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GENERAL ENGLISH · B2 FIRST · UPPER-INTERMEDIATE (B2-C1)

REFLECT ON
LISTENING

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1 Warm up

Paper 3 on the B2 First Exam tests listening skills. Complete the description of each part of this paper
by choosing the correct options.

Part 1: You hear one or two / two people talking in five / eight different short situations. You need to
answer a multiple-choice question about each situation, with three / four options.

Part 2: You hear one / two speaker(s) delivering information and you have to fill in eight / ten missing
words or short phrases.

Part 3: You hear four / five recordings of individual people speaking about related topics. You have to
match each one with a statement. Two / Three statements are extra.

Part 4: You hear two people talking and answer seven / eight multiple-choice questions. Each question
has three / four options.

You hear each recording once / twice.

Where do you write your answers to these questions?

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REFLECT ON LISTENING

2 Language review
Complete the exercises. The first activity is a sample of part 2 of the Listening paper, and your teacher
will play the recording. Each answer in this part is worth 2 points.

Part 1: You will hear a woman called Jo Bourneville talking about the student concern procedure at
the language school where she works. For questions 1-10, complete the sentences with a short word
or phrase from the recording.

Before you start, you have a minute to look at the exercise.

1. The Sunny School of English tries to be a and supportive outfit.

2. To achieve this goal, the school has a system for supporting students.

3. Instead of for doing something wrong, they want to find out why they are behaving
in this way.

4. Teachers with concerns about in their group will organize a meeting with them.

5. Most of the time, students need help because of a situation in their lives.

6. The school can offer support which meeting with a counsellor.

7. Trained volunteer students can be a on other students.

8. Teachers will a warning if there is a regular problem with your attendance.

9. Sometimes the downward continues and then students have to meet with Jo to
talk about their absences.

10. Students can also to their teacher or directly to Jo.

Part 2: Choose one item from column A and one from column B to complete the sentences. You may
have to change the form of the verb to fit the sentence. Each answer is worth two points.

A B

break away

calm away from

center a deep breath

get down x2

meet into

melt myself

run out

stand up

stress up to

take

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REFLECT ON LISTENING

1. After I lost my job, it took a long time for me to and find a new direction.

2. As soon as I get into a nice hot bath, all of my stress just starts to .

3. He was getting really upset so I got him a glass of water and told him to .

4. I an old college friend in the street, and we went to have a coffee.

5. I’m looking forward to having a vacation soon – I really need to everything for a
while.

6. It my dog when she sees us packing the car because she thinks we’re going to
leave her behind!

7. Just before I jump into the pool, I so I can swim all the way to the end.

8. The bus and we had to wait two hours before it was fixed.

9. Those garden chairs won’t the cold weather, so I put them away for the winter.

10. Why don’t we next weekend so you can tell me about your plans?

Part 3: Match each mini dialogue with one of the functions in the box. Three options are extra. Each
answer is worth one point.

announcement / apology / compliment / gratitude / guessing / instructions / offer /

persuasion / prediction / promise / recommendation / request / suggestion

1. A red sky at sunset means good weather tomorrow. →

2. Can I have your attention please? The 4:15 train to New York has been delayed. →

3. How can I ever repay you? →

4. I love your earrings! →

5. I wonder if someone could make sure all the windows are closed. →

6. I’ll never let you down. →

7. Ok, you’re right. I’ll change my plans for tomorrow. →

8. The best place to eat is that café on the corner. →

9. When the clothes are in the machine, turn the dial to thirty degrees and press the ON button. →

10. Would you like me to put all the chairs away? →

Calculate your score for all the exercises in the previous stage – remember that some items are worth
two points. There are fifty points available in total. Convert your score into a percentage and write
this here:

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3 Self-evaluation

Think about how well you performed in each of the categories in the table. Give yourself a traffic
light mark for each line: green means you performed well, yellow means your performance was ok,
and red means you need to improve.

Now think about how confident you are with each of these task types for the exam.

Choose up to three important areas from either of the tables that you need to improve in. Mark these
with a * in the tables above.

There are lots of ways for you to improve in your weaker areas. Choose up to three that you need to
do from the list below and make time in your schedule to complete them before the exam.

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• ✷ Listening skills take a lot of practice to develop. Listen to English-language podcasts, TV shows
or movies online for at least 10 minutes every day. Using subtitles can help to train your ear.
• ✷ Look back at exam tasks in this and previous lessons. Make sure you can explain why every right
answer is correct and why the wrong answers are incorrect.
• ✷ Find more B2 First practice papers online and work with those. Make sure you can explain why
every right answer is correct and why the wrong answers are incorrect.
• ✷ Make a list of grammar, vocabulary, phrasal verbs and other language in context that you don’t
feel confident about. Write personal and original sentences which use these items.
• ✷ Write your own versions of any or all of the parts of the listening paper, using tasks from previous
lessons. Writing questions for these will also help you understand more about how the exam
works.

4 Optional extension

Work with these sentences again. If you heard them on an exam recording, which words would be
stressed? Underline these words.

1. A red sky at sunset means good weather tomorrow.

2. Can I have your attention, please? The 4:15 train to New York has been delayed.
3. How can I ever repay you?
4. I love your earrings!
5. I wonder if someone could make sure all the windows are closed.
6. I’ll never let you down.
7. Ok, you’re right. I’ll change my plans for tomorrow.
8. The best place to eat is that café on the corner.
9. When the clothes are in the machine, turn the dial to thirty degrees and press the ON button.
10. Would you like me to put all the chairs away?

Practice saying the sentences with the correct sentence stress.

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REFLECT ON LISTENING

Transcripts

2. Language review

Narrator: You will hear a woman called Jo Bourneville talking about the student concern
procedure at the language school where she works. For questions 1-10, complete
the sentences with a short word or phrase. Before you start, you have a minute to
look at the exercise.

Jo Bourneville: Hello everybody, and welcome! My name is Jo Bourneville and I’m the head tutor
at the Sunny School of English. I’m here to tell you a bit about our student concern
procedure.

Jo Bourneville: Lots of people might think that a student concern procedure is a negative experience
for those students who may have done something like cheating in an exam. However,
our team here like to think of ourselves as a friendly and supportive outfit. We’re
aiming to be more like a second family to you than a police force! For this reason,
we’ve set up a system to support our students, rather than punishing them. If you
think about it, you’ll probably agree that there’s no point in just yelling at someone
if they’ve done something wrong – there’s usually a reason for people’s behavior.

Jo Bourneville: If a teacher has a concern about an individual in their class, the first thing they’ll
do is organize a private meeting with that person. Very often, the student will say
that they’re dealing with some kind of stressful situation in their lives. This may be
academic or personal. Whatever the cause is, we’ll organize some support for them.
This may involve meeting with one of our counselors for a few weeks. We also
have a program where we pair a student who we are concerned about with a trained
student volunteer. This volunteer can serve as a positive influence both academically
and socially.

Jo Bourneville: Some students who are away from home for the first time may develop problems
with their attendance. We expect one hundred percent attendance, and, of course,
punctuality, but there will be times when you’re ill or need to take a morning off for
some other good reason. However, if you miss class regularly, your teacher will give
you a warning. That’s usually enough to solve the problem, but if the downward
trend continues, you’ll be asked to meet with me to talk about your absences. Again,
we may find that additional support is needed, and that’s what we’re here for.

Jo Bourneville: The other side of student concern procedures is what happens if we’ve done
something that you’re not happy about! If you want to make a complaint about
anything, whether it’s food, fees, accommodation or even homework, please
speak to your teacher, or if it’s something very serious, you can always make an
appointment with me.

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Jo Bourneville: I’ll just conclude by saying that there’s more information about all of our policies and
procedures in your student handbook, as well as on our website. Now I’m going
to pass you over to our accommodation team, who can explain about the rules and
expectations for home stays and residences.

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Key

1. Warm up

5 mins.
Students should be familiar enough with exam content to complete this exercise. Knowing the format of the exam
increases confidence and improves performance. Students can complete the exercise on their own and then check
answers in pairs before you check with the whole class.
Part 1: one or two / eight / three
Part 2: one / ten
Part 3: five / Three
Part 4: seven / three
You hear each recording twice.
Pose the follow-up question:
Where do you write your answers to these questions? - you write on the question paper and then you are given
5 mins to transfer your answers to the answer sheet at the end of the recordings.

2. Language review

45 mins.
Students answer 30 questions to review language points presented in the lessons. Set a time limit of ~30 mins
so you have time to go over the answers in class. Make sure you ask students to justify their answers as this will
improve their performance on the exam. Items in the first two exercises are worth two points each, and those
in the final exercise are worth one point each. This makes a total of 50 points which is easy to convert into a
percentage, which will inform the self-evaluation.
Part 1
For the first activity, please note that you have to play the recording twice, as it does not repeat on the listening
file. The answers for this activity are worth two points in this revision plan, but only one point on the actual exam.

1. friendly 2. set up
3. yelling at someone 4. an individual
5. stressful 6. involves
7. positive influence 8. give you
9. trend 10. make a complaint
Part 2
Students choose one item from column A and one from column B to complete the sentences. They may have to
change the form of the verb to fit the sentence. Each answer is worth two points.

1. center myself 2. melt away

3. calm down 4. ran into
5. get away from 6. stresses ≀ out
7. take a deep breath 8. broke down
9. stand up to 10. meet up
Part 3

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Students match each mini dialogue with one of the functions in the box. Three options are extra. Each answer is
worth one point.

1. prediction 2. announcement
3. gratitude 4. compliment
5. request 6. promise
7. persuasion 8. recommendation
9. instructions 10. offer

3. Self-evaluation

10 mins.
Students benefit from a detailed examination of their scores. This activity invites them to consider their ability
in order to reflect on both how well they understand the individual language areas that were presented in the
listening lessons in this course plan as well as how confident they are with each of the four listening task types
which appear on the exam. This will enable them to use the time they have left before the exam in a productive
way.
The traffic light system is very straightforward, and students are free to self-evaluate, although in some cases,
teacher input is helpful. Teachers should also monitor responses as they may be able to identify some common
needs and address these before the exam, with more practice papers or review of specific language points.

4. Optional extension

10 mins.
This activity is meant as a cooler or filler if you have time during your lesson. It offers students a chance to consider
sentence stress which will help them to understand the recordings on the exam, and also to sound more natural
when speaking. Demonstrate with the first sentence – you could elicit that we usually stress information words.
Of course, stress could vary according to context – sample answers are provided. Check answers and then drill
the sentences, encouraging students to really exaggerate the stressed items by saying them longer and louder
than the other words. In fact, students often need more practice with the weak forms, so also check they can say
these quickly and softly.
Sample answers:
1. A red sky at sunset means good weather tomorrow.
2. Can I have your attention, please? The 4:15 train to New York has been delayed.
3. How can I ever repay you?
4. I love your earrings!
5. I wonder if someone could make sure all the windows are closed.
6. I’ll never let you down.
7. Ok, you’re right. I’ll change my plans for tomorrow.
8. The best place to eat is that café on the corner.
9. When the clothes are in the machine, turn the dial to thirty degrees and press the ON button.
10. Would you like me to put all the chairs away?

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