English B2 Grammar Test

Welcome to this comprehensive English B2 grammar test! This test is designed to assess your understanding of English grammar at the B2 level, according to the Common European Framework of Reference for Languages (CEFR). Whether you’re preparing for an exam, aiming to improve your overall English proficiency, or simply curious about your current level, this test will provide you with valuable insights. Take your time, read each question carefully, and choose the best answer. Good luck!

What is the B2 Level?

The B2 level, often referred to as “Upper Intermediate,” signifies a significant milestone in your English language journey. At this stage, you should be able to understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in your field of specialisation. You can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. You can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Key Grammar Areas at the B2 Level

The grammar tested at the B2 level builds upon the foundations established at lower levels (A1-B1) and introduces more complex structures and nuances. Some key grammar areas include:

• Tense Usage: Mastery of all English tenses, including perfect tenses (present perfect, past perfect, future perfect) and continuous tenses. The ability to choose the correct tense to convey specific meanings and time relationships is crucial.
• Modal Verbs: Understanding and using modal verbs (can, could, may, might, must, should, will, would) to express possibility, ability, obligation, advice, and more. This includes nuanced usage and variations in meaning depending on the context.
• Conditionals: Fluency with all types of conditional sentences (zero, first, second, third, and mixed conditionals) to express hypothetical situations and their consequences. Understanding the subtle differences in meaning and usage.
• Reported Speech: Accurate and natural transformation of direct speech into reported speech, including changes in tense, pronouns, and time/place references. Understanding the impact of reporting verbs on the meaning.
• Relative Clauses: Using relative clauses (who, which, that, whose, whom, where, when) to provide additional information about nouns and pronouns. Understanding the difference between defining and non-defining relative clauses.
• Passive Voice: Using the passive voice to shift the focus of a sentence and emphasize the action rather than the actor. Understanding when and why to use the passive voice effectively.
• Gerunds and Infinitives: Distinguishing between gerunds (verb + -ing acting as a noun) and infinitives (to + verb) and using them correctly after different verbs, prepositions, and adjectives.
• Quantifiers: Using quantifiers (much, many, few, a few, little, a little, some, any, etc.) to express quantity and amount accurately. Understanding the different usages with countable and uncountable nouns.
• Conjunctions and Linking Words: Using a wide range of conjunctions and linking words (and, but, or, so, because, although, however, therefore, moreover, etc.) to connect ideas and create coherent and logical sentences and paragraphs.
• Inversion: Understanding and using inversion for emphasis, particularly in conditional sentences and after adverbs of negative meaning (e.g., “Never have I seen such a sight.”).
• Cleft Sentences: Understanding and using cleft sentences (“It was John who…” or “What I need is…”) to emphasize specific parts of a sentence.

B2 Grammar Test – Section 1

Choose the best option to complete each sentence.

1. I wish I ______ harder when I was at school. I would have a better job now.
   1. studied
   2. had studied
   3. would study
   4. study
2. By the time we get to the cinema, the film ______ already started.
   1. will be
   2. will have
   3. will have been
   4. will have already
3. She told me that she ______ to the party the following day.
   1. will go
   2. would go
   3. is going
   4. was going
4. ______ I known you were coming, I would have baked a cake.
   1. Had
   2. Have
   3. If
   4. Were
5. He is used to ______ up early in the morning.
   1. get
   2. getting
   3. to get
   4. got
6. The book, ______ I borrowed from the library, is very interesting.
   1. that
   2. which
   3. who
   4. whom
7. She is the woman ______ car was stolen yesterday.
   1. who
   2. which
   3. whose
   4. whom
8. I don’t mind ______ the dishes, but I hate ironing.
   1. to do
   2. doing
   3. do
   4. done
9. ______ the rain, we decided to go for a walk.
   1. Despite
   2. Although
   3. In spite of
   4. Even though
10. I’m looking forward to ______ you next week.
    1. see
    2. seeing
    3. to see
    4. seen

B2 Grammar Test – Section 2

Rewrite the following sentences using the words given in brackets.

1. They believe that he is innocent. (BELIEVED)
2. I haven’t seen him for ages. (SINCE)
3. She didn’t study hard, so she failed the exam. (IF)
4. He is too young to drive a car. (ENOUGH)
5. Although it was raining, we went out. (DESPITE)
6. Someone stole my wallet. (WAS)
7. He is said to be a good doctor. (PEOPLE)
8. It’s a pity I didn’t go to the party. (WISH)
9. He made me clean the house. (MADE)
10. The play was so boring that we left early. (SUCH)

B2 Grammar Test – Section 3

Correct the mistakes in the following sentences. If the sentence is correct, write “Correct.”

1. I’m looking forward to meet you.
2. She enjoys to read novels in her spare time.
3. He told me that he will arrive at 8 pm.
4. If I would have known, I would have told you.
5. Despite of the rain, we went for a walk.
6. The book that I borrowed it from the library is very interesting.
7. She is the woman which car was stolen yesterday.
8. I don’t mind to wash the dishes, but I hate ironing.
9. He is used to get up early in the morning.
10. What does she looks like?

B2 Grammar Test – Section 4

Fill in the blanks with the correct form of the verb in brackets.

1. If I ______ (be) you, I would accept the offer.
2. By the time we arrived, they ______ (eat) all the food.
3. She told me that she ______ (visit) Paris the following year.
4. He is used to ______ (work) long hours.
5. The house ______ (paint) last week.
6. She enjoys ______ (listen) to music.
7. It is important ______ (be) punctual.
8. He suggested ______ (go) to the cinema.
9. I wish I ______ (know) the answer.
10. He made me ______ (clean) the car.

B2 Grammar Test – Section 5

Rewrite the following sentences using inversion.

1. I have never seen such a beautiful sunset.
2. He had hardly entered the room when the phone rang.
3. They realized only later that they had made a mistake.
4. She seldom goes to the cinema.
5. He not only sings well, but also plays the piano.

Answer Key – Section 1

1. b) had studied
2. b) will have
3. b) would go
4. a) Had
5. b) getting
6. b) which
7. c) whose
8. b) doing
9. a) Despite
10. b) seeing

Explanations – Section 1

1. Had studied is the correct answer because it uses the past perfect tense in the ‘if’ clause of a third conditional sentence, expressing a regret about the past. The structure is ‘If + had + past participle, would have + past participle’.

2. Will have is the correct answer because it uses the future perfect tense, indicating an action that will be completed before a specific time in the future (‘by the time we get to the cinema’).

3. Would go is the correct answer because it’s the correct form of the verb in reported speech when changing ‘will go’ from direct speech to indirect speech. The tense shifts from future simple (will) to conditional simple (would).

4. Had is the correct answer. This uses inversion in the third conditional. Instead of “If I had known,” we invert the auxiliary verb and subject to create a more formal and emphatic tone: “Had I known.”

5. Getting is the correct answer. The phrase “used to” followed by a verb in the -ing form (gerund) means accustomed to or in the habit of. “He is used to getting up early” means he is accustomed to waking up early.

6. Which is the correct answer. ‘Which’ is used to introduce a non-defining relative clause, providing additional information about the book. Because the clause is set off with commas, ‘that’ is not appropriate here.

7. Whose is the correct answer. ‘Whose’ indicates possession. It links the woman to the car, showing that the car belongs to her.

8. Doing is the correct answer. ‘Mind’ is followed by a gerund (-ing form of the verb). “I don’t mind doing the dishes” means that you don’t object to doing the dishes.

9. Despite is the correct answer. ‘Despite’ and ‘in spite of’ are prepositions and are followed by a noun or noun phrase (in this case, “the rain”). ‘Although’ and ‘even though’ are conjunctions and are followed by a subject and a verb (a clause).

10. Seeing is the correct answer. ‘Look forward to’ is followed by a gerund (-ing form of the verb). This is because ‘to’ in this case is part of the phrasal verb and not an infinitive marker.

Answer Key – Section 2

1. He is believed to be innocent.
2. I haven’t seen him since ages ago / It has been ages since I saw him.
3. If she had studied hard, she wouldn’t have failed the exam.
4. He isn’t old enough to drive a car.
5. Despite the rain, we went out. / Despite it raining, we went out.
6. My wallet was stolen.
7. People say that he is a good doctor. / He is said to be a good doctor.
8. I wish I had gone to the party.
9. I was made to clean the house.
10. It was such a boring play that we left early.

Explanations – Section 2

1. The passive voice transformation is used. “They believe that he is innocent” becomes “He is believed to be innocent” (more formal) or “It is believed that he is innocent” (also correct).

2. Using “since” correctly requires understanding the time relationship. “I haven’t seen him for ages” is rephrased to show when the lack of seeing began. Both versions are acceptable, with “It has been ages since I saw him” being slightly more common.

3. This is a third conditional sentence. The original sentence indicates a past cause and effect. The conditional sentence explores the hypothetical situation if she had studied. The correct form is “If + had + past participle, would have + past participle.”

4. This uses the “too… to…” structure and transforms it with “enough.” The key is to place “enough” after the adjective it modifies (old). The negative form is also required to maintain the original meaning.

5. This question tests the understanding of ‘despite’ as a preposition. It is followed by a noun or a gerund phrase. The sentence means that rain did not prevent the action.

6. The sentence changes from active to passive voice. It’s focused on the object (wallet) and the action (stolen) without stating who did it.

7. The exercise uses the passive reporting structure. Both sentence structures accurately reflect the original statement. They showcase different ways to express an opinion attributed to a larger group.

8. Using “wish” to express regret. You need to use the past perfect tense (“had gone”) to refer to a past action that you regret not doing.

9. The active causative verb “made” turns into a passive construction. When using “made” in the passive, it’s followed by “to” + the infinitive of the verb.

10. Using ‘such’ to intensify an adjective. The correct structure is ‘such + a/an + adjective + noun + that + clause’ or ‘so + adjective + that + clause’. The meaning remains the same, emphasizing the degree of boredom.

Answer Key – Section 3

1. I’m looking forward to meeting you.
2. She enjoys reading novels in her spare time. / She enjoys to read novels in her spare time is also correct but less common.
3. He told me that he would arrive at 8 pm.
4. If I had known, I would have told you.
5. Despite the rain, we went for a walk. / In spite of the rain, we went for a walk.
6. The book that I borrowed from the library is very interesting. / The book which I borrowed from the library is very interesting.
7. She is the woman whose car was stolen yesterday.
8. I don’t mind washing the dishes, but I hate ironing.
9. He is used to getting up early in the morning.
10. What does she look like?

Explanations – Section 3

1. “Look forward to” is followed by a gerund (-ing form). It shows anticipation about the action of seeing someone.

2. “Enjoys” can be followed by either a gerund or an infinitive, but the gerund is more common.

3. In reported speech, ‘will’ changes to ‘would’ when the reporting verb (told) is in the past tense.

4. This is a third conditional. “Would have known” is incorrect; the correct structure is “had known.”

5. ‘Despite of’ is incorrect. It should be ‘despite’ or ‘in spite of’. These prepositions show contrast.

6. The pronoun “it” is redundant. Since “that” or “which” already represents “the book”, no additional pronoun is needed.

7. “Which” is incorrect when indicating possession related to a person. “Whose” shows the relationship of belonging.

8. Similar to question 1, “mind” is followed by a gerund. It expresses an opinion about an activity.

9. The structure ‘be used to’ when meaning ‘accustomed to’ is followed by a gerund.

10. “Looks” is a state verb and the proper question about someone’s physical appearance is “What does she look like?”

Answer Key – Section 4

1. were
2. had eaten
3. would visit
4. working
5. was painted
6. listening
7. to be
8. going
9. knew
10. clean

Explanations – Section 4

1. Second conditional. ‘If I were you’ is the subjunctive mood, used for hypothetical situations and advice.

2. Past Perfect. ‘Had eaten’ shows an action completed before another action in the past (arriving).

3. Reported Speech. ‘Would visit’ is the correct tense shift from ‘will visit’ in direct speech.

4. Used to + gerund. Expresses being accustomed to an action.

5. Passive Voice. Focus is on the house being painted, not who painted it.

6. Enjoy + gerund. Common verb pattern where the gerund acts as the object of the verb “enjoy.”

7. It + be + adjective + to + infinitive. A common construction used to express opinions and necessity.

8. Suggest + gerund. ‘Going’ acts as the object of the verb ‘suggested’.

9. Wish + past simple. ‘Knew’ is used to express a wish about the present or future.

10. Make + object + bare infinitive. In causative structures with “make”, the infinitive is used without “to.”

Answer Key – Section 5

1. Never have I seen such a beautiful sunset.
2. Hardly had he entered the room when the phone rang.
3. Only later did they realize that they had made a mistake.
4. Seldom does she go to the cinema.
5. Not only does he sing well, but he also plays the piano.

Explanations – Section 5

1. Inversion with ‘Never’. The auxiliary verb ‘have’ comes before the subject ‘I’ for emphasis.

2. Inversion with ‘Hardly’. Followed by ‘had’, then the subject and main verb, creating emphasis.

3. Inversion with ‘Only later’. The auxiliary verb ‘did’ is added before the subject ‘they’ and the main verb is changed to the base form ‘realize’.

4. Inversion with ‘Seldom’. “Seldom” implies infrequency and inverts the subject and auxiliary verb.

5. Inversion with ‘Not only’. The auxiliary verb ‘does’ is used before the subject ‘he’ and the main verb returns to the base form (‘sing’). The ‘but’ part of the sentence also needs inversion when appropriate, but in this case “he also plays the piano” doesn’t require inversion.

Moving Forward: Improving Your B2 Grammar

Congratulations on completing the English B2 Grammar Test! Regardless of your score, this exercise provides a valuable starting point for further learning and improvement. Here are some suggestions to help you continue developing your B2 grammar skills:

Identify Your Weak Areas

Carefully review the answers and explanations. Which sections did you find most challenging? Which grammar points consistently tripped you up? Identifying your specific weaknesses is the first step towards targeted improvement. Keep a notebook or use a digital tool to track these areas.

Focused Practice

Once you know your weaknesses, focus on targeted practice. There are countless resources available to help you improve specific grammar points. Here are a few examples:

• Grammar Workbooks: Choose a grammar workbook specifically designed for the B2 level. These workbooks often provide explanations, examples, and exercises for each grammar point.
• Online Resources: Websites like British Council LearnEnglish, BBC Learning English, and many others offer free grammar lessons and exercises. Search for specific grammar points or topics that you need to improve.
• Language Learning Apps: Apps like Duolingo, Babbel, and Memrise can provide engaging and interactive grammar practice.
• Textbooks: Many English language textbooks designed for classroom use also offer comprehensive grammar coverage.

Read Widely

Reading extensively in English is one of the best ways to improve your grammar naturally. Choose materials that are slightly above your current level, but still comprehensible. Pay attention to how grammar is used in context, and try to notice patterns and structures.

• Novels: Choose novels that interest you, but be aware of the level of language used. Classic literature can be challenging, but contemporary novels are often more accessible.
• Newspapers and Magazines: Reading news articles and magazine articles can expose you to a wide range of grammar and vocabulary. Choose publications that focus on topics that interest you.
• Websites and Blogs: Find websites and blogs that publish articles on topics that you enjoy. This can be a great way to learn new grammar and vocabulary while also staying informed about current events.

Listen Actively

Just like reading, listening actively can also help you improve your grammar. Pay attention to the grammar used in spoken English, and try to notice how different structures are used in different contexts.

• Podcasts: Listen to podcasts on topics that interest you. Many podcasts are designed for English language learners, but you can also listen to podcasts designed for native speakers.
• Movies and TV Shows: Watching movies and TV shows in English can be a fun and engaging way to improve your listening skills. Use subtitles if necessary, but try to gradually reduce your reliance on them.
• Music: Listening to English music can also help you improve your listening skills. Pay attention to the lyrics, and try to understand the grammar used in the songs.

Practice Speaking and Writing

The best way to solidify your grammar knowledge is to practice using it in speaking and writing. Don’t be afraid to make mistakes – they are a natural part of the learning process. The more you practice, the more confident you will become in your ability to use English grammar correctly.

• Find a Language Partner: Find a language partner who is also learning English or who is a native speaker. Practice speaking with your language partner regularly, and ask them to correct your grammar mistakes.
• Join a Conversation Group: Join a conversation group where you can practice speaking English with other learners.
• Write Regularly: Write in English regularly, even if it’s just for a few minutes each day. You can write in a journal, write emails to friends, or write articles or blog posts.
• Get Feedback: Ask a teacher or native speaker to review your writing and provide feedback on your grammar.

Use a Grammar Checker

Grammar checkers can be helpful tools for identifying and correcting grammar mistakes in your writing. However, it’s important to remember that grammar checkers are not perfect, and they can sometimes make mistakes. Always review the suggestions made by a grammar checker carefully before accepting them.

Be Patient and Persistent

Learning English grammar takes time and effort. Don’t get discouraged if you don’t see results immediately. Be patient and persistent, and keep practicing. With consistent effort, you will gradually improve your grammar skills and reach your goals.

Final Thoughts

We hope this English B2 Grammar Test has been helpful for you. Remember that grammar is just one aspect of language proficiency. Focus on developing your overall communication skills, including vocabulary, pronunciation, and fluency. With hard work and dedication, you can achieve your language learning goals and communicate effectively in English.