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FCE PLACEMENT TEST
Cambridge B2 First — Diagnostic Assessment
Reading • Grammar & Use of English • Writing • Speaking
Student Name: ________________________________________
Date: ________________________________________
Teacher: ________________________________________
Current level (self-assessed): ________________________________________
TEST OVERVIEW
SECTION PARTS ITEMS TIME (approx.)
Reading 2 parts 10 questions 20 min
Grammar & Use of English 3 parts 10 questions 20 min
Writing 2 tasks 2 writing prompts 30 min
Speaking 3 parts 8 prompts 15 min
TOTAL ~85 min
Instructions to the student: Work through each section in order. Answer all questions. For the Writing and
Speaking sections, complete the tasks as fully as you can — there are no right or wrong answers, only
demonstrations of your current ability. Do not use a dictionary.
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SECTION 1 — READING
PART 1 — MULTIPLE CHOICE
Read the article below. For questions 1–4, choose the answer (A, B, C or D) which you think fits best according to the text.
The Rise of Urban Farming
In recent years, cities around the world have been transforming unused spaces into productive green areas.
Rooftop gardens, vertical farms, and community plots are no longer curiosities — they are becoming an
essential part of urban food systems. Proponents argue that growing food in cities reduces the environmental
cost of transporting produce over long distances, known as "food miles." A tomato grown on a rooftop in Tokyo
or a herb garden on a New York fire escape cuts down on the fuel burned to ship food from rural farms
hundreds of kilometres away.
Critics, however, point out that the yields from urban farms are still modest compared to conventional
agriculture, and that the energy needed to power artificial lighting and climate-control systems in indoor
vertical farms can outweigh any transport savings. A 2022 study from the University of Wageningen found that
certain leafy greens grown indoors consumed up to four times more energy per kilogram than the same crops
grown in open fields and transported by truck.
Despite these concerns, many city dwellers value urban farming for reasons beyond pure efficiency.
Community gardens, in particular, have been shown to foster social connections among residents who might
otherwise never speak to one another. A survey conducted in London found that participants in community
gardening schemes reported significantly lower levels of loneliness and higher levels of well-being than those
who did not participate. Urban farms also serve an educational purpose, reconnecting children and adults
alike with the origins of their food.
The future of urban farming likely lies in finding the right balance: using low-energy techniques for appropriate
crops while reserving high-tech vertical farming for produce that genuinely benefits from year-round indoor
production. Policy makers in several European cities have begun offering tax incentives to buildings that
dedicate rooftop or facade space to food production, signalling that urban farming is set to become a
permanent fixture of city landscapes.
1. According to the first paragraph, what is the main environmental argument in favour of urban farming?
A It produces more food per square metre than rural
farms.
B It reduces the distance food travels from farm to
consumer.
C It eliminates the need for pesticides in food
production.
D It lowers water consumption compared to
conventional farming.
2. What does the Wageningen study (paragraph 2) suggest about some indoor vertical farms?
A They are financially unviable for most city
governments.
B They produce crops of lower nutritional quality.
C Their energy use may cancel out transport-related
benefits.
D They require too much space in densely populated
cities.
3. The word modest in paragraph 2 is closest in meaning to:
A Impressive B Declining
C Relatively small D Unpredictable
4. According to the text, what additional benefit do community gardens provide beyond food production?
A They generate significant income for local
councils.
B They help reduce feelings of isolation among
residents.
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C They supply restaurants with high-quality organic
produce.
D They train professional horticulturalists for the job
market.
PART 2 — SENTENCE MATCHING
Read the text below. Six sentences have been removed. For questions 5–10, choose from the sentences (A–H) the one
which fits each gap. There are two extra sentences you do not need to use.
The Psychology of Procrastination
Most people think procrastination is simply a time-management problem. (5) ______ In reality, psychologists now view
it primarily as an emotional regulation issue. When we put off a task, we are usually trying to avoid the negative
feelings associated with it — anxiety, self-doubt, or boredom.
Research by Dr Fuschia Sirois at the University of Sheffield confirms this view. (6) ______ Her studies show that
people who procrastinate frequently tend to report higher levels of stress and lower well-being in the long term, even if
they feel temporary relief by delaying the task.
One of the most effective strategies for overcoming procrastination is breaking tasks into smaller, less threatening
steps. (7) ______ By focusing on just the first small action, the brain registers less threat and the urge to avoid the task
weakens.
Another approach involves self-compassion. (8) ______ Studies show that students who forgave themselves for
procrastinating before an exam were less likely to procrastinate before the following one.
Environment also plays a significant role. A cluttered, noisy space tends to increase distraction, while a tidy, dedicated
workspace reduces it. (9) ______ Simply removing a phone from sight has been shown in experiments to improve
focus.
Finally, understanding your own procrastination triggers can be transformative. (10) ______ Once you recognise the
pattern, you can prepare a different response before the avoidance impulse takes hold.
A This means confronting the specific emotion — boredom, fear of failure, or perfectionism — that drives your
delay.
B The mere presence of a smartphone on a desk, even face down, has been found to reduce available
cognitive capacity.
C Instead of seeing a large project as a single daunting entity, reframe it as a series of manageable
micro-tasks.
D Blaming yourself harshly for delaying actually increases the likelihood of doing it again.
E Her work focuses specifically on the emotional consequences of habitual delay.
F It is not always a sign of laziness, but rather of a genuine difficulty in managing emotions.
G Digital devices, in particular, represent one of the most powerful sources of modern distraction.
H Setting strict deadlines with external accountability has proven effective for most people.
5 ______ 6 ______ 7 ______
8 ______ 9 ______ 10 ______
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SECTION 2 — GRAMMAR & USE OF ENGLISH
PART 1 — MULTIPLE-CHOICE CLOZE
Read the text below. For questions 1–4, decide which word (A, B, C or D) best fits each gap.
Social Media and Memory
There is growing evidence that taking photographs of experiences instead of simply living them may (1) ______ our
ability to remember those moments clearly. Psychologists call this the "photo-taking impairment effect." When people
rely (2) ______ a camera to record an experience, they tend to invest less cognitive effort in encoding the memory
themselves. As a result, the experience makes less of (3) ______ impression on the mind. Interestingly, focusing the
camera lens ona specific detail — rather than taking a wide-angle shot of everything — appears to (4) ______ the
effect, since it requires active, selective attention.
1. Choose the best word for gap (1):
A A impair B B increase
C C develop D D sharpen
2. Choose the best word for gap (2):
A A with B B from
C C on D D by
3. Choose the best word for gap (3):
A A a B B an
C C the D D no article
4. Choose the best word for gap (4):
A A strengthen B B reduce
C C ignore D D replace
PART 2 — OPEN CLOZE
Read the text below. For questions 5–7, think of the word which best fits each gap. Use only ONE word in each gap.
The Paradox of Choice
In his influential book, psychologist Barry Schwartz argued that having too many options does not necessarily make us
happier — (5) ______ , it can lead to anxiety and regret. When faced with dozens of choices, people often worry (6)
______ they have made the right decision, and tend to imagine how much better the options they rejected (7) ______
have been. This phenomenon, known as the "paradox of choice," suggests that limiting options can sometimes
increase satisfaction.
5. Write the missing word for gap (5):
[Tip: A contrast connector]
Answer 5: _____
6. Write the missing word for gap (6):
[Tip: Preposition after "worry"]
Answer 6: _____
7. Write the missing word for gap (7):
[Tip: Modal verb]
Answer 7: _____
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PART 3 — KEY WORD TRANSFORMATION
For questions 8–10, complete the second sentence so that it has a similar meaning to the first, using the word given in bold.
Use between two and five words, including the word given. Do NOT change the word given.
8. "It's not worth applying if you don't have the qualifications," she told him.
KEY WORD: POINT
She told him there ________________________ applying without the qualifications.
9. I last visited my grandmother three months ago.
KEY WORD: BEEN
I ________________________ my grandmother for three months.
10. The company started producing electric cars in 2018.
KEY WORD: HAS
The company ________________________ electric cars since 2018.
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SECTION 3 — WRITING
PART 1 — COMPULSORY TASK — EMAIL
You must answer this question. Write your answer in 140–190 words in an appropriate style.
You recently attended an English language course at a local school. You were asked to complete a feedback form,
but you feel the form did not give you enough space to express your views. Write an email to the school director, Ms
Karen Walsh, in which you:
• explain which aspects of the course you found most useful
• mention one area you think could be improved
• suggest how the feedback form could be made more useful in the future
Your answer:
Word count: ________
PART 2 — CHOICE TASK — ARTICLE OR REPORT
Choose ONE of the following writing tasks (A or B). Write your answer in 140–190 words in an appropriate style.
A — Article
You have seen this announcement in an
international student magazine:
"We are looking for articles on the following topic: Is
it better to live in a large city or a small town?
The best articles will be published in our next issue."
Write your article, giving your opinion and
supporting it with reasons and examples.
B — Report
Your school director has asked you to write a report
on the facilities available for students outside of
class (e.g. study areas, sports, social spaces). In
your report, describe the current situation, evaluate
what is working well and what is not, and make
recommendations for improvement.
Your answer (Task A or B — circle your choice):
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Word count: ________
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SECTION 4 — SPEAKING
Note to teacher / examiner: This section is conducted orally. Read each task aloud to the student and allow the
indicated time. Record responses if possible. Use the scoring rubric in the Teacher's Guide (Section B of this
document) for evaluation.
PART 1 — INTERVIEW (2–3 MINUTES)
Ask the student the following questions. Encourage extended answers. The student should speak for at least 3–4 sentences
per question.
Question 1: Tell me a little about yourself — your job or studies, where you live, and what you enjoy doing in your
free time.
Examiner's notes: _______________________________________________
Question 2: How long have you been studying English, and what motivated you to reach a higher level?
Examiner's notes: _______________________________________________
Question 3: Can you describe a memorable journey or trip you have taken? What made it special?
Examiner's notes: _______________________________________________
PART 2 — INDIVIDUAL LONG TURN (3–4 MINUTES)
Present the student with the two situations below (read them aloud or show them). The student should speak for
approximately ONE MINUTE on each prompt without interruption, then answer a brief follow-up question.
Prompt A:
Compare these two situations and say which you think would be more challenging:
• Starting a new job in a company where you know nobody
• Moving to a new city where you have no friends or family
You have ONE MINUTE to speak. Then answer: "Which situation do you think requires more resilience, and why?"
Examiner's notes: _______________________________________________
Prompt B:
Compare these two approaches to learning a new skill and say which you think is more effective:
• Attending formal classes with a qualified teacher
• Teaching yourself using online resources and self-study
You have ONE MINUTE to speak. Then answer: "Have you ever taught yourself something important? How did it
go?"
Examiner's notes: _______________________________________________
PART 3 — TWO-WAY DISCUSSION (4–5 MINUTES)
Read the following discussion topics. Engage the student in a natural conversation, asking follow-up questions to encourage
deeper responses. The goal is to assess fluency, range of vocabulary, and ability to argue a point.
Question 4: Some people say that technology has made modern life easier, but others argue it has made it more
stressful. What do you think?
Examiner's notes: _______________________________________________
Question 5: Do you think it's important for people to speak more than one language? Why or why not?
Examiner's notes: _______________________________________________
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Question 6: What do you think are the most important qualities of a good leader? Can leadership be taught?
Examiner's notes: _______________________________________________
Question 7: Some experts argue that university education should be free for everyone. Do you agree? What are the
advantages and disadvantages?
Examiner's notes: _______________________________________________
Question 8: If you could change one thing about the way English is taught in your country, what would it be and
why?
Examiner's notes: _______________________________________________
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ANSWER KEY — TEACHER'S COPY
SECTION 1 — READING
Part 1 – Multiple Choice
Q1 B Reduces the distance food travels (food miles).
Q2 C "energy use may cancel out transport-related benefits"
Q3 C Relatively small (yields are modest = not impressive)
Q4 B Reduces loneliness / fosters social connections
Part 2 – Sentence Matching
Q5 F "Not always a sign of laziness, but of difficulty managing emotions"
Q6 E "Her work focuses specifically on the emotional consequences"
Q7 C "Reframe it as a series of manageable micro-tasks"
Q8 D "Blaming yourself harshly …increases the likelihood of doing it again"
Q9 G "Digital devices … most powerful sources of modern distraction"
Q10 A "Confronting the specific emotion that drives your delay"
SECTION 2 — GRAMMAR & USE OF ENGLISH
Part 1 – Multiple-Choice Cloze
Q1 A — impair Phrasal context: "may __ our ability to remember" → impair
Q2 C — on "rely on" is the correct collocation
Q3 B — an "makes an impression" — fixed expression
Q4 B — reduce Active attention reduces the effect described
Part 2 – Open Cloze
Q5 instead / rather Contrast connector: "does not … — instead/rather, it can …"
Q6 whether / if "worry whether / if" — correct collocation
Q7 might / could / may / would Modal verb expressing past possibility
Part 3 – Key Word Transformation
Q8 was no point in "there was no point in applying" (2–5 words including POINT)
Q9
have not visited / haven't
been to see Present perfect + "for" (duration)
Q10
has been producing / has
produced Present perfect continuous or simple + "since"
SECTIONS 3 & 4 — Writing and Speaking
These sections are assessed using the evaluation rubrics provided in the Teacher's Guide (Section B). There is no
single correct answer; evaluation is based on task completion, grammatical range and accuracy, vocabulary,
coherence, and register.
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TEACHER'S GUIDE — PLACEMENT ANALYSIS & LEARNING
ROADMAP
This guide helps you interpret the student's performance across all four skills, identify her current CEFR level, and
design a targeted study programme for FCE (B2 First).
A. HOW TO SCORE THE TEST
Section Items Points each Max B2 threshold
Reading Pt 1 (MC) 4 2 8 6 (75%)
Reading Pt 2 (Matching) 6 2 12 8 (67%)
Grammar MC Cloze 4 2 8 6 (75%)
Open Cloze 3 2 6 4 (67%)
Key Word Transformation 3 2 6 4 (67%)
Writing (per task) 2 tasks 0–20 40 28 (70%)
Speaking 3 parts 0–20 20 14 (70%)
TOTAL 100 70
B. INTERPRETING THE TOTAL SCORE — CEFR LEVEL MAPPING
Total Score Approx. CEFR
Level
Distance from FCE
Pass
Recommended Focus
0–35 A2 / Pre-B1 Very significant gap Foundational grammar, basic reading, fluency
building
36–49 B1 (lower) Significant gap Complex tenses, paragraph writing, extended
speaking
50–59 B1 (upper) Moderate gap B2 vocabulary range, text coherence, exam
technique
60–69 B2 (emerging) Small gap Refine accuracy, exam strategies, register
control
70–85 B2 (secure) At threshold / ready Exam technique, time management,
consolidation
86–100 B2+ / C1 emerging Above threshold Consider CAE (C1 Advanced) pathway
C. WRITING ASSESSMENT RUBRIC (0–20 per task)
Criterion 0–4 (Insufficient) 5–10 (Developing) 11–16 (Competent) 17–20 (Proficient)
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Task
Achievement
Task barely
addressed; key
points missing
Most key points
covered but
underdeveloped
All key points
addressed clearly
All points fully
addressed with
nuance and detail
Grammar Range
& Accuracy
Frequent serious
errors; very limited
structures
Simple structures
used; some complex
attempts with errors
Mix of
simple/complex;
errors present but
don't impede
meaning
Wide range; errors
rare and minor
Vocabulary
Range &
Accuracy
Very basic
vocabulary;
repetitive
Adequate
vocabulary; limited
range
Good range; some
effective word
choices
Wide and precise
vocabulary; idiomatic
use
Coherence &
Cohesion
No paragraphing;
ideas disjointed
Basic paragraphing;
limited linking
Clear paragraphing;
adequate linking
devices
Skilful organisation;
varied cohesive
devices
Register &
Format
Inappropriate
register throughout
Register inconsistent Generally
appropriate register
and format
Consistent, natural
register; fully
appropriate format
D. SPEAKING ASSESSMENT RUBRIC (0–20)
Criterion 0–4 5–10 11–16 17–20
Fluency &
Coherence
Very hesitant; long
pauses dominate
Noticeable hesitation
but can sustain
speech
Generally fluent with
occasional hesitation
Natural, flowing
speech; self-corrects
smoothly
Vocabulary
Range
Very limited; cannot
express ideas clearly
Adequate for familiar
topics
Good range
including some
idiomatic language
Wide, precise, and
idiomatic vocabulary
Grammar Range
& Accuracy
Very basic
structures; persistent
errors
Mix of structures;
errors frequent but
recoverable
Range of structures;
errors don't impede
communication
Wide range; errors
occasional and
minor
Pronunciation &
Intelligibility
Very difficult to
understand
Sometimes difficult
to understand
Generally intelligible;
accent does not
cause problems
Clear and natural;
full intelligibility
Interactive
Communication
Cannot maintain
exchange; very short
responses
Can respond but
rarely initiates or
develops
Maintains
interaction; asks
questions; develops
ideas
Fully participates;
negotiates meaning;
initiates naturally
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E. DIAGNOSTIC ANALYSIS BY SKILL — HOW TO READ THE RESULTS
READING
What to observe during the test:
Note whether the student reads the questions before the text (good exam strategy), whether she uses context to guess
unfamiliar vocabulary, and whether she can locate evidence in the text to support her answers rather than relying on
general impression.
Common B1→B2 transition challenges:
Difficulty with implicit inference questions (reading "between the lines"), tendency to select answers based on familiar
keywords rather than full comprehension, and struggling with sentence matching when the gapped text requires
understanding of discourse flow.
If she scores below 50% in Reading:
Prioritise extensive reading at B1+ level (quality journalism, graded readers, BBC Learning English articles). Practise
paragraph topic sentence identification and discourse marker awareness before introducing test-format exercises.
If she scores 50–75%:
Introduce focused Cambridge Reading exam practice with timed conditions. Work on paraphrase recognition (the text
and options rarely use the same words). Build academic vocabulary systematically using spaced repetition tools such
as Anki.
If she scores above 75%:
Reading is a strength. Focus sessions on exam technique refinement and time management rather than foundational
comprehension skills.
GRAMMAR & USE OF ENGLISH
What the MC Cloze reveals:
Collocations, prepositions, and fixed expressions are the typical sticking points at B1/B2. Wrong answers in this section
usually indicate gaps in lexical knowledge rather than grammatical misunderstanding — note which items the student
answers incorrectly and categorise them: preposition errors? Collocation errors? False friends?
What the Open Cloze reveals:
This part tests grammatical awareness and awareness of discourse connectors. A student who fills all gaps correctly
but makes errors in the MC section likely has good grammar but limited vocabulary range — a very common profile at
B1.
What the Key Word Transformation reveals:
This is the most diagnostic part of the grammar section. Errors here typically reveal: (1) incomplete knowledge of
passive/perfect constructions, (2) difficulty with reported speech or conditional structures, or (3) inability to restructure a
sentence while preserving meaning — a core B2 skill. Carefully note which transformations fail and record the specific
structures involved for targeted teaching.
Recommended grammar sequence for a B1 student aiming for B2:
1. Perfect aspect (present/past perfect simple vs. continuous). 2. Passive constructions (including perfect passive and
modal passive). 3. Conditional sentences (mixed conditionals, inverted conditionals). 4. Reported speech and reporting
verbs. 5. Relative clauses (defining vs. non-defining). 6. Formal connectors and discourse markers. 7. Vocabulary:
collocations, phrasal verbs, word formation.WRITING
What to look for beyond correct grammar:
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The FCE writing mark scheme rewards task completion, appropriate register, coherent organisation, and a range of
vocabulary — not just accuracy. A student can write grammatically imperfect English and still score well if the text is
organised, communicative, and shows a willingness to use B2 structures.
Register awareness:
Pay close attention to whether the student adjusts her tone for the email (semi-formal, polite but direct) versus the
article or report (more neutral/academic). Inability to control register is one of the most common reasons for losing
marks in FCE Writing, even among students with strong grammar.
Organisation and coherence:
Check whether she uses paragraphs consistently, whether she opens and closes appropriately for each text type, and
whether she uses a variety of linking devices beyond "and," "but," and "because." If her writing reads like a list of ideas
rather than connected prose, cohesion is a priority area.
Typical study programme for Writing:
Spend one lesson per week on a different FCE text type (email, article, report, review, essay). Use a process writing
approach: plan → draft → peer review → revise. Build a "phrases bank" for each text type: useful openings, transitions,
and closings. Gradually increase writing under timed conditions as the exam approaches.
SPEAKING
What Part 1 reveals:
Baseline fluency, personal vocabulary, and comfort with the foreign language. Note: Does she answer in complete
sentences? Does she volunteer information beyond the minimum, or do her answers feel like interrogation responses?
At B2, candidates should be able to elaborate naturally without prompting.
What Part 2 (Long Turn) reveals:
This is where the gap between B1 and B2 speakers becomes clearest. A B1 speaker typically describes what she sees
but does not compare, speculate, or hypothesise. A B2 speaker uses language like: "I imagine that…", "It seems to me
that compared to…", "This might be more challenging because…". Listen for the presence or absence of these B2
discourse strategies.
What Part 3 (Discussion) reveals:
The ability to hold and defend a position, agree/disagree diplomatically, and manage the interaction. At B2, the student
should be able to say more than one sentence per turn and to ask follow-up questions naturally. Listen for discourse
management phrases: "That's an interesting point, though I wonder if…", "I see what you mean, but in my
experience…"
Recommended speaking practice:
1. Record 2-minute monologues twice a week on FCE-style topics and listen back critically. 2. Practise language for
comparing and speculating: "It looks as though…", "In contrast to…", "I'd say the main difference is…". 3. Practise
interactive discussion with structured debate activities. 4. Use shadowing exercises with BBC Radio 4 podcasts to
improve fluency and pronunciation.
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F. PERSONALISED STUDY PLAN TEMPLATE
Use this template after the placement session to record your observations and design the student's programme.
Complete one column per assessed skill.
READING GRAMMAR / USE OF
ENG.
WRITING SPEAKING
Score / level
observed
Key strengths
identified
Priority weaknesses
Recommended
resources
Weekly practice
time
First 4-week goals
Milestone check
date
Tip: Share a simplified version of this plan with the student at the end of the placement session so she leaves with a
clear sense of her current level, her strengths, and the three most important priorities before the next session.
Students who understand their own learning roadmap are significantly more motivated and consistent than those
who simply receive homework tasks.