both extra support and the motivation to actively use English. This way, even if they don’t remember how to say something, they have a reference they can use without the teacher’s help. Thus, they gain more confidence and are more likely to use English in order to communicate in the classroom.

Polyglotopia's Classroom Language Posters

We have put together a selection of common classroom language expressions and questions, and created posters, all available for free download in PDF format. The visuals that accompany the expressions can help students remember their meaning, but translation can also be used depending on the school’s policy. Below you can find a list of the expressions we included as well as the reason why it is important for students to know.

Our Collection of Classroom Language Expressions:

Clarification and Comprehension:

These expressions encourage students to seek clarification and signal their understanding or need for repetition, vital for maintaining comprehension. It might happen when the teacher explains Grammar or at any point of the lesson as the students might not know the meaning of the words. They should be able to express the fact that they don’t understand and also signal when the explanation was sufficient.

"I don’t understand." ➔ " Got it!"

"Can you repeat that please?"

Embracing Curiosity and Learning:

There’s nothing wrong with admitting you don’t know something. Students should be able to express this and view it as an opportunity for learning. They are usually happy to share something they know or an idea they have thought of, so again, it’s crucial to know how to express it.

"I don’t know." ➔ "I know!"

Language Inquiry:

These indispensable phrases empower students to inquire about new vocabulary, aiding both communication and vocabulary expansion. We have added an Easter Egg in the posters, the Greek word “πολύγλωσσος”, which translates to “polyglot” in English.

"How do you say...in English?"

"What does...mean?"

"How do you spell...?"

Navigating the Lesson:

These expressions aid students in navigating lesson tasks and transitions.

"I’ve finished."

"What page are we on?"

"What do I do next? "

"Can you check my work?"

"Can we pack our things now?"

Promoting Positive Interactions:

These phrases foster positive peer interactions, emphasizing cooperation, kindness, and assistance within the classroom.

"Please, be kind."

"Can you help me, please?"

"Can I have a...please?"

Ready to decorate?

This concludes the collection of questions/sentences we have considered essential to be in every ESL/EFL classroom wall. Do you use posters with classroom language in your classroom walls? What other expressions would you include to the list? Let us know!

Download our Classroom Language Posters here:

Classroom Language Posters| PDF

The post Classroom Language Posters for the EFL classroom appeared first on PolygloTopia.

Writing an opinion essay (Cambridge B2)

Polyglotopia Team — Wed, 22 Feb 2023 01:41:59 +0000

Are you preparing for your B2 Cambridge exam? Or simply interested in learning more about how to write an essay? In this article we are going to introduce the essay format, provide you with useful vocabulary for introducing advantages and disadvantages, present two sample tasks and one model answer and review the B2 writing assessment criteria.

Cambridge B2 First Writing Paper

The Cambridge B2 First Writing Paper consists of two parts. The first one is an essay and the second part can be one of the following: email/letter, review, article, or report. In Part 1 there is only one compulsory while in Part two you can choose one out of three different options. You have to write between 140-190 words.

Is the word limit important?

If you write less than 140 words, you have probably forgotten to include some of the information required whereas if you write more than 190, you have probably included unnecessary information. These can affect your score, but in general, you don’t have to worry about 2 or 3 more words.

What is an opinion essay?

In an opinion essay, you are asked to give your opinion on a statement. You have to support your opinion with arguments and organize your ideas in paragraphs.

Sample Task

Many teachers let their students use their phones in class. Does it promote learning?

Notes: write about:

Motivation
Screen Time
Your own idea

Sample Structure

Opinion essay example (Model essay)

Nowadays, a great number of educators believe that mobile phone use in class can be beneficial, while others are sceptical about it.

One argument in favour is that mobile phone use can boost students’ motivation. It enables playing interactive games, revising activities in a funnier way, and therefore is welcomed by the students. For instance, teachers might project quizzes and the learners can participate using a code.

However, students, especially the younger ones, spent a lot of time in front of the screen. This can be really distracting for them so maybe using screens in class as well could be adding up to this, rather than promoting alternative ways to learn. Therefore, limiting screen time needs to be addressed.

Finally, phones can promote learning by allowing the student to be autonomous. They are able to look up words in the dictionary, practise without the teacher’s help, find out new information on the internet. All these are important positive aspects of mobile phone use in class.

In conclusion, despite the drawbacks, I firmly believe that mobile phones can aid the process of learning by increasing both motivation and learner autonomy.

Bad example essay

The use of mobile phones in the classroom is a good thing. I think it is great because it is funny.

*very simple vocabulary

Mobile phones can help motivation because it is funny to use the phones and we like it. Students will be happy and this is good for the teacher.

*very simple vocabulary, not explaining the ideas

A bad thing about mobile phones is the screen time it can be really distracting for them so maybe using screens in class as well could be adding up to this, rather than promoting alternative ways to learn and therefore, limiting screen time needs to be addressed.

*very long sentence

Finally, phones can promote learning by allowing the student to be motivated. They enable playing interactive games, revising activities in a funnier way, and therefore are welcomed by the students. For instance, teachers might project quizzes and the learners can participate using a code.

*repeating point 1 twice

In conclusion, mobile phones can promote motivation and learner autonomy but increase screen time.

*opinion is not clearly stated here

Useful vocabulary to talk about advantages and disadvantages

Now you!

Find some information online in English and then plan and write an essay on the following topic.

Some people argue that playing video games is not advisable for young people.

Notes: Write about:

Time
Creativity
Your own idea

Useful Collocations

Become addicted to video games
Develop skills
Promote learning
Educational video games
Reaction time
Social isolation
Physical problems
Adjectives: Distracting, harmful, beneficial, entertaining

Assessment criteria

Content: Have you included points one and two and also added your own idea?
Communicative achievement: Is the style appropriate to the task?
Organisation: Have you divided your essay in paragraphs? Are they logically connected?
Language: Have you used a good range of vocabulary and grammar?

Download the B2 opinion essay presentation

Opinion essay presentation | PDF

Dowload the B2 opinion essay worksheet

Opinion essay worksheet | PDF

The post Writing an opinion essay (Cambridge B2) appeared first on PolygloTopia.

Giving your opinion – Expressions

Polyglotopia Team — Sun, 12 Feb 2023 19:29:50 +0000

Useful Expressions

Do you constantly repeat the expression "I think" when you want to give your opinion in English? It is a perfectly valid expression! However, you might be wondering about other alternatives. In speaking exams as well as in real-life we are often asked to express our views on a specific topic. In order to do so, we can use a variety of expressions. Let's discover them in this article!

Here is a list of useful expressions to give your opinion:

For me,…
The way I see it,…
I believe that…
In my opinion,
From my point of view,…
As far as I’m concerned,…

You can practice giving your opinion using this Cambridge B2 Parts 3 and 4 Speaking activity, which is related to the topic of work.

Cambridge B2 Speaking Parts 3 and 4

Find top tips for the B2 Speaking exam here.

Top tips for B2 Speaking

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