fce essay food

B2 First (FCE) Essay Writing Guide

The Cambridge B2 First (FCE) essay is easier to write than you think! Follow these steps to write the perfect essay.

Post Contents

What is the Cambridge B2 First Essay?

• Part 1 of the writing test – there are 2 parts total
• 140-190 word limit
• You have about 40 minutes to plan and write your essay
• You must answer a question using two notes and your own idea
• The topic requires general knowledge only
• The essay is always formal because it is written “for your teacher”

Step One: Look at the Task (1 minute)

To begin, all B2 First essays have a similar format . This is great because you know exactly how to write the essay before seeing the question.

Read the essay question carefully and HIGHLIGHT any keywords you need to write about.

Tip: If you don’t understand the question or notes, DON’T PANIC. Try your best to write the essay. You will still get points for grammar, vocabulary, and structure.

Sample exam test from Cambridge English .

Step Two: Write a plan (5 minutes)

A lot of my students dislike writing a plan. However, a plan helps you organize your thoughts and helps you write a better B2 First essay. Your essay needs 5 paragraphs . We will use the sample task from above as an example:

Paragraph structure for an essay

Introduction.

• Rivers and seas
• Your own idea

Next, to create a plan, write a few words for each paragraph . DO NOT write whole sentences. This takes too much time. Try to focus on keywords and short phrases .

Tip: “Your own idea” DOES NOT mean your opinion. You need to think of another topic related to the question to talk about. Some ideas for this task could be: recycling, agriculture, industry, etc.

Additionally, you can prepare a list of linking words and related vocabulary . Getting these words written down before you start helps you remember to use them.

Look at the example plan below. You can draw something similar on a blank piece of paper.

Tip: Time yourself – see how long it takes for you to write a plan. Try to reduce that amount of time as much as possible.

Step 3: Write your essay (32 minutes)

On the official test, you must write with a pen . No erasable pens or pencils are allowed. I suggest writing your plan and essay with a pen every time you practice .

Let’s take a look at each paragraph of the essay.

The introduction to your essay should be 2-3 sentences long . It introduces the essay topic in a general way .

Tip: DO NOT include your opinion in the introduction. Your opinion goes in the conclusion.

If you are unsure how to write an introduction, try this structure and look at the example :

Structure of the introduction  

• 1 sentence about the topic in general
• 1-2 sentences about the topic more specifically, including a question if you like.

Example Introduction

On every continent, the amount of trash and waste is increasing each year. Rubbish causes damage to ecosystems all over the world. Is there a way for countries to reduce their carbon footprint and save our planet?

Body of the essay

The body of the essay has three paragraphs . These paragraphs talk about one idea with supporting examples .

For each paragraph, you need to write a topic sentence. A topic sentence is the main idea of the paragraph . DO NOT copy the notes. Instead, try to rewrite the idea in your own words. This is called “paraphrasing.” 

Your paragraphs should be 3-4 sentences .

Tip: Start each paragraph with a linking word .

Structure of a body paragraph

• Linking word and topic sentence
• Supporting sentences

Example body paragraph

Firstly, countries can decrease pollution and environmental stress by offering more public transportation. Cars and other vehicles which require petrol produce toxic fumes. If more electric buses and trams were available, fewer people would need to drive their cars.

Follow the same structure for each body paragraph.

Tip: Remember that “your own idea” is NOT your opinion . Write about an additional topic related to the question that you wrote down on your plan.

Finally, you get to say your opinion! In the conclusion, you need to summarize the topic and give your opinion on the question. A conclusion should be 1-2 sentences long.

Structure of the conclusion

• Transition word and a sentence summarizing the topic
• A sentence that gives your opinion

Example conclusion

To sum up, countries around the world must make changes in order to protect the environment. In my opinion, offering more public transport, reducing overfishing, and creating recycling programs are necessary for a cleaner planet.

Step Four: Review your writing (2 minutes)

This is another important step that students often miss. Take two minutes after writing your essay to check for spelling and grammatical errors.

Since you wrote in pen, simply cross out the incorrect word or words LIKE THIS and rewrite them.

How can I get a higher mark on the FCE essay?

Now that you know how to write an essay for the Cambridge B2 First exam, let’s look at how to get the best mark possible .

Increase your mark on your B2 First essay

• Include 5-8 linking words – these words introduce paragraphs and connect ideas
• Use a variety of grammatical structures – you should have both simple and complex forms. Try to use perfect and future forms, conditionals, comparatives, relative clauses and passive
• Use formal vocabulary – do not use slang or simple words like “good, big, small, bad.” Also, do not use contractions. Write “cannot” instead of “can’t”
• Make the essay interesting to read – the examiners read hundreds of essays so make yours easy to read and engaging
• Use the correct amount of words (140-190) – it’s ok to be a few words over the limit, but not too many

Final Advice

The best way to improve your writing skills … is to write! Try to write a few essays each week and ask your teacher for feedback . I have had students who entered my class with very poor writing skills and with practice, they were able to pass the exam after only 10 weeks!

I help students prepare for the FCE exam with private lessons via Zoom. Email me at [email protected] or check out my private lessons page to learn more.

If you want more practice for the B2 First , try these Speaking exam tips , free writing checklist , and Reading part 1 practice.

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B2 first preparation, resources for teachers and learners.

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Download sample paper 1 for B2 First

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Cambridge English Qualifications Digital have now replaced our old computer-based exams and offer you even more benefits. Watch this video tutorial for help on how to complete an B2 First digital exam. Please also review this document which covers minor differences between the sample tests and the live exam .

Time: approximately 40 minutes

Instructions to candidates

• Answer all the questions.
• You can change your answers at any time during the test.

Information for candidates

• There are 30 questions in this test.
• Each question carries one mark.
• You will hear each recording twice.
• For each part of the test there will be time for you to look through the questions and time for you to check your answers.

B2 First Digital Listening Sample Test

Reading and Use Of English

Time: 1 hour 15 minutes

• You can change your answers at any time during the test. 
• There are 52 questions in this test.
• Each question in Parts 1, 2, 3 and 7 carries one mark.
• Each question in Part 4 carries up to two marks.
• Each question in Parts 5 and 6 carries two marks. 

B2 First Digital Reading Sample Test

Time: 1 hour 20 minutes

• Answer the Part 1 question, and one question from Part 2.
• There are two parts to this test.
• Each question carries equal marks.

B2 First Digital Writing Sample Test

Answer keys and tapescript:

B2 First Listening Sample 1 answer key

B2 First Listening Sample 1 answer tapescript

B2 First Reading & Use of English Test Answer key

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For guidance on converting practice test scores to Cambridge English Scale scores, download our guide for teachers. 

Converting practice test scores to Cambridge English Scale scores

Digital exam information

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Read our FAQs if you have any more questions about taking digital exams.

Speaking test video with examiner comments

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B2 First handbook for teachers

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Developing listening skills for Cambridge English Qualifications: A guide for teachers

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Mock test toolkit for older learners

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Classroom warmers activity booklet

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B2 First: Information for candidates

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B2 First Writing checklist

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Free English Lessons

Fce (b2 first) writing exam (essay) – video.

Download PDF

In this lesson you can learn how to write an essay for the Cambridge FCE exam , step by step.

You’ll see exactly what to do at each stage in the fce writing essay section, and how to get the best possible fce score ., there are four steps to the writing process. you’ll see what to do at each step, then you’ll learn how the writing is assessed., 1. how to analyse your fce writing essay task.

First, you need to read the FCE writing essay task and identify exactly what needs to be included.

Let’s look at a sample question:

You’ve recently had a discussion in English class about society. Now your teacher has asked you to write an essay. Write an essay using all the notes and give reasons for your point of view.

University should be free for everyone. Do you agree or disagree? Notes 1. Taxes 2. Opportunity 3. Your own idea

So, what do you need to do? Most importantly, you need to say if you agree or disagree that university should be free for everyone.

You also need to use all the notes and give reasons for your point of view. That means your essay needs to include three central ideas: taxes, opportunity, and one other.

It also means that you need to reach a clear, justified conclusion. You can’t just say, ‘I agree’, or ‘I disagree.’ Think of it like this: you need to convince the examiner that your conclusion is correct.

You might think at this point, ‘yeah, obvious, thanks for the help, Kasia!’ Trust me; it’s harder than it sounds. Many FCE essays that we see don’t get these basic things right. It’s very easy to leave something out, or to go in the wrong direction.

Next, you’re writing this answer for your teacher so what style do you think it will be in? Formal or informal?

An essay should be formal. What does that mean?

Formal writing doesn’t use contractions, like ‘I’d’, ‘you’re’ or ‘don’t’. Write the full forms. You should also avoid using slang, colloquial vocabulary, or anything which sounds very conversational.

Next, think: what do you need to include?

You need to talk about taxes, opportunity, and you also need to add your own idea.

Even the ideas which are given to you—taxes and opportunity—are quite vague. That means you need to decide exactly what to talk about.

You also need to think about how to connect your ideas.

For example, with taxes you could say that if you pay taxes, then this should go back into society to benefit everyone. You could add to this by pointing out that having equal opportunities also benefits society. And for your own idea, you could talk about how people with higher education are more likely to be economically productive.

This is just one example, of course! There are many paths you could take.

Let’s talk about that in more detail.

2. How to Plan Your FCE Writing

Here’s what you need to do when you plan your writing for the FCE writing essay.

First, you need to decide what your conclusion is going to be. Are you going to agree or disagree that university should be free for everyone?

Decide your conclusion first, because everything else in your essay needs to lead to it.

Secondly, you need to plan how many paragraphs you’re going to have, and what you’ll put in each one.

Thirdly, you need to make sure your paragraphs are connected to your conclusion.

Let’s see an example:

• Taxes – parents pay taxes so children should get education. Children will pay taxes in the future.
• Opportunity – education creates more equal society. Higher standard of living for everyone.
• Economy – educated workforce helps the economy grow.
• Conc. – agree with statement

Pause the video if you want some more time to read the plan.

You can see that we use the key idea of ‘education’ in the notes for each paragraph. Doing this can help you to stay focused and on-topic, because you’re connecting each paragraph back to the main idea of the question.

When you plan, make sure that each paragraph has a clear focus.

Every good paragraph starts with a topic sentence, which summarises the main point of the paragraph.

The sentences which follow are called supporting sentences. These include reasons and examples to support your topic sentence.

A good exercise during planning is to take a paragraph and think to yourself: “What’s this paragraph about?”

If you can answer that question in one simple sentence, then that’s a good sign. Hopefully, your plan is clear. However, if you can’t answer that question, that shows that your plan isn’t totally clear in your head.

Once you’ve finished your plan, you’re ready to write your answer!

3. How to Write Your Answer

In your candidate answer book, you will now write your essay.

Let’s look at a model answer:

• There are many factors to consider when deciding if the university should be free or not. Among these are taxes, equality of opportunity, and the economy.
• Firstly, a proportion of taxes should go to education. Some might say if you can afford university, then you should pay for it. But, this doesn’t take into account the fact that higher earners pay higher income tax so they are already contributing more.
• Secondly, by making university free for all, it creates more opportunitys for those from low-income backgrounds. Although they may still have difficulty meeting other costs such as accommodation it makes the playing field more level.
• In addition, having an educated workforce is proven to help the economy grow. The more people with degrees there are, the higher the standard of living for everyone. So, more people will be able to pay taxes to fund the education of future generations.
• In conclusion, free university ultimately benefits all members of society.

Pause the video to read, and start again when you’re ready.

First question: have we answered the question?

Yes: the conclusion states that ‘free university benefits all members of society.’ This shows that we agree that university should be free for everyone.

Next: have we used topic sentences?

Yes, we have. The first sentence of the essay tells you what the entire essay will be about.

Then, each paragraph’s topic sentence contains a key word from our plan. We have ‘taxes,’ ‘opportunities’ and ‘economy’.

Also, the topic sentences and paragraphs all reference the idea of ‘education’, either directly or indirectly. This shows that our points are relevant and connected to the task.

So, now you’re finished, right? No–there’s one more step. This answer is not bad, but it could be better.

4. How to Check and Improve Your Answer

The final step is to check your answer.

What type of things do you think you should look for?

Grammar, of course, but what else?

Check for spelling mistakes. Check for style—have you used any conversational language which doesn’t fit the tone of an essay like this?

Check your use of linking words and phrases. Many students overuse them; don’t use a linking word like nevertheless unless you’re sure it fits.

Check for repetition of vocabulary. Could you replace any simple vocabulary with something more advanced?

Look at our model answer again:

• There are many factors to consider when deciding if the university should be free or not. Among these are taxes, equality of opportunity and the economy.
• Secondly, by making university free for all, it creates more opportunitys for those from low-income backgrounds. Although they may still have difficulty meeting other costs such as accommodation * it makes the playing field more level.

The bold words are either mistakes, or they could be improved somehow.

How would you improve this? Pause the video while you read and decide.

The first problem is with grammar. Unless you’re talking about one specific university, you don’t use the.

Okay, what’s wrong with doesn’t? We’ve used a contraction! Don’t use contractions in your essay. So, it should be does not.

The next problem is a spelling mistake. When a word ends in ‘y’, it changes to ‘ies’ in the plural: opportunities .

Next is a punctuation mistake. There’s a comma missing. There are two clauses in this sentence and they need to be separated by a comma.

There’s nothing wrong with people with degrees but it’s quite basic. What else could you say?

You could say educated people, or even highly-educated people, either of which is slightly more elegant.

So is not a mistake, but we used so in the second paragraph already. You want to show the examiner your range of language, so here you could use something more precise like consequently.

Our conclusion is only one sentence, so let’s add an extra point. We’re still under the maximum word count. This could help us to state our opinion more clearly.

Let’s change it to:

• In conclusion, free university should be free for everyone. It makes economic sense and ultimately benefits all members of society.

Here’s the final version of our essay:

• There are many factors to consider when deciding if university should be free or not. Among these are taxes, equality of opportunity, and the economy.
• Firstly, a proportion of taxes should go to education. Some might say if you can afford university, then you should pay for it. But, this does not take into account the fact that higher earners pay higher income tax so they are already contributing more.
• Secondly, by making university free for all, it creates more opportunities for those from low-income backgrounds. Although they may still have difficulty meeting other costs such as accommodation, it makes the playing field more level.
• In addition, having an educated workforce is proven to help the economy grow. The more highly-educated people there are, the higher the standard of living for everyone. Consequently, more people will be able to pay taxes to fund the education of future generations.

At this point, it’s looking good! Next, let’s focus on what you can do to produce a good FCE writing essay which will get a high score in your exam.

5. How to Improve Your Score

Your essay score is made up of four parts. For each part, you get a score from zero to five.

• Content – how well the candidate has fulfilled the task
• Communicative Achievement – how appropriate the writing is for the task
• Organisation – how well the writing is put together
• Language – focuses on vocabulary and grammar

First there’s Content . The mark scheme says this “focuses on how well you have fulfilled the task”. In other words, have you done everything you were asked to do?

This corresponds to step one of our writing process. Analyse the task carefully and make sure you do everything it asks you to. A good tip is to underline the key words in the task to help you identify what you need to do.

Next there’s Communicative Achievement . This “focuses on how appropriate your writing is for the task”.

Have you used the correct register? Have you used contractions? Basically: does your essay look and sound like an essay?

Then we have Organisation . This looks at “how the writing is put together”. Is it logical and organised? By planning your writing carefully, it will already be organised. Remember to plan your paragraphs carefully and write a clear topic sentence at the beginning of each paragraph.

You can also use linking words and phrases to make the connections between paragraphs even clearer.

In our essay, we used many linking words, including firstly, secondly, in addition, although, consequently and in conclusion. Look through the essay again, and note how the linking words and phrases are used. Can you find any more examples of linking words in the essay?

Finally, you have Language : vocabulary and grammar. The examiners will be looking for a range of language as well as how accurate it is. In step four, you saw how checking your essay can improve your language.

Are you worried that making mistakes will affect your mark? Of course, making a lot of mistakes will lower your mark, but remember this is only one part of your score.

For B2 level, the Cambridge mark scheme says, ‘Occasional errors may be present but do not impede communication.’ That means you can still score 5 from 5, even with some small mistakes.

But, hopefully, you’ll catch most of them when you’re on step four – checking and improving your answer.

You’ve seen how to write an essay for FCE, but you can use the same process for other Cambridge exams, including the CAE and CPE when you get that far.

Good luck with your exam preparation and let us know when you pass! Thanks for watching!

Keep practicing with more Free English Writing Lessons from Oxford Online English!

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How to Write an Essay for B2 First (FCE) Writing

Luis @ kse academy.

• noviembre 24, 2019

As you probably know already, Cambridge English exams usually have some or all of the following parts: Reading, Writing, Use of English and Listening. In this post I am going to talk about the FCE Writing B2 part and, more specifically, about how to write an essay for FCE Writing . We will see a good example of an essay for FCE and you can check out a full FCE Writing Guide where you can find more examples of emails , letters and other types of writings.

Essay Sample Answer

Este artículo también está disponible en castellano.

What are the parts of the FCE Writing?

The First (FCE) Writing has only two parts. For each part, you must write a composition which will depend on the instructions you receive for each task. For the  first part , you will always be asked to  write an essay , as it is the only option provided. However, in the  second part , they allow you to choose one out of 3 options. These include  different types of writing , which are : letters/emails ,  articles ,  reviews and  reports . Each piece of writing must have between 140 and 190 words , approximately.

Since they are different types of writing , the language and structures to use will also differ. But that’s what I’m here for, to explain to you exactly how to write each part. And today, I’m starting with  how to write an essay .

How to Write an Essay for FCE Writing

An  essay is an opinion writing with which we analyse a topic , a situation or an issue from different points of view , providing different arguments and expressing our opinion about it. For this reason, an  essay must have the following features:

• Purpose: What we usually do with an essay is to analyse and assess a topic, situation or issue which, in some way, is interesting or controversial. It is normally set as a writing task after a class debate. In the exam, you have to imagine the debate, obviously.
• Tone and style: Given that you’re writing about a  serious or controversial issue , an essay is written in a formal style, so we must stick to an objective tone and style . Our language must be formal, thus avoiding words that are simply too common or generic (E.g.:  things, stuff, get,   etc.) and contractions (E.g.:  can’t, don’t, won’t,  etc.).
• Structure: Like every piece of writing,  an essay must present a defined structure . For starters, we can choose either to give it a title or not. Personally, I would say that it is more appropriate to have an essay with title . Then, the body must be divided into introduction, idea 1, idea 2, idea 3 and conclusion. This means that, in general,  essays must have 5 paragraphs ,   although it is not entirely necessary.
• Opinion:  There are countless ways of expressing your opinion in an essay, so you must choose the one that suits you best. However,  it is advisable to remain impartial throughout your writing and give your opinion only in the last paragraph , as a conclusion. But, as I say, it is optional. The most important thing is that you justify everything you say in your essay.
• Coherence: Coherence is essential in every type of writing, but especially in an essay. As it tends to be an argumentative text, you must avoid writing incoherent paragraphs that have nothing to do with one another. Your ideas must  follow a logical order and be well connected with appropriate linkers .

FCE Writing Essay Example

Now that we are familiar with the  characteristics of an essay for First (FCE) Writing , let’s take a look at an  example of an essay at B2 level , both at the task and at a sample answer.

Instructions of an Essay

In the following image you can see the instructions of an essay which involves a typical topic, that of the environment:

In these instructions, we must pay attention to the following:

• The  first paragraph introduces the topic: … different ways in which you can protect the environment.
• The  second sentence is usually the same in every task:  Write an essay using  all the notes…
• In the box , you are given the main topic as a question and they give you something to talk about:  recycle, using bicycles and walking, your own idea . As you can see, you have to come up with the third idea, something connected to the topic which is not provided in the exam task.

Given the model task above, each paragraph will correspond to a different idea, apart from the introduction and conclusion. Again, it is only natural to have 5 paragraphs. So, the best way to know how to write an essay for FCE Writing is to take a look at an  example of an actual essay for FCE Writing :

At first sight, the essay has  a title and 5 paragraphs (introduction + idea 1 + idea 2 + idea 3 + conclusion). And if we stop to read the essay more carefully, we’ll notice the following things:

• The paragraphs are visual and well defined , which is very important.
• The title summarises the topic  of the essay. Another option is to use the question ( What can people do to help protect the environment? ) as title. However, it usually tends to be too long, so I prefer to summarise it into a shorter heading.
• Introduction: it introduces the topic in a general way and it leads to the second paragraph (first idea).
• Paragraph 2: it deals with idea 1.
• Paragraph 3: it deals with idea 2.
• Paragraph 4: it deals with idea 3.
• Conclusion: we express our opinion to conclude and summarise the essay.
• It uses connectors to define the development of the essay:  firstly, second, finally, etc.
• It doesn’t use many contractions or pet words.
• One of the things that
• In the last few decades,
• For this reason,
• First, / Second, / Third,
• By doing so,
• For example,
• In conclusion,

This is a good example of an essay for FCE Writing . By the way, you must bear in mind that it has been written to simulate a strong B2 level, without reaching C1.

FAQ: Do I get penalised for writing over 190 words?

This is the most typical question in this part of the exam and the answer is « yes and no «. Let me explain myself. Cambridge English examiners don’t count the number of words and penalise you based upon that fact alone. There’s a rumour going around among teachers and pupils that says that for every 10 words over 190, they take «this many» points off, but it is not true. However, think about this: if you’ve written 50 or 100 words more than asked, you are probably including irrelevant information to the task , right? Now that’s a reason for losing points. In the same way that if you  write under 140 words you are probably missing essential information , don’t you think?

For this reason, I always recommend writing up to 10 or 20 words over the limit. In this way, you won’t lose any points for including irrelevant information.

FCE Writing Guide with examples (pdf)

Although I intend to write more posts on how to do each piece of writing for FCE, if you don’t want to wait any more, simply download the official KSE Academy FCE Writing Guide . In this guide you will learn:

• How to write an essay  and 3 examples.
• How to write an article  and 3 examples.
• How to write a review  and 3 examples.
• How to write a report  and 3 examples.
• How to write an email or letter  and 3 examples.
• Over 300 useful expressions for every FCE Writing .

Would you like to see a sample of this guide? Here it is!

Did you find this useful?  Why not share it with other teachers and students of English? Don’t forget to subscribe to our newsletter and to follow us on Facebook, Twitter, Pinterest, Instagram, y YouTube. 🙂

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Breakout English

First (FCE) Essay Questions

The essay task at Cambridge B2 First (FCE) level might be one of the first times learners encounter a truly formal writing task. At the previous level, B1 Preliminary (PET), all the writing tasks are relatively casual and informal. This is where the First Certificate writing forces candidates to prove they really know how to organise and deliver a robust formal text. However, at the end of the day, the FCE essay is a reasonably approachable task with can be overcome with a clear plan and plenty of practice. Here, we’ve got three questions on different FCE essay topics that are all common at B2 level. If you’re not sure how to write a good essay, try our how to improve an essay post.

FCE Essay topics

There are quite a range of possible topics at FCE level. However, some of them lend themselves better to writing tasks than others. Remember, a writing task always needs to have elements that can be compared to each other, which can be either complimentary or contrasting.

These are some of the FCE essay topics which a most likely to come up:

• The environment
• Education and work
• Culture and customs
• Leisure activities
• Health and fitness

It’s a good idea to look at all of these topics in depth. Study vocabulary related to the topic and consider where you stand on different issues. In a class, you can do a vocabulary lesson followed by a class debate. Then follow up the debate with an essay question on the same topic as homework.

Common mistakes when writing an essay

At B2 level, exam candidates are often still crossing the boundary into being efficient user of English. While they may have a range of grammar and lexis to draw on, they may not always use it to good effect. As a teacher, you may encounter adult learners who haven’t written anything academic in decades. Likewise, you’ll find younger teens who haven’t yet had to produce a cohesive text in their academic careers.

In my experience, these are the biggest mistakes B2 level students make when writing an essay for the FCE exam:

• Not including your own idea – One of the requirements of every First essay question is to include your own idea. It says it right there in the task. However, some people understand this to mean they have to include their opinion. While you should include your opinion, that’s not why is say “your own idea”. Every essay should include three content points. Two of those are provided in the question and one more must be provided by the writer.
• Paragraphs that are too long or too short – The word limit for the FCE essay question is quite short (140-190 words). This means writers have to be quite concise and get to the point quickly. Each paragraph will probably only contain 2-4 sentences. That said, 1 sentence paragraphs are never acceptable, especially when it’s one big long rambling sentence. Neither are 6 sentence paragraphs which leave you no words for other parts of your text.
• Over-personalisation – Your FCE essay includes an element of opinion. In fact, the task explicitly asks you if you agree with a certain statement. However, that doesn’t mean you should fill the essay with 1st person pronouns and personal anecdotes. An essay is an academic text which should use objective evidence to support your point of view.
• Lack of conclusion – Sometimes people write an essay that perfectly evaluates 3 different content points and then finishes with a statement that says all points are equal. This is a mistake. The question asks you whether you agree with a statement. Your conclusion should clearly express where you stand on the issue. Don’t be wishy-washy!
• Trying too hard – The best First (FCE) essays are simple, to-the-point, well-structured and cohesive. Your essay isn’t going to change the world, so don’t go overboard. Once you’ve got a structure that works, rinse and repeat with different topics until you can consistently produce a well-polished text.

The materials

Here are three First (FCE) essay questions. They have been designed using typical FCE essay topics for B2 level. Use them to practise and improve in preparation for the Cambridge B2 First exam.

• B1 Preliminary (PET)
• B2 First (FCE)
• C1 Advanced (CAE)
• C2 Proficient (CPE)

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Writing - Part 1 - B2 First (FCE) - Practice, Write & Improve

Exam question:, type: essay.

Modern lifestyles can seriously endanger our health.

Write your essay using all the notes.

Student's Answer:

“Majority of people say that modern lifestyles can seriously our health, bur is it true? It is undoubtedly a complex question to answer.

Firstly, clearly food is one of principal reason of their health. In their daily routine should have a great balance diet. Although, Nowadays have a balance diet is a difficult and complex routine if their eating fast food given that thinking that it is more comfortable.

In addition to this, as follow physical activity as well as food, it is another reason to present an advantageous health. Modern lifestyle have a sedentary style like right. But, in fact if one do some sport such as hiking, swimming or ride a horse in your free time maybe you increase your health.

On the other hand, consequently mental health is forgotten by people while it is important for you consider have a good lifestyle. For instance, disorders like depression, anxiety take over modern lifestyle. If they are going to therapy or doing mindfulness would be perfect to fight with this disorders.

To sum up, I would say that they could be looking for a great equilibrate in the modern style.”

Majority of people say / is of the opinion (common vocabulary) that modern lifestyles can seriously damage (missing words) our health , but is it true? It is undoubtedly a complex question (relevant vocabulary)  to answer.

An appropriate introduction; informs the reader about the essence of the essay;

Firstly , (cohesive devices) clearly food is one of the principal reasons affecting people's (imprecise information) health . In their (demonstrative pronouns) daily routine should have appear a great balance diet. Although , (linking words) n owadays having a balanced diet is a difficult and complex routine if their eating fast food given that thinking that it is more comfortable. (grammar errors/unclear stentence)

• although you present properly complex arguments, there are many grammatical errors and stylistic deficiencies

In addition to this , (cohesive devices) as follow physical activity as well as food , it is another reason to present advantageous health . (incorrectly constructed sentence / unclear) Modern lifestyles have a sedentary style like right. (unclear sentence) But , in fact, (transitional phrases) if one does some sport such as hiking, swimming or riding a horse in your / his or her   free time maybe you increase your it may affect their health positively

On the other hand , (cohesive devices) consequently mental health is forgotten by people while it is important for you  consider have a good lifestyle . (bad stylistic construction) considering a healthy lifestyle . For instance, disorders like depression, and anxiety (subject-specific vocabulary) take over modern lifestyle . If they are G oing to therapy or doing mindfulness would be perfect to fight with these disorders.

To sum up, /  (informal)  To summarise , I would say that they could be looking for a great equilibrate in the modern style."

Even though it seems that you communicate properly advanced arguments and appears appropriately advanced vocabulary, a huge number of stylistic and grammatical errors make it difficult to read the text and clearly lower the grade

Content: 5/5 have you answered the question?

All content is relevant to the task. Target reader is informed.

• food- commented
• physical activity- commented
• (your own choice)- commented

Communicative Achievement: 2/5 have you completed the task in the right sort of language?

The tone of the writing is neutral , and informative and is consistently appropriate throughout.

There are a few sentences with a not entirely correct structure.

Stylistic errors and linguistic deficiencies appears, sometimes poorly worded sentences or imprecise information

The organisation: 5/5 have you structured your writing properly?

The essay begins with an appropriate introduction that introduces the reader to its content. the main issues are dealt with in separate paragraphs and the text ends with a summary

Language: 2/5 have you used a good range of grammar and vocabulary?

Vocabulary There is a wide range of vocabulary, including less common lexis.

Grammar There is suitable range of simple and more complex grammatical forms which are used with control and flexibility.

Slightly repetitive vocabulary.

There are mistakes that could make the text difficult or confusing for the reader.

There are grammar errors and the language is not always used with full control

  Score: 14/20 Grade: B2/B2- 

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B2 First (FCE) Practice Online

How to Write a Band 5 Essay for FCE B2 First 2021

Introduction

In part 1 of the Cambridge English B2 First (FCE) Writing paper we have to write an essay, it’s compulsory. So in order to get top marks, it’s essential to be able to write a good one.

Luckily, we can do a lot to prepare and make sure we get our highest marks possible.

• Spend approximately 40 minutes on the essay ; the Writing paper is 1 hour 20 minutes in total both parts are worth the same points.
• The word limit is 140-190.
• According to Cambridge English, the essay should: “Focus on agreeing or disagreeing with a statement, giving information, giving opinion, giving reasons, comparing and contrasting ideas and opinions, drawing a conclusion.”

What do I have to do?

Let’s look at an example question:

Write 140 – 190 words in an appropriate style.

In your English class you have been talking about education. Now, your English teacher has asked you to write an essay.

Write an essay using all the notes and giving reasons for your point of view.

‘The role of schools should be to prepare students for a working career.’ Do you agree?

• learning valuable skills
• ………………………… (your own idea)

The question always starts with the phrase “ In your English class you have been talking about… ” and a topic, e.g. the education.

Then, we have a statement about the topic and question:

Often, the question is “Do you agree?” , sometimes it’s more specific. In any case, you are asked to give an opinion.

Finally, we have some notes with three prompts. The first and second are always provided and the third is always “your own idea”.

In our essay, we must answer the question and refer specifically to the 2 given prompts and our own idea.

The 5 Paragraph Formula

This is a very simple five-paragraph formula you can use to structure any B2 First (FCE) essay:

Paragraph 1: Introduction

Introduce the topic in our own words. This demonstrates to the examiner that we have understood the question. Say whether we agree or not with the statement. Two sentences are sufficient.

Paragraphs 2-4: Prompts

Give each prompt its own paragraph. The first sentence should introduce the prompt. Then, we should explain why it supports our opinion and give examples why.

Paragraph 5: Conclusion

We should summarise the essay briefly in different words and repeat our opinion in a clear way.

This isn’t the only way you can structure your essay, but it’s easy to follow so I recommend it (as well as most teachers).

“ If you fail to plan, you are planning to fail. ” ― Benjamin Franklin

Planning your essay before you start is important. Think about:

• if you agree or disagree with the statement (if the question asks you).
• detail and examples for prompt 1 and 2
• your own idea for prompt 3.
• high-level vocabulary related to the topic

Example Answer

Here’s an example essay for the question above:

It is widely accepted that our education system should give students the best chance for future employment. However, it is my opinion that schools should provide much more than this.

Firstly, we can not deny that examinations are unimportant. However, putting too much focus on testing can leave students feeling overstressed, and often does not provide space for them to develop their creativity. Furthermore, it makes the experience of learning boring.

Secondly, schools absolutely should teach students useful skills which they can use throughout life. But they should focus on a range of skills, not just work-related ones. For example, if students learnt about finance and health they would benefit in other areas of their lives, outside of work.

Finally, the importance of social interaction in education must not be forgotten. For many young people, schools provide an opportunity for students to form relationships which will serve them throughout their entire lives. A person with strong social skills will not only do well in their careers but will be happier too.

In conclusion, while it is important to give students good job opportunities, schools also have a responsibility to make learning enjoyable, relevant and creative. Life is not just about work, and education should reflect this.

Tone and register

Your essay should have a formal or neutral tone, never informal. Here are some ways to make your writing more formal.

Avoid contractions

❌ It’s widely believed… ✅ It is widely believed…

❌ We’ve seen… ✅ We have seen…

Avoid personal stories and information

Only refer to yourself when giving your opinion about the question. Avoid talking personally otherwise. Don’t use personal experiences as examples.

❌ Whilst I was travelling last year… ✅ It is my opinion that…

Phrasal verb alternatives

Phrasal verbs often have a more formal alternative; for example:

❌ They took part… ✅ They participated…

❌ People are finding out that… ✅ People are discovering that…

Avoid exclamation marks

❌ Furthermore, it makes the experience of learning boring! ✅ Furthermore, it makes the experience of learning boring.

Use the passive voice

If you haven’t included a passive example, think about sentences where you can:

✅ We must not forget the importance of social interaction in education. ✅ ✅ ✅ The importance of social interaction in education must not be forgotten.

How is the Essay assessed?

There are four areas that examiners focus on when assessing your essay:

• Content – focuses on how relevant your writing is to the task and if you have answered the question
• Communicative Achievement – focuses on how appropriate your writing style is
• Organisation – focuses on how well you have constructed the essay
• Language – focuses on your range of grammar and vocabulary

Each area is marked on a scale of 0 to 5.

Here are some main points to remember in order to get top marks:

Answer the question!

Often, students lose easy points because they write more than necessary about irrelevant things, or they forget to completely answer the question and prompts. It doesn’t matter if you write better than Shakespear, if you don’t answer the question correctly you can’t get full marks.

The most important things to remember are to:

• clearly give your opinion to the statement and question
• introduce each of the 3 prompts and give details and examples

Improve your conditionals

Here’a a good tip: if you find yourself writing a conditional sentence with ‘if’, see if it’s possible to change it to a second conditional. If so, do it. This is an easy way to demonstrate a higher lever.

Compare these sentences:

For example, if students learn about finance and health they will benefit in other areas of their lives, outside of work. ✅

For example, if students learnt about finance and health they would benefit in other areas of their lives, outside of work. ✅ ✅ ✅

Both sentences are correct for an essay and express the same idea. But the second sentence will get more points because it uses more complex grammar.

Frequently Asked Questions

Does it matter if i write more than 190 words.

Not exactly, a few words over the limit won’t make a difference, so don’t waste time counting words. It’s not a strict rule. However, if you write much less than the limit then you probably aren’t covering all the points with enough detail. If you write much more than the limit, you’re likely including irrelevant information. In both cases, you would lose points for Content.

Does my spelling have to be perfect?

One or two small errors won’t matter but if your errors make the essay hard to understand you could lose points.

Do I have to include a title?

No, but you can if you want.

Should I use British or American English?

It does not matter which you use, but you must be consistent. Don’t change between the two.

Common B2 First Essay Topics

Here are some common B2 First (FCE) essay topics; make sure you have a good range of vocabulary for each:

• Environment
• Entertainment
• Young people
• Advertising

Tools, Links and Downloads

• Write and Improve – Free tool that marks writing in seconds.
• Sample Writing Paper – Computer Based (Cambridge English)
• B2 First Teachers Handbook (Cambridge English)
• Google Docs – Excellent grammar and spelling checker.

I hope you find this guide for the B2 First (FCE) Writing essay helpful. Practice makes perfect so make sure to write as often as you can. Use the comments below to leave your answer to the sample question above.

Really clear and easy to follow easy planning – thanks

Thanks Lucy 👍

Actually very clear and useful! Thanks a lot!!!

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Privacy Overview

• B2 Fast Food

This essay for fast food is written for a teacher. It is well organised, with an introduction, opinions on the ideas given and with an appropriate conclusion.

For this essay, you are asked the following question about fast food:

These days many people enjoy eating at Fast Food restaurants which is having an impact on people’s health. Should we encourage people to eat more healthy options or not?

Notes 1. Reasons why it is unhealthy 2. Add higher taxes on fast food 3. Research on how to solve the problem

More exercises available:

You are required to produce two pieces of writing. The first piece is compulsory and will be an essay of 140-190 words. For the second, you can choose from an article, email/letter, essay, review or report (B2 First for schools the report is replaced with a story) of 140-190 words.

• B2 Article Video
• B2 Book Review Video
• B2 Descriptive Email Video
• B2 Place Review Video
• B2 Short Story Video
• B2 Cities of the Future
• B2 Following Fashion
• B2 Live Concert
• B2 Pollution Problems
• B2 Taking a Gap Year
• B2 A Work of Art
• B2 Being a Celebrity
• B2 Life Away
• B2 Preventing Crime
• B2 School Improvement
• B2 Shopping Online
• B2 Tablet or Laptop
• B2 The Countryside
• School Canteen
• B2 A School Trip to Italy
• B2 An Important Day
• B2 Forgetful Girl
• The Hidden Beach
• The Lost Photo
• B2 IMDb Website Review
• B2 Jurassic Park Book Review
• B2 Mountain Bike Park
• B2 Romeo and Juliet Play Review
• B2 Ted Film Review
• Scarlett Animation Review
• B2 Berlin Travel Report
• B2 Shops Report
• B2 Visiting Places Report
• B2 Birthday Party Letter
• B2 Computer Games Email
• B2 Favourite Film Email
• B2 Holiday in Thailand Email
• B2 New Attraction Letter
• B2 Place to Visit Email
• B2 Spending Money Email
• B2 Visiting Relative Email

You need to be able to understand a range of texts, including how they are organised and the opinions and attitudes expressed in them. The texts will be from sources familiar to you such as magazines, articles, fiction and advertisements, but targeted at the interests of students.

Students’ use of English will be tested by tasks which show how well they can control their grammar and vocabulary.

• Use of English Part 1
• Use of English Part 2
• Use of English Part 3
• Use of English Part 4
• Reading Part 5
• Reading Part 6
• Reading Part 7

For this part, you practice vocabulary by using words with similar meanings, collocations, linking phrases, phrasal verbs, etc.

• B2 First Use of English Video
• Becoming Famous
• Cycling Scheme
• Film Stars and Music Celebrities
• Going on a diet
• Single or Mixed Sex Schools
• The History of Football
• The Poor and Less Fortunate
• The Special Bus
• Why do we need to play?

For this part, you practice grammar and vocabulary.

• Better swimming
• Cardboard Bike
• Dealing with waste plastic
• Drinking Water
• Fit for Sports
• Following Your Nose
• Growing Bananas
• Holiday with a Friend
• Making Perfume
• The Farm Trip
• The Jobs Market
• Tree Climbing
• Weather Forecasting
• Young Enterprise

For this part, you practice vocabulary word-building by changing different words using a base word.

• Angel of Mercy
• Fast Food Industry
• Life on Other Planets
• Music in Schools
• Mystery Weekend Break
• Pollution Problems
• Understanding Time
• Workforce on the Move

For this part,  you have to express a message in different ways showing flexibility and resource in the use of language.

• B2 First Use of English Part 4
• B2 Key Word Transformation 1
• B2 Key Word Transformation 10
• B2 Key Word Transformation 2
• B2 Key Word Transformation 3
• B2 Key Word Transformation 4
• B2 Key Word Transformation 5
• B2 Key Word Transformation 6
• B2 Key Word Transformation 7
• B2 Key Word Transformation 8
• B2 Key Word Transformation 9

For this part, you practice how to understand the details of a text, including opinions and attitudes.

• Cycling to India
• Hottest Place on Earth
• Living and Working in Another Country
• The Picture of Dorian Gray
• The Wrestler who Wrote a Book

For this part, you practice how to understand the structure and follow the development of a text.

• Benefits of Getting Fit
• Our Polluted World

For this part, you practice how to find specific information in a text or texts.

• Collecting Things
• English Seaside Resorts
• Teenage Summer Camps

Requires being able to follow and understand a range of familiar spoken materials, such as news programmes, public announcements and other sources, but targeted at the interests of the learners.

• Speaking Part 1
• Speaking Part 2
• Speaking Part 3
• Speaking Part 4
• Listening Part 1
• Listening Part 2
• Listening Part 3
• Listening Part 4

In this part you talk to the examiner about yourself and your life, e.g. your name, school, interests and future plans.

B2 Speaking Part 1 Exercise 1 B2 Speaking Part 1 Exercise 2 B2 Speaking Part 1 Exercise 3

In this part, you talk about two photos on your own which you have to compare for about 1 minute . After you have finished, your partner will be asked a short question about your photo. When your partner has spoken about their photos for about 1 minute , you will be asked a question about their photos.

B2 Speaking Part 2 Exercise 1

In this part you express ideas with your partner by looking at a discussion point that the examiner gives you.

This will be available soon.

In this part, you focus on general aspects of a topic with the examiner or you may involve your partner.

In this part, you will hear people talking in eight different situations.

Entertainment Short Conversations Talking about Sports

In this part, you will hear someone being interviewed.

Extreme Snowboarding Future Options Newly Published Book The Talent Show

In this part, you will hear five people talking about different things.

Demonstration Travel Worries

In this part, you will hear an interview.

Protecting the Environment Staying Healthy

• Customs and Traditions
• Entertainment and Leisure
• Environmental and Nature
• Future Jobs and Education
• Identity and Well-being
• Travel and Adventure

Customs and Traditions explores how we celebrate our cultural identity across the globe.

• Christmas Hard Exercises
• Story of Halloween
• Valentine Message

Entertainment and Leisure explores how we spent our free time.

Environment and Nature explores the way humans and animals live, adapt and change on our planet.

• Global Changes

Exploring how different societies create roles for people to develop their skills and knowledge.

• Future Schools
• Sport at School
• School Rules
• Fashion Design

Exploring how we learn and adjust to the world around us. .

• Taking Risks
• Natural Disasters

Exploring how we experience the world through our life journeys

• Travelling around the World

Cambridge English exams are designed for learners at all levels from the pre-intermediate level Cambridge English: Key (KET) to the very advanced level Cambridge English: Proficiency (CPE). These exams give candidates proof of their ability to use English in a wide variety of contexts, relevant to work, study and leisure activities.

A2 Key | B1 Preliminary | B2 First

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Health Problems

Practice your writing skills for the B2 First exam with this practice question for part 1 of the writing paper about health problems.

Try and use some of the vocabulary below in your answer:

Useful Vocabulary

Write your answer in 140 – 190 words in an appropriate style using all the notes and giving reasons for your point of view.

Write about:

• ………………..(your own idea)

Check Out Another Lesson

Travelling Around The World

Learning English

Should I Go To Uni?

ESL Worksheets for Teachers

Check out our selection of worksheets filed under topic: b2 first (fce). use the search filters on the left to refine your search..

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Worksheet type

Upper-intermediate (B2-C1)

This lesson is based on information from the English Heritage and Natural England websites. Students will learn factual information about England's, tourism, politics and history. Exercises will test students’ listening and reading skills and the language point will give students practice in asking for information during a trip to England. There is also an opportunity for students to do some research into planning their own trip.

by Gillian Smylie

Advanced (C1-C2)

In this video-based lesson, students compare some examples of fossils and define relevant vocabulary, before watching a short video about how fossils are formed and completing sentence completion and true/false exercises. The language point explores the suffixes -ize/-ise and -ify and there is also a short grammar activity which will raise awareness of how passives and related forms are often used to describe a process, and when they aren’t used. This lesson is especially relevant for students who are preparing for IELTS or Cambridge exams.

by Stephanie Hirschman

In this lesson, students will learn some practical information about the geography, politics and history of Scotland, and will get some ideas about what to see and do when visiting Scotland. Exercises will test students’ listening and reading skills and the ability to work out vocabulary from context. The grammar point relates to advice and suggestions , and students will get an opportunity to practise making suggestions and giving advice in a role-play exercise. 

Note: this lesson can take 60-90mins.

Intermediate (B1-B2)

This short worksheet presents a list of questions designed to get your students talking about fashion . The lesson plan includes a self-study preparation task, in which students can learn key words by heart before the lesson using Expemo.

This short worksheet presents a list of questions designed to get your students talking about the natural world . The lesson plan includes a self-study preparation task, in which students can learn key words by heart before the lesson using Expemo.

This worksheet presents a list of questions designed to get your students talking at length about their homes . The lesson plan includes a self-study preparation task, in which students can learn key words by heart before the lesson using Expemo, our online spaced repetition learning platform.

This short worksheet presents a list of discussion questions designed to encourage students to talk at length about their education and future plans.

This short lesson presents a list of questions designed to get your students talking at length about films and movies . The lesson plan includes a self-study preparation task, in which students have the option to learn key words by heart before the lesson using Expemo.

This short worksheet presents a list of questions designed to get your students talking at length about crime , punishment and the legal system . The lesson plan includes a self-study preparation task, in which students can learn key words by heart before the lesson using Expemo.

Students briefly discuss left-handedness and define some vocabulary before listening to an in-depth podcast on this subject. The language point relates to phrases used for hedging or being cautious about the information that you are presenting. Students can respond to the theme of the lesson in either a discussion or an interview and writing activity and there is an optional extension relating to “left” expressions.

This worksheet presents a list of questions designed to get your students talking at length about music. The lesson plan includes a self-study preparation task, in which students have the option to learn key words by heart before the lesson using Expemo. 

This short worksheet presents a list of questions designed to get your students talking at length about hobbies and free time . The lesson plan includes a self-study preparation task, in which students can learn key words by heart before the lesson using Expemo.

This ESP worksheet presents a list of discussion questions designed to encourage lawyers to talk at length about their profession.

Pre-intermediate (A2-B1)

Students define vocabulary and briefly discuss opinions about food choices before reading an essay (or composition) about organic food. They identify some of the key grammatical structures before considering what features make an essay successful, especially if it is written for an exam. They then gain some practice in using these features before planning and writing an essay of their own. There is also a short optional speaking activity related to food memories. Some exercises in the lesson review language points from units 37-46 of the course plan, but the lesson plan can also stand alone. It also supports students who are looking ahead to the Cambridge B2 First exam or who are preparing for IELTS.

by Stephanie Hisrchman

This lesson is centred around the topic of swimming pools and helps students to describe and compare photographs for work, study, social and exam contexts. The target language includes describing main content, the use of present continuous, the use of the verb look and modals of speculation, and how to organise a spoken description. Students activate the language in a pair work speaking activity and there are two optional extension activities to choose from: a creative writing activity and a caption matching activity.

The Essence of American Food

This essay about American food explores the diverse and evolving nature of the nation’s cuisine, highlighting its origins from a blend of various culinary traditions brought by immigrants, Native Americans, and African slaves. It discusses how American cuisine is a reflection of the country’s history of convergence and adaptation, with examples like barbecue, gumbo, and jambalaya illustrating the integration of different cultures. The essay also touches on the significance of diners as symbols of America’s melting pot and the recent farm-to-table movement’s emphasis on regional cooking and ingredient sourcing. Ultimately, it presents American food as a vibrant expression of cultural assimilation and innovation, mirroring the complex identity of the United States itself and underscoring the role of food in bringing people together and fostering unity.

How it works

When one poses the question, “What is American food?” the answer stretches far beyond the simplistic view of hamburgers and apple pie. American cuisine, much like the nation itself, is a rich tapestry woven from the diverse culinary traditions of the people who have made the country their home. This essay explores the multifaceted nature of American food, illustrating how it encapsulates the history, diversity, and ingenuity of the United States.

At its core, American cuisine is a story of convergence and adaptation.

From the Native American staples of corn, beans, and squash, known as the “Three Sisters,” to the influence of European settlers, African slaves, and subsequent waves of immigrants from around the globe, each group has contributed ingredients, techniques, and dishes that have been blended and reinvented into something uniquely American. This process of culinary evolution reflects the broader cultural and historical journey of the nation.

Take, for instance, the barbecue, a method of cooking that traces its roots back to the indigenous peoples of the Caribbean and was adapted and refined in the American South. Barbecue is not just a way to prepare food; it’s a cultural event that embodies the spirit of community and celebration in American life. Similarly, dishes like gumbo, jambalaya, and cioppino underscore the influence of French, Spanish, and Italian cuisines, respectively, each adapted to local ingredients and tastes, creating flavors that are distinctly American while paying homage to their origins.

The concept of the melting pot is nowhere more evident than in the American diner, a place where one can find dishes ranging from Italian spaghetti to Chinese chop suey, all under one roof. This eclecticism is a hallmark of American food, demonstrating an openness to different cultures and a willingness to incorporate and innovate. The diner, much like American cuisine itself, is a testament to the nation’s immigrant heritage and its ongoing dialogue between tradition and creativity.

Moreover, the rise of the farm-to-table movement and the increasing emphasis on regional cooking highlight a growing appreciation for the quality and origin of ingredients, as well as a deeper exploration of America’s own regional culinary identities. From the seafood of New England to the Tex-Mex of the Southwest, these regional flavors contribute to the ever-expanding definition of American cuisine, showcasing the local diversity that feeds into the national palate.

In conclusion, American food defies simple categorization, standing instead as a vibrant example of cultural assimilation and innovation. It is a cuisine that is constantly evolving, absorbing influences from the newest arrivals while reinterpreting its own history and traditions. To understand American food is to understand America itself: a nation built on diversity, strength in unity, and an enduring spirit of innovation. As American cuisine continues to evolve, it remains a delicious reminder of the country’s complex identity and the universal language of food that brings people together.

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Alchemist chef Rasmus Munk’s culinary and cultural Copenhagen

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Rasmus Munk

Roula Khalaf, Editor of the FT, selects her favourite stories in this weekly newsletter.

This article is part of FT Globetrotter’s guide to Copenhagen

I was born in the countryside of Jutland, far away from the bright lights and culinary adventures of Copenhagen. I grew up on my parents’ farm, bordering the forest, so I have never, like many chefs who grow up in cities, felt that foraging for ingredients in the countryside was something new and exotic. For me, that was just day-to-day life. Instead, as I was (and still am) a tech nerd, I cherished the times that we went on school trips to Copenhagen. Since I didn’t know anything about gastronomy back then, the most mind-blowing experience for me was visiting the Copenhagen Planetarium — and being transported to a whole new 360-degree reality. Later, that experience inspired me to design the main dining room in my restaurant as a planetarium dome. 

I’ve lived in Copenhagen since 2015, and seeing as most of time since I moved here has been spent working, I still have a lot to discover. Consequently, my neighbourhood isn’t where I live, but where my restaurant is: the former industrial half-island of Refshaleøen , on the outskirts of central Copenhagen. The area, a vibrant mix of ugly and charming old buildings, with small businesses set up in shipping containers, is developing quickly, with gastronomy being one of the main drivers behind its popularity.

One of my favourite places is the Reffen Street Food market, where visitors can enjoy food from around the world. (My go-to for takeaway there is Holy Krapow for its signature dish: pad krapow, a Thai pork stir-fry dish, and it is amazing.) Another spot not to miss is La Banchina , a chameleon of a restaurant on the waterfront serving wonderful set menus in winter, and lighter meals in summer when crowds flock on the jetty just below in bathing suits, drinking wine between dips in the sea and visits to the on-site sauna. The best bakery out here is Lille, which apart from delicious bread and baked goods serves excellent lunches. There’s even a farm project with two yurts, set up as restaurants, called Øens Have .

For a chef, there is always the challenge of staying creative. I sometimes wish that, like a musician, I could create an album, go on tour with it for a year, and then shut down for a few months to focus on the next one. Having a restaurant that is open year round, I need to invent new things in parallel with “performing” every night. I used to go to restaurants for inspiration, but nowadays I find that art is what can really open my eyes and push me in new directions. We are so lucky to have a vibrant art scene in Copenhagen. The installation-art centre Copenhagen Contemporary is our closest neighbour on Refshaleøen, and I go there as often as I can. Until August, there is a thought-provoking exhibition on by Canadian artist Kapwani Kiwanga, whose work explores society and power dynamics, which I recommend visiting. 

In another part of Copenhagen, one of my favourite art experiences is Cisternerne (The Cisterns), an underground art space in the city’s former reservoir system. The venue is magical and mystical and lends itself to the most spooky and immersive experiences possible. Another favourite is Louisiana , the modern art museum just north of Copenhagen. I visit almost as much for the beautiful setting and the views as I do for the art exhibitions. One of the city’s most majestical establishments, however, is certainly Glyptoteket — you could spend days here, exploring everything from ancient Egypt to French masters such as Cézanne and Renoir, and at the same time enjoying the spectacular architecture and the indoor garden oasis in the middle of it all. As for art galleries, I always discover new and exciting artists at Galleri Bo Bjerggaard .

When it comes to culinary art, people often assume that I must only go to out-of-the-box, experimental restaurants, since [my restaurant] Alchemist breaks with conventions, but in reality, I am often propelled towards quite classical places. I guess it’s all about contrasts. A couple of my go-tos are the French-leaning and quite rustic Maison (I recommend the steak au poivre ) and the Bistro Boheme for slightly more decadent treats (I always go for the oysters). Silberbauers Bistro is also a favourite for simple but tasty southern French-style seafood, such as grilled sardines and mussels with garlic mayo. For Italian, I like Barabba , which is open late and is therefore very popular with hospitality workers, and Boutique Emilia for the outstanding pasta and the charming hospitality by Stefano and Noemi, who run the tiny place single-handedly. 

As for Danish classics, anyone going to Copenhagen should treat themselves to at least one traditional smørrebrød lunch. The open sandwiches are our country’s main claim to fame, but they can vary in quality, especially in the touristy haunts. I suggest trying them at Restaurant Møntergade (don’t miss the one with deep-fried poached egg and lobster when it’s available), and Selma for its more modern takes.

Coffee and baked goods are an integral part of Danish life — it’s no coincidence that a buttery, flaky pastry is named after our nationality — and my absolute favourite places are Juno Bakery (I am obsessed with their cardamom buns) and my former next-door bakery Alice , which in my opinion makes the best croissants in town. If visiting in summer, don’t miss out on their homemade ice cream.

It’s no secret that chefs consume a fair amount of fast food: it is a paradox when you spend your time paying attention to every tiny detail in the kitchen, but often need to find something to eat fast — and often in the middle of the night after service. Even if I am trying to limit my intake nowadays, I do fall off the wagon from time to time. Poulette and Gasoline Grill serve the best fried chicken sandwiches and burgers in town, and if I am craving pizza there is no place better than Surt in Carlsberg Byen — a new part of town in the old brewery “village” that is worth checking out. Slurp Ramen makes the best noodles in the city, and for Mexican food the Hija de Sanchez taqueria in Kødbyen (the Meatpacking District) is the place to go.

I don’t very often go out for cocktails, but when I do I search out cosy and welcoming places. Two places I love are Ruby and the hidden gem The Library Bar in the Copenhagen Plaza hotel, where you can experience an early-20th-century atmosphere among rare first-edition books and comfortable classic English furniture — and there is often live jazz late in the evenings.

Rasmus Munk is the chef and co-owner of the two-Michelin-starred Alchemist in Copenhagen, an immersive dining experience that has been named one of the World’s 50 Best Restaurants

Share your culinary and artistic Copenhagen highlights in the comments below. And follow FT Globetrotter on Instagram at @FTGlobetrotter

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