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 EXAM PREPARATION TIPS
FOR B1 & B2 LEVEL CANDIDATES

The following tips have been compiled to help both the teacher and the students while

preparing for the LanguageCert International ESOL B1 or B2 level Exams (Written and Spoken).

After some initial familiarization with both parts of the exams, students may be provided with

the following tips or with your own simplified/paraphrased version depending on your students’

profile.

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Tips for the LISTENING tasks

Before the Listening tasks

• While practising, be positive and calm and fully focused on your tasks.
• Read the instructions very carefully (e.g. if asked to complete gaps with a certain number
of words, try to stick to the word limit).
• Read questions and/or answer choices to predict the context and understand the
listening purpose of the task.
• Underline key words in the questions. That’ll help you remember what to focus on.
• Remember the information asked usually follows the same order as the information
provided.
• Pay attention to any heading (e.g. in Part 3) as a heading is a most helpful ‘summary’ of
what you are about to hear.

During the Listening tasks

• Focus on the gist, try to understand the general meaning.
• Pay attention to the speaker’s stress/intonation. This might help you find the correct
answer.
• Listen and choose an answer even if you are not sure about it.
• Prepare for the next question. That’ll make you feel ready for what will follow and make
you feel more confident.
• Don’t be put off by unknown words. Try to guess them from the context.

After the Listening tasks

• Make sure you have answered all questions.
• If you can’t decide on the right choice, follow a process of elimination (i.e. cross out the
choices which seem to be irrelevant).
• Check once more if you have written the number of words allowed.
• Don’t forget that all answers need to be transferred to the Answer Sheet.

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Tips for the READING tasks

Before the Reading Tasks

• Remember the main features of the Reading exam (text types and question types to be
expected, usual focus of texts etc.) It helps to know what may be on the exam.
• Know the various strategies that can help you understand a text (e.g. skimming,
scanning, predicting and confirming predictions, guessing helped by the title).
• While training, be aware of linking words and of their role in the texts you read.

During the Reading tasks

• Read the instructions very carefully and don’t rush through the task.
• Always read the title, if any. Remember a title is very much like a summary informing you
about the content of the text that follows.
• Start by reading the text once to get the main idea. That‘ll help you locate information
if you roughly know where it is.
• Read all the questions carefully. They may guide you as to the content of the text.
• Do not waste your time trying to understand the meaning of any new words in the text.
You should be able to understand their meaning through the sentences before and after
them.
• Underline key words or key ideas. That’ll help you remember which points are raised,
where you can find them etc.
• Remember that answers do not always ‘lift’ words from the text. Look for paraphrases.
• Remember that information you read usually follows the same order as information
requested through questions.
• Select an answer (in the case of a multiple choice question) even if you are not sure of it.
• Divide the time equally between your Reading and Writing tasks. Keep an eye on the
time.
• If you can’t answer a question, carry on and you may come back to it later.
• In the case of a text with removed sentences, first try to understand the general
meaning of the text and only then read the provided options (i.e. removed sentences).

After the Reading tasks

• Always re-read the text and confirm your answers.
• If there are still unanswered questions, write an answer, even if you are not sure it is the
right one.

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 • Remember there cannot be more than one correct answer to each of the multiple choice
questions.

Tips for the WRITING tasks

How to better perform in terms of ‘Task fulfilment’

• Be aware of the text types to be produced (informal letter, email etc.) and their key
stylistic features.
• Read instructions carefully as every single word is important. Underline key words and
know exactly what is required.
• Organise your thoughts on a separate piece of paper. Spend some time jotting down key
points/ideas.
• In the introduction, paraphrase the topic. Do not copy the topic word for word.
• While practising, you may write a draft but keep in mind that you simply do not have
time for that on your Test Day.
• Cover all points given in the topic. Referring to fewer points will affect your ‘Task
Fulfilment’ grade.
• Write a few lines or a paragraph for each point given. Remember a paragraph usually
consists of at least 2/3 sentences.
• Write the required amount. Do not risk losing marks if the text is shorter. Also, note that
you will not get extra marks for writing more than required.

How to better perform in terms of ‘Accuracy and Range of Grammar’

• Avoid complex sentence structure that may negatively affect the coherence and
cohesion of your text.
• Tangibly show you know more than just ‘basic’ grammar while, at the same time,
maintaining cohesion and coherence in your composition.
• Carefully read the topic and think of the grammar to be used (e.g. what tense to use in
the case of an invitation).
• Remember who the intended audience is as it will affect the grammar to be used (e.g. in
a fairly formal letter, avoid using contractions, direct questions, abbreviations).
• Plan to finish early and have time for review (e.g. check for mistakes: tenses, articles
omitted or wrongly inserted, prepositions, word order).
• While proofreading, how about using another sheet of paper and hiding the lines that
are below the one you are reading? That may help you more easily focus on it.

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 • Try to remember the kind of mistakes you usually make and see if you’ve made similar
ones again.

How to better perform in terms of ‘Accuracy and Range of Vocabulary’

• Use the more or less ‘advanced’ vocabulary you know, vocabulary that reflects your
current level. Show what you know, not the easiest words that come to mind.
• Avoid generic words (e.g. ‘good’, ‘bad’, ‘big’). Replace them with more descriptive/
specific ones (e.g. instead of ‘good’, how about using ‘interesting’, ‘amazing’,
‘outstanding’, ‘terrific’?).
• Be aware of the topics to be expected and the relevant vocabulary.
• While proofreading your text, check for repetitions, if you’ve forgotten any words etc.
and make the necessary corrections.

How to better perform in terms of ‘Organisation’

• Organise your text into paragraphs and remember each paragraph consists of at least 2-
3 sentences.
• Remember to use a ‘topic sentence’ which introduces what will be discussed in the next
lines and ‘supporting sentences’ which provide further information.
• Do not forget that a paragraph usually closes with a concluding sentence which
summarises the information that has been presented.
• Memorising a few fixed phrases/expressions may help (e.g.: ‘Thank you for taking the
time to …’, ‘I look forward to …’).
• Use ‘linking words’ and know their meaning, use, position in a sentence, and try to vary
them. Do not overuse the same ones throughout your text.

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Tips for the SPEAKING tasks

How to better perform in terms of ‘Task Fulfilment and Coherence’

• Be aware of the format of the exam and what exactly you are asked to do.
• Try to present your ideas as logically as possible.
• Signpost the direction of your thoughts (e.g. by using ‘First of all …’, ‘Then …’, ‘Finally
…’).
• Use the appropriate language/tone etc. depending on the role assigned to you, e.g. in
Part 2 (role play) or in Part 3 (discussion).
• Ask for clarifications if you don’t really understand what you have to do or did not hear
the question well. You won’t be penalized for that.
• Systematically avoid short answers. Always expand on what you say. Support what you
say with arguments.
• Make full use of all given prompts, e.g. in Part 3 (discussion) and say as much as you can
about all of them. If the Interlocutor interrupts you, that is perfectly all right. You might
have said more than enough!

How to better perform in terms of ‘Accuracy and Range of Grammar’

• While practising, if you realise you make a few grammatical mistakes, carry on. Don’t
interrupt the flow of your oral response. You’ll do better next time.
• Avoid complex sentence structure that may negatively affect the coherence and
cohesion of your text.
• Tangibly show you know more than just ‘basic’ grammar while, at the same time,
maintaining cohesion and coherence in your composition.
• Before you answer any question, think of the grammar to be used (e.g. if you are asked
about your everyday activities, pause and think: what tense(s) should you use?).
• If that can help you, copy sentences that contain some grammar rule, practise them and
memorise them for your Test Day.
• Read as much as you can. This will gradually improve your grammar.

6
How to better perform in terms of ‘Accuracy and Range of Vocabulary’
• Use the (more or less) ‘advanced’ vocabulary you know which reflects your current level.
Show what you know, do not resort to the easiest words that come to mind.
• Avoid generic words. Replace them with more descriptive ones (e.g. instead of ‘I like’,
how about using ‘I am keen on’, ‘I am fond of’ etc.)
• Remember that the Interlocutor’s role (e.g. pretending to be a friend, a teacher etc. in
Part 2 which is a role play) will affect the style to be used. You may have to use formal
or informal language depending on the instructions given.
• If you can’t remember a word, say it in another way, paraphrase it.
• Be aware of the topics to be expected and the relevant vocabulary.
• Avoid repetitions as far as possible. Use synonyms, paraphrase.

How to better perform in terms of ‘Pronunciation-Intonation-Fluency’

• Try to always speak clearly. Your mark on your Test Day will be affected otherwise. If
necessary, practise with your teacher, classmates or friends.
• While practising, do not aim at perfection. If you are not happy with what you’re
producing, carry on. Try to be more fluent next time and you’ll do better.
• Organise your thoughts before answering questions, especially in Part 2 (role play) and
Part 3 (discussion).
• In class, try to speak in English as much as possible. Think in English and try not to
translate.
• Try to avoid hesitations and pauses. Resort to ‘fillers’ to fill in your silent gaps (e.g.:
‘Well…’, ‘Now, let me think…’, ‘I mean…’, ‘You know…’).
• While practising for Part 4, practise speaking for a short amount of time initially, and
then gradually increase the duration (up to the specified duration).
• Learn to express what you have to say with reasons, evidence, personal experiences.
• Don’t memorise answers or you won’t sound natural.
• Remember listening is half of your communication. Being fluent in a language is often
the result of listening to a lot of different sources (television, radio, songs etc.) in that
language.