Download a concise B2 speaking exam summary for NT2 Programma II with the three-part format, 20-second, 30-second, and two-minute timing, scoring notes, answer frames, presentation strategy, and example answers.
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Spreken B2 is the most demanding of the four spoken exams: 13 tasks in three parts, with timing that climbs from 20 seconds to a two-minute presentation. The exam tests whether you can perform a specific language action (advise, propose, instruct, explain, present) in a professional or study register, not whether you have personal expertise. The points below set the structure; the rest of this guide turns it into a method for each part.
One or two pictures show a small workplace situation and you describe it, flag the problem, or give a concise instruction in 20 seconds. The classic slip is naming visible objects without doing the language action (a description is not an instruction). Name the main person, object, or problem first, choose one or two precise details, then deliver the requested function clearly.
A familiar professional or study scenario asks for a quick opinion, a polite request, or a workable proposal in 20 seconds. The common mistake is opening with background and never landing the opinion or the ask. Use a direct opener (Ik vind ..., Mijn voorstel is ..., Kunt u ...), add one reason with omdat, want, or daardoor, then stop.
You advise a colleague or student, persuade a decision-maker, or propose a change in 30 seconds — and at least two arguments are expected. The common slip is one strong argument plus filler, which scores the same as one argument. State the advice or proposal first, give two reasons even if they are short, and close with daarom or dus so the conclusion is unmissable.
Pictures or a schedule lay out a sequence, programme, problem, or set of measures and you explain it in 30 seconds, using every required item. The classic mistake is spending the whole time on one image and skipping the rest, which loses content points. Cover each picture or main schedule item with one useful sentence and connect them with eerst, daarna, vervolgens, ten slotte.
A broader social, work, or study question is posed and you take a position with one or two arguments in 30 seconds. The common slip is hedging both sides without committing, which makes the position hard to grade. Open with a clear stance, add a consequence or example, and mention a single limitation only if it sharpens the view rather than diluting it.
You get 2 minutes to prepare and 2 minutes to present a graph: report what it shows, name two problems or consequences, and suggest solutions. The frequent mistake is reading numbers without explaining the trend or skipping the solutions because time ran out. Build the talk in three parts (results, problems, solutions), highlight the biggest increase, biggest decrease, and one comparison, then give one solution for each problem.
| Time | What you do | Why |
|---|---|---|
| Before part 1 | Ask yourself whether you must describe, instruct, request, propose, advise, explain, or give an opinion. | Naming the function prevents off-task answers. |
| 20 sec | Give the main response immediately. One clear sentence plus one detail is often enough. | Short tasks reward directness over length. |
| 15 sec prep | Choose two arguments, two measures, or the order of the pictures. Do not plan a long introduction. | Preparation prevents running out of ideas mid-answer. |
| 30 sec | Use two or three connected sentences. If pictures are required, mention each picture. | Content points require completeness. |
| 2 min prep | Write three mental headings: results, problems, solutions. Choose the most important numbers from the graph. | Structure earns the coherence points in the presentation. |
| 2 min | Keep a clear structure with ten eerste, vervolgens, tot slot, and naar mijn mening. | Signal words make the structure audible. |
Each answer is scored on precondition, content (short, long, or presentation), and language/pronunciation/tempo, with the longer tasks and presentation carrying the most content points. Precondition is the gatekeeper: if the role and task are not recognisable in your response, the rest of the answer is not scored, so lock the register and language action into your opening sentence before reaching for B2 polish.
| Score | Description |
|---|---|
| 0 | The response is not understandable Dutch or does not fit the situation at all. |
| 1 | The response is understandable Dutch and has at least some connection to the situation. |
| Score | Description |
|---|---|
| 0 | The requested language action is missing or unclear. |
| 1 | The description, request, proposal, instruction, or opinion is clear enough for the situation. |
| Score | Description |
|---|---|
| 0 | The answer refers to the situation but is almost impossible to follow. |
| 1 | The answer partly responds to the task, but the language action, required arguments, or visual details are incomplete. |
| 2 | The answer gives the requested response with one missing detail, one unclear point, or limited use of the speaking time. |
| 3 | The answer clearly does what the task asks, with enough reasons, steps, examples, picture details, or solutions. |
| Score | Description |
|---|---|
| 0 | There is no recognizable structure, or the answer does not address the graph and task. |
| 1 | One required element is present, or the structure is hard to follow. |
| 2 | At least two required elements are present and the presentation has some structure. |
| 3 | The graph results, problems or consequences, and solutions are all clear and logically connected. |
| Score | Description |
|---|---|
| 0 | Many mistakes, unclear pronunciation, or very slow tempo make the answer hard to understand. |
| 1 | The answer is partly understandable but has many grammar, vocabulary, pronunciation, or tempo problems. |
| 2 | The answer is generally understandable with some B2-level structures and manageable mistakes. |
| 3 | The answer is clear, connected, and easy to follow for B2, even if it is not perfect. |
If your response does not fit the situation at all, the rest of that answer is not scored. Always make the role and task recognizable.
U belt de gemeente omdat scooters de stoep blokkeren.
Answer plan
Self-check
Example answer
Mijn voorstel is om een duidelijk vak voor scooters te maken en fout geparkeerde scooters te verplaatsen. Dan blijft de stoep veilig voor voetgangers en rolstoelgebruikers.
Een collega vraagt hoe hij een vastgelopen printer veilig kan openen.
Answer plan
Self-check
Example answer
Zet de printer eerst op pauze en open daarna rustig de klep aan de voorkant. Trek het papier langzaam naar u toe, zodat het niet verder scheurt.
Een student wil stoppen met een stage omdat de begeleiding slecht is.
Answer plan
Self-check
Example answer
Ik zou niet meteen stoppen. Plan eerst een gesprek met de stagebegeleider en leg concreet uit welke begeleiding ontbreekt. Daarnaast kunt u de opleiding vragen om mee te denken, want misschien kan het stageplan worden aangepast. Pas als dat niets oplevert, zou ik een andere stage zoeken.
Leg uit waarom een geleende camera beschadigd is teruggebracht.
Answer plan
Self-check
Example answer
Eerst is de camera zonder beschermhoes in een tas gestopt. Daarna is de tas van een tafel gevallen, waardoor de lens beschadigd raakte. Ten slotte heeft iemand geprobeerd de camera toch aan te zetten, maar het scherm bleef zwart. Daarom moet de schade gemeld worden.
Sommige werkgevers willen een vaste vergadervrije middag per week.
Answer plan
Self-check
Example answer
Ik vind dat een goed idee, vooral in organisaties waar mensen veel zelfstandig denkwerk doen. Een vaste vergadervrije middag geeft medewerkers rust om taken af te maken. Wel moet er ruimte blijven voor dringende afspraken, anders kan het werk juist vertragen.
Presenteer een grafiek over hoe werknemers hun vakkennis bijhouden.
Answer plan
Self-check
Example answer
Uit de grafiek blijkt dat online cursussen sterk zijn gegroeid, terwijl klassikale cursussen en vakbeurzen minder populair zijn geworden. Collega's vragen blijft redelijk stabiel. Deze ontwikkeling kan twee problemen veroorzaken. Ten eerste missen werknemers misschien praktijkoefening en direct contact. Ten tweede kan de kwaliteit van online cursussen sterk verschillen. Een oplossing is om online leren te combineren met korte bijeenkomsten op het werk. Daarnaast kan de werkgever een lijst maken met betrouwbare cursussen.
