---
title: "DELE B2 Oral Exam Topics: The 10 That Show Up and the 6 You'll Never See"
description: "Real analysis of the topics the Instituto Cervantes uses in the DELE B2 speaking exam: 10 recurring areas, 6 that never appear, B2 vocabulary per topic and a full Task 1 model monologue."
lang: "en"
slug: "dele-b2-oral-exam-topics-and-themes"
pubDate: 2026-05-23
alternates:
  en: "dele-b2-oral-exam-topics-and-themes"
  es: "temas-examen-oral-dele-b2"
  fr: "sujets-expression-orale-dele-b2"
  de: "themen-mundliche-prufung-dele-b2"
  it: "argomenti-esame-orale-dele-b2"
---
If you search for "DELE B2 oral exam topics", most blogs will hand you
the same five generic buckets. We are going to do something different:
explain where those proposals actually come from, which 10 themes keep
showing up across exam sessions, and why there are 6 more you can
safely drop from your study plan.

<div class="highlight-box">
  <p><strong>Quick summary (May 2026):</strong> DELE B2 oral topics are not random. They are pulled from the <em>Inventory of Specific Notions B1–B2</em> in the Instituto Cervantes' Plan Curricular. Only 8 of its 20 thematic areas generate most Task 1 proposals, producing 10 recurring themes. Six other areas (party politics, religion, geopolitical conflicts, etc.) are off-limits by design.</p>
</div>

## Where the proposals actually come from: the Plan Curricular

Before the list, a distinction that changes how you prepare.

The Instituto Cervantes does not invent topics for each session. The
exam writers work with the [Plan Curricular del Instituto
Cervantes](https://cvc.cervantes.es/ensenanza/biblioteca_ele/plan_curricular/niveles/09_nociones_especificas_inventario_b1-b2.htm),
specifically with **Inventory 9 — Specific Notions for B1–B2**. That
inventory fixes 20 thematic domains: education, work, health, housing,
leisure, science and technology, media, etc.

Of those 20, only 8 work for **Task 1 ("evaluate proposals")**: the
ones that allow a social problem with concrete measures. The rest
(religion, philosophy, geography, the perceptive dimension of the
individual…) show up in Task 2 (photo) or Task 3 (survey), or not at
all.

That is the real reason you see the same themes every time. It's not
that they "come up more"; it's that **the rest is ruled out by exam
design**.

## Quick reminder of the DELE B2 speaking structure

<table class="comparison-table">
  <thead>
    <tr><th>Task</th><th>Duration</th><th>Format</th><th>Topic source</th></tr>
  </thead>
  <tbody>
    <tr><td>Task 1 — Evaluate proposals</td><td>6–7 min (2–3 monologue + 3–4 conversation)</td><td>6 proposals (a–f) on a social problem</td><td>Education, work, health, housing, leisure, science and tech, media, government and society</td></tr>
    <tr><td>Task 2 — Photo and hypothesis</td><td>5–6 min (2–3 monologue + 2–3 conversation)</td><td>1 of 2 photos + 6 guiding questions</td><td>Any public, educational or professional domain</td></tr>
    <tr><td>Task 3 — Survey and data</td><td>3–4 min (no prep time)</td><td>2–3 multiple-choice questions + comparative data</td><td>Habits, consumption, relationships, leisure, health</td></tr>
  </tbody>
</table>

**Preparation:** 20 minutes shared between Task 1 and Task 2. Task 3
has no preparation. You can take notes, but the Cervantes Guide is
explicit: *"candidates may not limit themselves to reading them"*.

<div class="cta-box">
  <h3>Stress-test your answers before the exam</h3>
  <p>Practice with real proposals from all 3 tasks and get an AI score for coherence, fluency, accuracy and range.</p>
  <a href="/" class="btn-primary">Start DELE B2 simulation</a>
</div>

## The 10 topics that actually repeat in the DELE B2 speaking exam

For each one we give you: a realistic Task 1-style proposal, B2-level
vocabulary (not A2), and a useful opener phrase. Vocabulary is in
Spanish because the exam is in Spanish.

### 1. Education and the school system

**Sample proposal:** *Para reducir el fracaso escolar en secundaria se
proponen: a) reducir el número de alumnos por aula; b) implantar
tutorías obligatorias; c) eliminar los deberes; d) ampliar las becas a
familias con bajos ingresos; e) introducir asignaturas optativas
vocacionales; f) ampliar el horario lectivo.*

**Key vocabulary:** alumnado, profesorado, tasa de abandono, ratio
alumno-profesor, currículo, becas, expediente académico, plan de
estudios, repetir curso, formación profesional, titulación.

**Opener phrase:** *"En lo que se refiere a la propuesta de…"*

### 2. Employment and youth unemployment

**Sample proposal:** *Para combatir el desempleo juvenil: a) bonificar a
las empresas que contraten a menores de 30 años; b) crear contratos en
prácticas remunerados con tutor; c) microcréditos sin aval para
emprender; d) impulsar la FP dual; e) subvencionar prácticas en el
extranjero; f) reducir la cuota de autónomos.*

**Key vocabulary:** tasa de paro, contrato indefinido, jornada laboral,
conciliación, brecha salarial, autónomo, becario, convenio colectivo,
baja por maternidad, teletrabajo, finiquito.

**Opener phrase:** *"No cabe duda de que este es uno de los problemas
estructurales más graves…"*

### 3. Environment and waste

**Sample proposal:** *Para reducir los residuos plásticos: a) prohibir el
plástico de un solo uso; b) implantar el sistema de
depósito-devolución (SDDR); c) campañas en colegios; d) penalizar a
empresas contaminantes; e) bonificar envases reutilizables; f) más
contenedores selectivos.*

**Key vocabulary:** huella ecológica, residuos, vertedero,
contaminación atmosférica, gases de efecto invernadero, sostenibilidad,
biodegradable, reciclaje selectivo, emisiones, combustibles fósiles.

**Opener phrase:** *"A largo plazo, esta medida tendría un impacto
considerable en…"*

### 4. Technology, smartphones and social media

**Sample proposal:** *Para reducir el uso problemático del móvil entre
adolescentes: a) prohibirlo en centros educativos; b) limitar el
tiempo diario con control parental; c) educación digital obligatoria;
d) elevar la edad mínima en redes; e) crear espacios sin wifi en casa;
f) talleres para padres.*

**Key vocabulary:** brecha digital, alfabetización digital, adicción,
ciberacoso, bulo, desinformación, algoritmo, intimidad, datos
personales, sedentarismo digital.

**Opener phrase:** *"Si bien es cierto que… no es menos cierto que…"*

### 5. Health, nutrition and habits

**Sample proposal:** *Para combatir la obesidad infantil: a) subir
impuestos al azúcar; b) prohibir publicidad de comida basura para
menores; c) más horas de educación física; d) menús escolares más
saludables; e) huertos urbanos en colegios; f) educación nutricional
obligatoria.*

**Key vocabulary:** dieta equilibrada, ultraprocesados, comida basura,
sedentarismo, esperanza de vida, obesidad, ejercicio aeróbico,
prevención, atención primaria, lista de espera.

**Opener phrase:** *"Conviene subrayar que…"*

### 6. Housing and rental access

**Sample proposal:** *Para facilitar el acceso a la vivienda joven: a)
limitar el precio del alquiler; b) construir más vivienda pública; c)
ayudas al alquiler para menores de 35; d) penalizar pisos vacíos; e)
regular apartamentos turísticos; f) cooperativas de cesión de uso.*

**Key vocabulary:** alquiler, hipoteca, propietario, inquilino, fianza,
arrendamiento, emancipación, pisos turísticos, gentrificación, zonas
tensionadas.

**Opener phrase:** *"Hay que tener en cuenta que…"*

### 7. Tourism, leisure and culture

**Sample proposal:** *Para combatir el turismo masivo en ciudades
históricas: a) cobrar tasa turística; b) limitar cruceros; c) regular
los pisos turísticos; d) promover destinos menos conocidos; e) limitar
visitantes en monumentos; f) campañas de turismo responsable.*

**Key vocabulary:** turismo de masas, sobreturismo, temporada alta,
pernoctación, patrimonio, ruta cultural, ocio nocturno, oferta
cultural.

**Opener phrase:** *"En cuanto al impacto que esto puede tener…"*

### 8. Personal relationships and family

**Sample proposal:** *Para mejorar la convivencia intergeneracional: a)
viviendas compartidas mayores-estudiantes; b) actividades
intergeneracionales en barrios; c) ampliar permisos para cuidar a
mayores; d) teleasistencia; e) ayudas a cuidadores familiares; f)
centros de día gratuitos.*

**Key vocabulary:** convivencia, dependencia, cuidador, soledad no
deseada, brecha generacional, pareja de hecho, custodia compartida,
familia monoparental.

**Opener phrase:** *"Desde mi punto de vista…"* (this one works here
because personal relationships is a subjective domain).

### 9. Gender equality and co-responsibility

**Sample proposal:** *Para reducir la brecha salarial: a) transparencia
salarial obligatoria; b) auditorías de igualdad; c) cuotas en cargos
directivos; d) permisos parentales iguales e intransferibles; e)
sanciones a empresas que discriminen; f) coeducación desde primaria.*

**Key vocabulary:** brecha salarial, techo de cristal,
corresponsabilidad, paridad, permiso parental, estereotipo de género,
violencia de género, igualdad efectiva.

**Opener phrase:** *"Es preciso señalar que…"*

### 10. Media and news consumption

**Sample proposal:** *Para fomentar el consumo de información de
calidad: a) financiación pública del periodismo independiente; b)
educación mediática en secundaria; c) etiquetar contenido patrocinado;
d) regular algoritmos de recomendación; e) apoyar prensa local; f)
sancionar la difusión de bulos.*

**Key vocabulary:** audiencia, cobertura, editorial, telediario,
sensacionalismo, prime time, suscripción, libertad de prensa, censura,
pluralidad.

**Opener phrase:** *"Por lo que se refiere a…"*

## The 6 topics you will NOT get (even if you studied them)

This is what no competitor will tell you. If you spend hours on these
areas, you are wasting time:

1. **Specific party politics.** You will never see *"evaluate the
   current government's measures"*. The PCIC's "Government and society"
   domain is treated in the abstract.
2. **Specific religion.** Domain 19 exists in the PCIC, but the
   Cervantes avoids it in B2 speaking out of cultural sensitivity.
3. **Current geopolitical conflicts** (Ukraine, Gaza, etc.). Off-limits
   to avoid putting the candidate in a difficult spot.
4. **Abstract philosophy or classical literature.** That's C1–C2.
5. **Macroeconomics** (public debt, interest rates). At B2 you'll see
   "labor market", not "monetary policy".
6. **Spanish history as a debate topic.** You may get a cultural cue in
   a photo, never a debate about the Civil War.

If an academy sells you a DELE B2 course with modules on any of these
six, be suspicious.

## Task 1 model monologue (2:45 min)

Use it as a **mental template, not a script to memorize** (more on this
in the next section). Topic: youth unemployment.

> "El tema que se plantea, el desempleo juvenil, es sin duda uno de los
> problemas estructurales más graves de la sociedad española actual. En
> lo que respecta a las propuestas, voy a comentar las cuatro que me
> parecen más relevantes.
>
> En primer lugar, la propuesta de **bonificar a las empresas que
> contraten a menores de treinta años** tiene la ventaja evidente de que
> reduce el coste de la contratación. Sin embargo, cabe destacar que
> muchas veces estas bonificaciones generan contratación precaria: la
> empresa contrata mientras dura la bonificación y después despide. Por
> tanto, habría que vincular la ayuda a la conversión en contrato
> indefinido.
>
> En segundo lugar, los **contratos en prácticas remunerados** me parecen
> una de las mejores opciones, ya que combinan formación y experiencia
> real. No obstante, hay que tener en cuenta que en muchos sectores se
> ha abusado de esta figura para encubrir puestos de trabajo ordinarios
> sin pagar el sueldo correspondiente.
>
> Por otra parte, en cuanto a la **Formación Profesional Dual**, considero
> que es probablemente la propuesta más sólida a largo plazo. Países
> como Alemania llevan décadas aplicándola con tasas de paro juvenil
> muy bajas. El único inconveniente es que requiere un tejido
> empresarial dispuesto a invertir en formación.
>
> Finalmente, **subvencionar la movilidad internacional** amplía el
> horizonte del joven y mejora sus competencias lingüísticas. Ahora
> bien, perjudica a quien no tiene esa posibilidad por motivos
> familiares o económicos, y contribuye a la llamada fuga de cerebros.
>
> Para terminar, en mi opinión, la combinación más eficaz sería la FP
> dual reforzada y los contratos en prácticas bien regulados, ya que
> atacan la raíz del problema: la desconexión entre formación y mercado
> laboral."

Note the mechanics: four proposals commented, a different opening
connector for each, one upside + one nuance per proposal, and a closing
with a reasoned opinion.

## The template trap: why memorizing will sink you

DELE examiners are trained to spot memorized answers. Not a myth, not a
legend. The tells are concrete:

- **Unnatural speed and flat prosody** in an isolated fragment.
- **Over-engineered connectors** that don't fit the rest of the speech
  ("habida cuenta de que…" followed by A2 vocabulary).
- **Pre-fabricated theses** that don't match the proposal you actually
  received.
- **Zero nuance**: absolute opinions like "the only valid option is…".

What gets penalized specifically is the **range** criterion (lexical
breadth) and **pragmatic competence** (discourse adequacy). On the 0–3
scale, a candidate flagged as "memorizing" usually caps at 2.

The fix? Internalize the **argumentative mechanics** (opener → proposal
+ nuance × 4 → closing) and a **flexible arsenal** of connectors, not a
closed monologue. That's why this article gives you sample proposals
and vocabulary per theme, not scripts to recite.

## How to tell if your answer is a 2 or a 3

The DELE B2 analytic scale grades four criteria from 0 to 3. To pass
you need to average 2. Practical difference:

<table class="comparison-table">
  <thead>
    <tr><th>Criterion</th><th>2 (sufficient)</th><th>3 (good)</th></tr>
  </thead>
  <tbody>
    <tr><td>Coherence</td><td>Clear plan but jumps between ideas</td><td>Visible structure (opener, 4 proposals, closing), explicit transitions</td></tr>
    <tr><td>Fluency</td><td>Hesitates, repeats the connector, pauses to find a word</td><td>Near-continuous speech, natural pauses, self-rephrases without freezing</td></tr>
    <tr><td>Accuracy</td><td>Occasional errors that don't block understanding</td><td>Rare errors, spontaneous self-correction, appropriate register</td></tr>
    <tr><td>Range</td><td>Enough vocab, but reuses crutch verbs ("hacer", "tener")</td><td>Topic-specific lexicon (huella ecológica, fianza, telediario…), synonyms</td></tr>
  </tbody>
</table>

**Express diagnostic:** record your monologue, transcribe it, underline
every verb. If more than 25% are *ser, estar, hacer, tener, poder*,
you're at 2. Swap 4–5 of them for more specific verbs before exam day
(*implantar, fomentar, perjudicar, vincular, abusar de*) and you move
up to 3.

## Topic-specific mistakes (the ones that drop your score most)

- **Technology:** falling for the "things were better before" cliché.
  The examiner wants nuance, not a rant.
- **Environment:** using A2 vocabulary ("la basura", "tirar cosas").
  Move up to *residuos, vertido, gestionar la fracción orgánica*.
- **Education:** comparing only with your country without mentioning the
  Spanish system. Better: *"En mi país… mientras que en España…"*.
- **Work:** criticizing a specific political party or union by name.
  DELE grades language, not ideology.
- **Housing:** transposing prices from your city without context
  (dollars, pounds, cultural setting).
- **Task 2 (photo):** describing clothing and colors instead of
  **imagining** who they are, what they're doing and why. The criterion
  is called "imagine a situation", not "describe a photo".
- **Task 3 (survey):** lying in your answers to sound "more Spanish".
  Tell the truth — it makes comparing with the real data easier.

## How OralPrep helps

OralPrep drills you with real proposals from all 10 areas above and
scores you on the same analytic scale Cervantes uses: coherence,
fluency, accuracy and range, 0 to 3. You record your answer, we return
a transcript, a per-criterion score and the concrete errors to fix. No
waiting list, no scheduling a tutor.

<div class="cta-box">
  <h3>Practice the 10 real topics before exam day</h3>
  <p>DELE B2 simulations across all 3 tasks with official timing and AI feedback per criterion.</p>
  <a href="/" class="btn-primary">Start for free</a>
</div>

## Frequently asked questions

**What are the most common DELE B2 oral exam topics?**

Education, employment, environment, technology and social media, health
and nutrition, housing, tourism, personal relationships, gender
equality and media. They come from Inventory 9 of the Instituto
Cervantes' Plan Curricular.

**How long is the DELE B2 oral exam?**

20 minutes of exam plus 20 minutes of preparation for Tasks 1 and 2.
Task 3 has no preparation time.

**Can I read my notes during the exam?**

You can consult them, but not read them verbatim. The Cervantes Guide
states explicitly: *"candidates may not limit themselves to reading
them"*.

**What happens if I get a topic I haven't prepared?**

The 10 topics above cover over 90% of recent sessions. If you get an
outlier, apply the argumentative mechanic (opener → 4 proposals with
nuance → closing) with general vocabulary; you lose some range but
keep the structure.

**Should I memorize a model monologue or improvise?**

Neither. Memorizing penalizes you if you're spotted; pure improvisation
hurts coherence. The right strategy is to internalize the schema
(opener + 4 proposals + closing) and carry a flexible toolkit of
connectors.

**What level of vocabulary is expected?**

B2, not A2. Trade *"hacer cosas"* for *"adoptar medidas"*, *"la basura"*
for *"los residuos"*, *"trabajar desde casa"* for *"el teletrabajo"*.

**Is the DELE B2 speaking exam different in Spain vs. abroad?**

No. The tests are identical and graded centrally by Cervantes Madrid.
Only the exam date calendar changes.