Top 200 Vocabulary Word List for Cambridge B2 First | Must Know Words for Common Examination Instructions

The 200-word examination instruction list

Cambridge B2 First instructions ask you to choose, supply, transform, write, listen or speak. In a key word transformation, the rewritten sentence must preserve the meaning and keep the given word unchanged. In Speaking, comparing two photographs and answering the accompanying question are both part of the job.

The list includes instructions, short phrases and supporting vocabulary that helps you read a prompt. Use the official directions for the specific question, paper or administration.

Exam requirements · Worked examples · Fencing Method

Use of English, reading and essay directions

No.	Instruction or term	What it asks you to do
1	Reading and Use of English	Work through reading tasks and tasks about grammar and vocabulary.
2	Multiple-choice cloze	Choose the option that fits the gap in meaning and natural usage.
3	Open cloze	Supply the single word that completes the gap in its sentence and text.
4	Word formation	Change the given base word into a form that fits the gap.
5	Key word transformation	Rewrite the second sentence to preserve the first sentence’s meaning using the supplied word.
6	Do not change the key word	Keep the supplied key word exactly as printed.
7	Two to five words	Keep the Part 4 gap answer within the stated limit, including the key word.
8	Gapped text	Choose the sentence that fits the organisation and links around the gap.
9	Multiple matching	Match each question with the relevant person, section or text.
10	One word in each gap	Use one word for each blank when the open-cloze instruction applies.
11	Same meaning	Preserve the original relationship, tense and other relevant meaning.
12	Base word	Start with the form printed beside the gap and change it as the sentence requires.
13	Word form	Decide which grammatical form the surrounding sentence needs.
14	Negative prefix	Add a beginning that gives the required negative meaning where appropriate.
15	Suffix	Use the word ending that gives the grammatical form the gap requires.
16	Dependent preposition	Use the preposition that normally follows the given word or expression.
17	Phrasal verb	Use the verb and particle combination that fits the context.
18	Fixed phrase	Complete the expression with its conventional wording.
19	Compulsory essay	Answer the required first Writing task.
20	Use both ideas	Cover the two given ideas in the essay.

Writing, Listening and Speaking instructions

No.	Instruction or term	What it asks you to do
21	An idea of your own	Add a third distinct and relevant point to the essay plan.
22	Choose one task	Select and complete one of the options in Writing Part 2.
23	Article	Write for the specified readership and purpose, using an engaging appropriate style.
24	Report	Organise findings and any recommendations for the intended reader.
25	Review	Describe and evaluate the subject and make the recommendation the task requests.
26	Letter or email	Address the specified reader and cover the message’s purpose and content points.
27	140–190 words	Keep each Writing response within the stated task length.
28	Content	Cover the points needed to answer the task fully.
29	Communicative achievement	Use the conventions and style appropriate to the purpose and reader.
30	Organisation	Arrange ideas and link them in a way the reader can follow.
31	Language	Use clear and suitable vocabulary and grammar with appropriate range and control.
32	Listen twice	Use the two playings of each recording to hear the gist and check the relevant detail.
33	Sentence completion	Fill the Listening gap with the required detail from the recording.
34	Compare the photographs	Use paired similarities or differences and answer the question above the images.
35	Individual long turn	Develop your own response in Speaking Part 2 within the stated time.
36	Collaborative task	Discuss the options with your partner and respond to their ideas.
37	Reach a decision	Work towards a choice or conclusion when the examiner requests it.
38	Invite an opinion	Ask your partner to contribute a view during collaborative practice.
39	Support your view	Give a reason or example relevant to the discussion question.
40	For Schools	Use the parallel qualification with topics and content aimed at school-age learners.

Grammar, text organisation and communication

No.	Instruction or term	What it asks you to do
41	Exchange views	Give an opinion and respond to what your partner says.
42	Word ending	Check which form or ending fits the surrounding grammar.
43	Word family	Use related forms to decide whether the sentence needs a noun, verb, adjective or adverb.
44	Collocation	Choose words that naturally occur together in the context.
45	Cohesive reference	Work out what a linking expression or pronoun refers to.
46	Suitable reply	Choose a response that answers both the words and the practical purpose.
47	Spoken detail	Listen for the particular fact the item asks about.
48	Speaker attitude	Use the speaker’s wording and tone to infer their stance where asked.
49	Sentence stress	Give appropriate prominence to important words in spoken language.
50	Word order	Arrange the pieces so the sentence works grammatically.
51	Polite register	Use courteous wording suitable for the situation.
52	Academic tone	Use clear, respectful language appropriate to an academic exchange.
53	Support with an example	Add an example that demonstrates the reason you gave.
54	Response time	Use the timer and task directions provided by the test interface.
55	Main purpose	Identify what the text as a whole is trying to accomplish.
56	Most directly supports	Pick the evidence with the clearest connection to the named claim.
57	Function of a detail	Decide how a detail supports or develops a larger point in the material.
58	Words in context	Choose the sense or expression that fits the local wording and purpose.
59	Reference within the text	Resolve a reference by locating the word or idea it points back to.
60	Author’s claim	Find what the named author argues or asserts.
61	Transitions	Identify the relationship between ideas before choosing a connecting expression.
62	Illustrative example	Choose a particular case that demonstrates a broader point.
63	Sentence conventions	Choose grammar and punctuation that make the constructed sentence clear.
64	Clause boundary	Identify where one clause ends and the next begins before arranging the sentence.
65	Sentence structure	Use word order and grammatical roles to make a complete sentence.
66	Independent clause	Identify words with a subject and verb that can stand as a sentence.
67	Dependent clause	Identify a clause that needs a main clause to complete its function.
68	Sentence fragment	Recognise words punctuated as a sentence without a complete main clause.
69	Pronoun reference	Match the pronoun to the person or thing it represents.
70	Notes	Use the supplied facts that are relevant to the stated rhetorical goal.
71	Rhetorical purpose	Identify the job a detail does in the author’s argument.
72	Nonessential clause	Identify a clause that can be removed without changing the intended reference.
73	Parenthetical detail	Identify supplementary information set off from the main sentence.
74	Signpost	Notice a word or phrase that marks a shift in direction or topic.
75	Main idea	Find the central point that explains why the paragraph was included.
76	Detail	Find the particular fact needed to answer the question.
77	Writer’s view	Identify the opinion the writer expresses.
78	Contrast	Show how the items differ on a shared point of comparison.
79	Interpret	Say what a statement, result or display means in context.
80	Discuss	Develop a structured response that considers the relevant issues.
81	Support	Supply evidence that helps establish the claim.
82	In context	Use the meaning that fits this passage or situation.
83	Best supported	Prefer the conclusion backed most directly by the evidence.
84	Claim	An assertion that can be tested against evidence or reasoning.
85	Example	A particular case used to make a general idea clear.
86	Context	The surrounding information that helps determine meaning.
87	Option	One of the choices the question offers.
88	One word only	Enter exactly one word in the answer space.
89	Listen for attitude	Use wording and tone to judge how the speaker feels about the topic.
90	Discourse marker	Use linking words to follow where the speaker contrasts, adds or concludes.
91	Coherence	Make ideas easy to follow in a sensible order.
92	Cohesion	Link sentences and paragraphs so their relationships are clear.
93	Grammatical range and accuracy	Use suitable sentence forms with control and clarity.
94	Point of view	State your position on the issue when the prompt calls for it.
95	Respond to your partner	Acknowledge your partner’s idea and add a reason, comparison or question.
96	Relevant example	Use an example that genuinely supports the paragraph’s point.
97	Topic sentence	Open a paragraph with a sentence that identifies its main point.
98	Discourse management	Connect ideas and develop the response across the speaking turn.
99	Answer within the limit	Count the response using the rule printed for the task.
100	Options may be used more than once	Reuse an option only when the question instructions permit it.
101	Words and phrases	Identify the language that carries the meaning needed for the answer.
102	Gap	Check what kind of word or value can fit the blank.
103	Transcript	Use the written recording script to check a listening answer during practice.
104	Complete sentences	Use connected sentences where the writing task requires a full response.
105	Reason	The basis for a statement, choice or result.
106	Response	The answer you produce or select.
107	Most logically completes	Choose the ending that follows from the text or notes.
108	Most precisely	Choose the wording whose meaning fits the context most closely.
109	Central idea	Choose the option that captures the main point at the right scope.
110	Best describes	Choose the description that most accurately fits the stated target.
111	Best illustrates	Choose the example or quotation that most directly shows the idea.
112	Would weaken	Find the hypothetical finding that would reduce support for the claim.
113	Express uncertainty	Use suitable wording when an interpretation is plausible but uncertain.
114	Function of the underlined portion	Explain what the marked part does within the larger text.
115	Overall structure	Track how the text’s main parts are organised.
116	Cross-text connections	Compare how two texts address the same point.
117	First photograph	Name one relevant feature to compare with the second photograph.
118	Second photograph	Link a feature to the same comparison point and question.
119	Point of agreement	Find what both sources would endorse based on the evidence.
120	Refer back	Connect a word or phrase to the idea it refers to earlier in the text.
121	Communicative purpose	Identify what the writer or speaker is trying to achieve.
122	Introduce	Choose wording that supplies the context needed for the stated audience.
123	Emphasise	Choose wording that gives the requested idea or contrast prominence.
124	Generalise	State a broader point only to the extent that the examples support it.
125	Continuation	Choose a link that adds a point in the same direction.
126	Concession	Acknowledge a point before shifting to the principal claim.
127	Cause and effect	Choose a link that shows one event producing or explaining the other.
128	Standard English conventions	Apply grammar, usage and punctuation to the sentence in context.
129	Boundaries	Check how independent clauses, dependent clauses and phrases are separated.
130	Form, structure and sense	Check the grammatical form and meaning of the whole sentence.
131	Modifier	Identify words describing another part and check what they attach to.
132	Subject–verb agreement	Make the verb agree with the true subject.
133	Verb tense	Place the action in the time sequence established by the text.
134	Possessive	Choose a form that indicates the correct owner or relationship.
135	Plural noun	Identify the form for more than one item.
136	Punctuation	Choose the marks that correctly show the sentence’s structure.
137	Comma splice	Spot two independent clauses joined by a comma alone.
138	Supplementary information	Identify an added detail that can be set off from the main sentence.
139	Parallel structure	Keep corresponding items in comparable grammatical forms.
140	Paired punctuation	Check for both marks required around an inserted detail.

Core words and response checks

No.	Instruction or term	What it asks you to do
141	Recognise	Find a familiar feature in a new example.
142	Identify	Name or pick out the item the question specifies.
143	Select	Choose only the number of options requested.
144	Choose	Commit to the option that fits the stated criteria.
145	Match	Pair each item with the option that corresponds to it.
146	Complete	Fill in what is missing while keeping the supplied structure.
147	Label	Attach the correct name to the indicated part.
148	Locate	Find the specified detail, point or region.
149	Indicate	Make the chosen feature or answer clear.
150	Answer	Respond directly to the question being asked.
151	Give	Supply the requested fact, example or result.
152	State	Express the required point directly and clearly.
153	Name	Supply the correct term, person or item.
154	List	Set out the requested items separately.
155	Define	Give the precise meaning used in the subject or question.
156	Describe	Report the relevant characteristics, events or pattern.
157	Outline	Give the main steps or points in brief.
158	Summarise	Select the central points and leave out minor details.
159	Explain	Connect the result to its cause, mechanism or reasoning.
160	Compare	Set the items side by side on the same relevant feature.
161	Analyse	Break down the evidence and explain how its parts relate.
162	Infer	Use clues to reach a conclusion the material implies.
163	Suggest	Offer a plausible answer suited to the information given.
164	Justify	Give evidence or reasoning that supports your answer.
165	Evaluate	Weigh relevant evidence or criteria before reaching a judgment.
166	Distinguish	Give the feature that lets the reader tell two things apart.
167	Illustrate	Make an idea clear with a relevant example or diagram.
168	Demonstrate	Show how a fact, process or result can be established.
169	Determine	Work from the given information to establish an answer.
170	Check	Test the answer against the original instruction or condition.
171	Correct	Repair the specific error while preserving the intended meaning or result.
172	Revise	Change a response so it better meets the task.
173	Arrange	Put items into the order or grouping requested.
174	Sequence	Put stages into a meaningful order.
175	Group	Put items with a shared feature together.
176	Replace	Swap the specified part for a suitable alternative.
177	Omit	Leave out the indicated item or detail.
178	Include	Make sure the requested part appears in the response.
179	Exclude	Keep the named item or category outside your answer.
180	Refer to	Use the specified passage, figure or notes when responding.
181	Based on	Ground the answer in the material named in the question.
182	According to	Use what the specified source says.
183	Most likely	Choose the conclusion with the strongest support among the options.
184	Relevant	Connected to the specific question or criterion.
185	Specific	Precise enough to identify a particular fact or example.
186	Explicit	Stated directly in the source.
187	Implicit	Suggested by the source and recoverable from clues.
188	Evidence	A fact, detail or observation that supports a claim.
189	Conclusion	The result reached after considering the reasoning or evidence.
190	Assumption	A premise taken as given for the purpose of the question.
191	Condition	A requirement that must be satisfied.
192	Constraint	A restriction that shapes the possible answers.
193	Criterion	A standard used to choose or judge an answer.
194	Source	The particular text, figure, notes or data supplied for use.
195	Passage	A stretch of text provided for reading and answering questions.
196	Statement	A complete assertion to examine or respond to.
197	Prompt	The wording that tells you what to do.
198	Section	A group of questions or tasks within a test.
199	Trend	The broad direction or pattern over a range.
200	Pattern	A regularity visible across observations or examples.

What the examination requires

Identify your qualification and paper

Cambridge English lists four papers for B2 First and B2 First for Schools. Reading and Use of English takes 1 hour 15 minutes, Writing 1 hour 20 minutes and Listening about 40 minutes. Speaking is usually 14 minutes per pair. The qualifications share a format, with topics and some Writing options suited to the version. Check the current sample for your entry.

Apply the rule for each Use of English task

Multiple-choice cloze supplies choices. Open cloze asks you to supply the gap word. Word formation provides a base word to change. Key word transformation asks for a short completion with the key word unchanged. Follow the Part 4 limit of two to five words, including the key word.

Writing requires two responses

Part 1 is a compulsory essay that uses both given ideas and adds one relevant idea of your own. Part 2 asks you to choose an available task and use its format, purpose and audience. The indicated length is 140–190 words per response. An email, review and report handle tone and organisation differently, so let the instructions drive the plan.

Listening and Speaking have different evidence

You hear each Listening recording twice. Read the item and listen for the detail, attitude or purpose it asks for. In Speaking Part 2, compare the photographs and respond to the prompt. In the collaborative task, respond to your partner’s ideas and work towards the discussion goal or decision as directed.

• Mark the action and the material it applies to.
• Check the required number or length of responses.
• Use the official test format when you rehearse timing.

Worked examples of common examination instructions

These original examples show how changing a few words in a prompt can change what belongs in the answer.

Keep the given key word unchanged

The first sentence reads ‘Mina started living here three years ago.’ The key word is FOR. Complete the second sentence, ‘Mina has lived here ___ years,’ with for three. It fits the two-to-five-word limit and preserves the original meaning. Since three would use the wrong time expression and change the key word.

Use the grammar around a word-formation gap

In ‘The instructions were surprisingly ___,’ the base word CLEAR suggests an adjective after were. If the next sentence says everyone knew what to do, clear fits. If it says nobody understood what to do, unclear could fit instead. Check the surrounding meaning as well as the required part of speech.

Plan the third essay idea separately

An invented task asks whether students should have more outdoor lessons, with given ideas about health and concentration. A third idea could be access to local places for practical learning. Build one reason or example for each point. Repeating health using a synonym would leave the essay without a distinct third idea.

Compare photos and answer the question

Suppose one picture shows students playing music together and another shows someone practising alone. If asked why the activities may be rewarding, compare what each offers. The group can share ideas and keep time together, while the individual can concentrate on a difficult passage at their own pace. The answer links the comparison to the question.

Use a reference to resolve gapped text

Imagine the following sentence begins ‘That decision made the journey longer.’ The missing sentence should introduce a decision that can affect journey time, such as choosing a slower route to avoid roadworks. Check the sentence after the gap and the one before it. A sentence may fit the topic but leave that decision without a clear reference.

Use the Fencing Method to practise instruction words

Start with a short accurate sentence. Add a precise detail and then the relationship the task asks for. Practise the same instruction on fresh material. For selected-response items, the sentence is a practice step that helps you decide which option fits.

1. Both photographs show practice.
2. Both photographs show people practising music.
3. The group can coordinate and share ideas, while the person practising alone can work at their own pace.
4. Use two new photographs and a new question. Keep the comparison paired and answer the question after naming the shared feature.

Read the eduKate Fencing Method for Vocabulary.

Practise and check your answers

Turn a cloze mistake into two checks

Identify whether the missed word is a grammar choice, a collocation or a change in word form. Then check the sentence around it and the nearby context. Try a fresh gap with the same relationship so the practice carries beyond one sentence.

Practise under the same response type

For Writing, draft one compulsory essay plan and a separate plan for a different genre. Compare how the intended reader changes the opening and ending. For Speaking, record a one-minute comparison and mark the sentence where you answer the printed question.

Practice 1. The base word is SUCCESS. Complete ‘The event was ___ organised’ if the organisers did it well.

Successfully. The gap modifies organised, so use an adverb.

Practice 2. A B2 First essay gives two notes and requests an idea of your own. How many distinct ideas should your plan cover?

Cover both given notes and add one relevant idea of your own.

Practice 3. When does a gapped-text choice need to match a pronoun after the gap?

Check it whenever the next sentence refers to a person, event or claim that may have been introduced in the missing sentence.

Practice 4. A Speaking prompt asks why two situations might be difficult. What should follow your comparison?

Explain a plausible difficulty in each situation and connect it to the features you can see.

Frequently asked questions

Are B2 First and B2 First for Schools the same qualification name?

They are separate versions at the same level with the same broad exam format. Use the materials for the version you entered.

Can I change the given word in Part 4?

Keep the key word unchanged and include it in your word count.

Is a good essay enough for any Part 2 task?

Follow the requested text type and audience. A task that asks for a review or email has its own purpose and conventions.

Official sources and next reading

• Cambridge English B2 First exam format
• Cambridge English B2 First candidate guide

Related guide in this series · IELTS Academic examination instructions

Read eduKateSG’s 200-word vocabulary guide for more ways to group and practise vocabulary.

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