Skills for English B2 flashcards
Skills for English B2 · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Skimming
- Reading quickly for gist by focusing on titles, headings, first sentences, and topic sentences. Used to map a text before answering detailed questions.
- Scanning
- Moving the eyes rapidly over a text to locate specific information such as names, dates, numbers, or keywords, without reading every word in sequence.
- Topic sentence
- The sentence that states the main idea of a paragraph, usually near the beginning. It is the most reliable clue when matching headings to paragraphs.
- Not Given
- A reading answer choice meaning the text neither confirms nor contradicts the statement. It differs from False, where the text explicitly contradicts the statement.
- Distractor
- An incorrect answer option that repeats words from the text but changes meaning through negation, quantity, time, or agent. Matching vocabulary alone is unreliable.
- Inference
- A conclusion drawn from evidence in the text rather than stated directly. The correct inference must be supported by the passage, not by general knowledge.
- Collocation
- A habitual word partnership such as 'make a decision' or 'heavy rain'. Checking collocation helps choose the right word in gapped texts.
- Gapped text
- A passage with missing words or sentences that must be restored from options. Decide the grammatical role of the gap before choosing meaning.
- Self-correction
- A speaker revising a detail mid-sentence, as in 'on Monday - sorry, Tuesday'. In listening tasks the final version is normally the correct answer.
- Paraphrase in listening
- The correct option usually restates the recording in different words, while distractors copy the exact wording heard. Match meaning, not sound.
- Signposting language
- Words such as 'firstly', 'however', and 'to sum up' that reveal the structure of a talk and often signal where an answer will appear.
- Note completion
- A listening task requiring words or numbers to fill gaps in notes. The answer must respect the stated word limit and the grammar of the notes.
- Answer order
- In most sequential listening tasks, answers occur in the same order as the questions, so a missed item should be guessed and abandoned quickly.
- Number and unit check
- Confirming figures after the recording, including singular or plural forms and units such as pounds versus pence or a.m. versus p.m.
- Attitude matching
- A listening task where speakers discussing the same topic must be matched by opinion or reason, not by subject matter alone.
- Reading time allowance
- The pause before a recording, used to read questions and underline key words so the listener knows which information to expect.
- Fluency at B2
- The ability to keep speaking at a steady pace with some hesitation while searching for words, but without long pauses that break communication.
- Answer, reason, example
- A three-part turn structure for opinion questions: state a position, justify it, then add a brief personal example to extend the answer.
- Paraphrasing strategy
- Describing a missing word instead of stopping, as in 'the thing you use to open a bottle'. It keeps fluency and shows lexical resource.
- Discourse markers
- Words such as 'to be honest', 'on the whole', and 'that said' that organise speech and help the listener follow the argument.
- Speculative language
- Phrases like 'it looks as if' or 'they might be' used to comment on pictures or unknown situations, showing range of modality.
- Interactive response
- Acknowledging the partner or examiner before adding your own point. Ignoring the prompt in a paired task reduces interaction marks.
- Word stress
- Emphasising the key content words in an utterance. Correct stress improves intelligibility more than attempting a particular accent.
- Conditional for hypotheses
- Using forms such as 'If I had the chance, I would…' to discuss imaginary situations, a structure that demonstrates grammatical range at B2.
- Register
- The level of formality suited to audience and purpose. Contractions and phrasal verbs fit informal messages; full forms and neutral vocabulary fit formal ones.
- Covering bullet points
- Addressing every content point in a writing prompt. An omitted point limits the content score regardless of the language quality elsewhere.
- Formal email opening
- A standard phrase such as 'I am writing to enquire about…' that states the purpose immediately and sets a formal tone.
- Formal email closing
- A conventional ending such as 'I look forward to hearing from you' or 'Please do not hesitate to contact me', matching the purpose of the message.
- Thesis statement
- The sentence in an essay introduction that states the writer's position. Each body paragraph should then develop one supporting idea.
- Cohesive devices
- Linkers such as 'however', 'therefore', and 'in addition' that connect ideas. They must be accurate and not overused, or cohesion weakens.
- Word count requirement
- The stated length range for a task. Falling well short signals underdeveloped content, while excessive length wastes time and blurs focus.
- Proofreading checklist
- A final review targeting frequent B2 errors: subject–verb agreement, articles, dependent prepositions, and tense consistency within paragraphs.