Mock examMock examEnglish Together · B1 Preliminary · Exam Track
Mock 1 — Reading
The whole Reading paper, in the shape and the order of the real one — with the help switched on. Every part opens with its support already showing: how the part works, the steps, and each question carrying its own hint. Do the part with the help, press Check, then clear it and do the part again on your own. That second, unaided attempt is the one the page reports.
45 minutes6 parts32 questions25% of the examSupport open from the start
Reading · Mock 1Scaffolded0 of 0 parts done
This is the scaffolded mock: every part opens with its support showing. Use it, check, then clear it and try the part alone — that second attempt is the one to watch.
Part 1 · Questions 1–5
Five short texts
For each question, choose the correct answer. Read the whole text before the options — the answer is its main message, and the words that repeat are usually the trap.
1Text message from Nila to Tom: Change of plan — Mr Hale wants the band in the music room at four, not half past, because the hall's being used for exams. Can you bring the song sheets? I've left mine at home.Text message
2TICKETS — BUY BEFORE YOU BOARD Tickets bought from the driver cost £1 more than tickets bought from the machines or on the app. Cash is not accepted on board.Notice at a bus station
3LOST PROPERTY Lost property is kept in the school office for two weeks. Please describe the item to a member of staff — do not search through the box yourself. After two weeks, items nobody has claimed go to the charity shop.Notice in a school corridor
4Email from a climbing centre: Hi Tom — your place on Saturday's beginners' course is confirmed. We provide shoes and helmets, but please wear long trousers; shorts are not allowed on the wall. The session starts at 9 and the door is locked at 9.10, so please don't be late.Email
5PHOTOGRAPHY You are welcome to take photographs in the main galleries for personal use. Flash and tripods are not permitted anywhere in the building. No photography of any kind is allowed in the special exhibition on the first floor.Sign inside a museum
1
What does Nila want Tom to do?
B The request is the question in the middle: “Can you bring the song sheets?” — and the place is the music room, because the hall is being used for exams. A has the wrong place, and C turns her problem (she left hers at home) into a job for Tom that she never asks for.
2
What does the notice tell passengers?
A “cost £1 more” is a comparison, not a ban — you can still buy from the driver, it is just dearer. B turns the comparison into a rule that is not there. C forgets the machines, which the notice mentions in the same breath as the app.
3
What should a student who has lost something do?
B “Please describe the item to a member of staff” is the instruction; “do not search through the box yourself” rules A out in so many words. C is where an item ends up, not where you are told to look for it.
4
What is Tom told to do?
B “the door is locked at 9.10, so please don't be late” — arriving before that is the one instruction here. A is the opposite of “We provide shoes and helmets”. Nothing in the email mentions paying at all.
5
What can a visitor do?
A The first sentence allows photos in the main galleries; the second removes flash and tripods everywhere; the third closes the special exhibition completely. A survives all three. C says “anywhere”, and the third sentence is there precisely to stop that.
Support — the same task, with helpnot a grade
How to read this part. Part 1 is not reading, it is matching a message to a meaning. Read the whole text, say what it means in your own words, and only then open A, B and C. With the help showing, use the crossed-out option to see the shape of a wrong answer here, so you can spot the other one yourself.
Do it in this order.
Read the whole text once. Do not look at the options yet.
Say the message to yourself in one sentence: who wants what?
Read the hint under the question — it tells you what kind of thing to look for, not what it is.
Cross out the option that says something the text never says, then choose between the two that are left.
The wrong options in Part 1 are nearly always too strong (“only”, “anywhere”, “cannot”) or right fact, wrong person or place. Look for those two shapes first.
On each question. The help for the ones you missed is now attached to the question itself — the options that cannot be right are crossed out, and the place to look is marked.
When you are ready: do the whole task again with the support open, then press Check. After that you can clear it and do it once more on your own — that last one is the one that counts for you.
Part 2 · Questions 6–10
Matching — five people, eight days out
The people below all want a day trip from London by train. Decide which trip (A–H) would be the most suitable for each person. Match the whole set of needs, not one word.
Eight days out from London by train
A · Brighton — one hour from Victoria. The beach is pebbles, not sand, but the pier has rides and games, and the Lanes behind it are full of small shops and cafés. Very busy at weekends.
B · Windsor — fifty minutes. The castle takes most of a day if you do it properly, and the Great Park beside it is a long walk with wonderful views. Check the opening days in winter.
C · Kew Gardens — thirty minutes from Waterloo. Enormous glasshouses full of plants from every part of the world, wide flat paths, benches everywhere and a good café. Bring a picnic; you will want the whole day.
D · Whitstable — an hour and twenty minutes. A small fishing town on the Kent coast, famous for its oysters and the fish restaurants right on the pebble beach. Quiet in the week, and not cheap.
E · Cambridge — fifty minutes from King's Cross. Old colleges you can walk through, a river with boats to hire, and several free museums. Flat, so easy on foot or by bicycle.
F · Bath — an hour and a half from Paddington. The Roman baths are two thousand years old and still full of hot water; book your ticket online, as the queue can be an hour. The city is on a hill and has a great many steps.
G · Greenwich — twenty minutes from London Bridge. Stand on the line where time begins, see the famous old sailing ship, and climb the hill in the park for a view of the whole city. You can see it all in a couple of hours.
H · Hastings — an hour and forty minutes. An old town, a castle on the cliff, and a long sandy beach when the tide is out. Fish and chips on the front cost less than a London sandwich, and children travel half price on the train.
6
Marta is travelling with her grandmother, who cannot manage steps or hills. They would like to spend a whole day among plants and flowers.
C “wide flat paths, benches everywhere” answers the grandmother, “plants from every part of the world” answers the flowers, and “you will want the whole day” answers the whole day. Windsor has a park, but it is “a long walk”; Bath has “a great many steps”.
7
Jonas only has the morning free. He wants to see something famous but does not want to spend more than half an hour on the train each way.
G Twenty minutes on the train, “the famous old sailing ship”, and “a couple of hours” — all three of his conditions. Kew is also under half an hour away, but the leaflet says you will want the whole day, and Jonas only has a morning.
8
Priya and her friends want a day by the sea, with rides and shops for when they get bored of the beach. They do not mind crowds.
A “the pier has rides and games, and the Lanes… are full of small shops” is exactly the list, and “very busy at weekends” is what they said they do not mind. Hastings is also by the sea, but it offers a castle and cheap food, not rides and shops.
9
The Okafor family have two young children and not much money. They want a sandy beach and somewhere to eat that will not cost a lot.
H “a long sandy beach”, fish and chips that “cost less than a London sandwich”, and half-price children's tickets — every need is met. Brighton's beach is “pebbles, not sand”; Whitstable is “not cheap”.
10
Daniel loves ancient history and wants to see something from Roman times. He is happy to book in advance.
F “two thousand years old” is the Roman period, and “book your ticket online” answers his second sentence. Windsor's castle and Hastings' castle are both old, but neither is Roman, and Cambridge's museums are not described at all.
Support — the same task, with helpnot a grade
How to read this part. Part 2 is underline-then-match. Each person has two or three conditions, and the right trip meets all of them. With the help showing, two trips are already crossed out for each person — use the six that remain to practise the real move: find the one that fails nothing.
Do it in this order.
Underline every condition in the person's description — usually two or three.
Read the hint: it names the kind of clue to look for, not the trip.
Go through the trips that are not crossed out and reject each one the moment it fails a condition.
If two trips are left, you have missed a condition — read the person again.
Every trip is used at most once. Cross off the ones you have placed.
The trap in this part is a word that appears in both texts: beach, castle, park. Matching a repeated word is not matching a meaning — check the whole list.
On each question. The help for the ones you missed is now attached to the question itself — the options that cannot be right are crossed out, and the place to look is marked.
When you are ready: do the whole task again with the support open, then press Check. After that you can clear it and do it once more on your own — that last one is the one that counts for you.
Part 3 · Questions 11–15
One longer text
Read the text and answer the questions. The first four run in the order of the text; the last one asks you to think about what the person would actually say.
The youngest ringer in the tower
Every Sunday morning at half past nine, while most of her friends are still asleep, Ellie Marsh climbs sixty-two stone steps to a small room at the top of a church tower in Somerset. She is fifteen, and she has been ringing the church bells for three years — since a Saturday when she followed the sound up the stairs to find out where it was coming from, and was handed a rope before she could leave.
Ringing bells this way is something Britain does that almost nowhere else does. In most countries a bell is struck, or swung a little; in Britain the bells are turned through a full circle, mouth up to mouth up, by a person on the end of a rope. They are heavy — the largest in Ellie's tower weighs more than a small car — and the ringer does not control it so much as agree with it. “The first thing they teach you is not to hold on,” she says. “If the bell wants the rope, you let it go.”
The sound people hear from outside is not a tune. It is a pattern: six bells ringing in an order that changes slightly every time, so that no two rows are the same for as long as the ringers can keep it up — sometimes an hour, sometimes three. There is no music to read, because there is no time to read it. The ringers memorise the pattern and count. “You're doing maths standing up,” Ellie says. “That's the bit that got me. I'm not musical at all.”
Most ringers are over sixty, and towers across the country are going quiet because nobody young is coming up the stairs. Ellie's tower was down to five ringers when she arrived; it needs six. She has since brought two friends, one of whom stayed. “I don't tell people it's fun, because they won't believe me,” she says. “I tell them it's the only thing I do where my phone is in a box downstairs and I don't think about it once.”
She has no plans to stop. Universities have towers too, and ringers are welcomed wherever they go, which she says is the real reason she keeps climbing the stairs: “You walk into a tower in a town you've never been to, you say you ring, and you've got twelve friends.”
11
How did Ellie first become a bell-ringer?
B “she followed the sound up the stairs to find out where it was coming from” — nobody invited her and nothing was organised; she was curious, and then “handed a rope before she could leave”. A and C both add a person or a plan the text never mentions.
12
What does Ellie say about the bell she rings?
A “the ringer does not control it so much as agree with it” and “If the bell wants the rope, you let it go” — both say the same thing: the bell is not fully in your hands. B is the opposite of “weighs more than a small car”; C is a misreading of “not to hold on”, which is advice, not a difficulty.
13
What surprised Ellie about bell-ringing?
B “You're doing maths standing up… That's the bit that got me.” — the bit that got me means the thing that caught her interest, and the bit is the counting. A is impossible: “there is no music to read”. C is a true detail (an hour, sometimes three) that she does not comment on.
14
What does Ellie say about getting other people to ring?
B “I don't tell people it's fun, because they won't believe me” — she chooses a different argument on purpose. A misreads “two friends, one of whom stayed”: one, not two. C takes the phone-in-a-box detail, which is about her, and turns it into a complaint about her friends.
15
Which of these would Ellie probably say to a friend who is thinking of trying it?
B B is paragraph 4 in different words: the phone in the box downstairs, and not thinking about it once. A is exactly what she says she does not tell people. C is contradicted by “I'm not musical at all” and by “there is no music to read”.
Support — the same task, with helpnot a grade
How to read this part. In Part 3 the questions run in the order of the text, so question 11 lives near the top and question 14 near the bottom. The last question is different: it asks what the person would say, and the answer is always one of her own ideas in new words. With the help showing, the hint tells you which paragraph to stand in — the deciding is still yours.
Do it in this order.
Read the whole text once, properly, before you look at a single question.
For each question, go to the paragraph the hint names and re-read it.
Answer the question in your own words from the text — then find the option that says the same thing.
For the last question, check each option against what she actually says: two of them will contradict her.
A wrong option in Part 3 is usually true but not the answer — a real detail from the text placed under the wrong question — or a small twist on a real detail: two friends instead of one. Check the numbers.
On each question. The help for the ones you missed is now attached to the question itself — the options that cannot be right are crossed out, and the place to look is marked.
When you are ready: do the whole task again with the support open, then press Check. After that you can clear it and do it once more on your own — that last one is the one that counts for you.
Part 4 · Questions 16–20
The gapped text
Five sentences have been removed. Choose from A–H the sentence which fits each gap. There are three extra sentences. The clue is nearly always a reference word — this, they, his, that habit — pointing back or forward.
Why the British drive on the left
Visitors who hire a car in Britain discover the problem at the first roundabout. 16 ______ The honest answer is that the British never changed, and most of the world did.
In the days of horses, a rider kept to the left so that the right hand — the sword hand — was nearer to anyone coming the other way. 17 ______ Britain simply wrote that habit into law in 1835.
The change elsewhere came from France. Before the Revolution, the rich rode on the left and the poor walked on the right; afterwards, keeping right became a way of showing you were nobody special. 18 ______ Wherever his armies went, the traffic moved to the right and stayed there.
The United States went right for a different reason: huge wagons pulled by teams of horses, with the driver sitting on the left-hand horse so that he could see the gap between his wagon and the one he was passing. 19 ______ Two continents had moved to the right, for two different reasons, and Britain, an island, felt neither.
So the British side of the road is not a decision anybody made. 20 ______ Around a third of the world drives the same way, most of it places that Britain once ruled, and none of them show any sign of changing.
16
Gap 16
B “The honest answer is…” must follow a question, and B is the only question in the list. “They” is the visitors from the sentence before. F is about roundabouts, which is the word that repeats — and that is why it is there.
17
Gap 17
D “for the same reason” points back to the sword hand, and “that habit” in the next sentence points at the habit D describes. H looks tempting because it is about sides, but “on the other hand” needs a contrast, and nothing before the gap sets one up.
18
Gap 18
G “Wherever his armies went” — nobody has been named in the paragraph, so the gap must name a man with armies. “The new rule” is keeping right, from the sentence before. D is the near miss: it is also about Europe, but it is about the left, and this paragraph is about the change to the right.
19
Gap 19
A “the wagons” refers back to the huge wagons just described, and the sentence closes the American story so that the next one can add up: “Two continents had moved to the right”. C (Sweden) is true and about sides, but no reference word points at it and it is not a continent.
20
Gap 20
E “is not a decision anybody made” asks for “It is … instead”, and E supplies it: a habit, never broken. Then “Around a third of the world drives the same way” carries on from the habit. C would contradict the last words of the text, “none of them show any sign of changing”.
Support — the same task, with helpnot a grade
How to read this part. Part 4 is a jigsaw, not a comprehension test. You are matching links, not meanings: a “his” with no owner, a “that habit”, a question that something answers. With the help showing, each gap has two sentences already crossed out and a hint naming the link — your job is to find which of the remaining six the link points at.
Do it in this order.
Read the whole text with the gaps in it first, so you know what it is arguing.
For each gap, read the sentence before and the sentence after.
Read the hint — it tells you which word in those sentences is the link.
Ask what that link points at, then test the sentences that are not crossed out.
Fill the gaps you are sure of first; every one you place makes the rest easier.
Three sentences are extra and they are written to look right: the same topic, sometimes the same word (roundabout, sides). If a sentence fits the topic but no link points at it, it is one of the three.
On each question. The help for the ones you missed is now attached to the question itself — the options that cannot be right are crossed out, and the place to look is marked.
When you are ready: do the whole task again with the support open, then press Check. After that you can clear it and do it once more on your own — that last one is the one that counts for you.
Part 5 · Questions 21–26
Vocabulary cloze
Choose the best word for each gap. All four options are real words with similar meanings — what decides it is the word that goes with the words around the gap.
Bank holidays
Eight times a year, most people in Britain get a day off work at the same time. These are the bank holidays, and they nearly always 21 ______ on a Monday, so that the weekend becomes three days long. The name goes back to 1871, when a law closed the banks on certain days, and everybody else 22 ______ advantage of it.
What people do with the day depends on the weather, which is why so many bank holidays are 23 ______ in a traffic jam on the way to the coast. Everybody has the same idea at the same time. The roads to the sea are full by ten, the car parks by eleven, and by lunchtime the rain has usually 24 ______ in.
Still, nobody suggests giving them up. A bank holiday is one of the few things the whole country does together, and people 25 ______ forward to the next one from the moment the last one ends. The most popular is the one at the end of August — the last long weekend before the schools go back and the long summer evenings 26 ______ to an end.
21
21
A fall A date falls on a day of the week — the fixed verb for where a holiday or a birthday lands in the calendar. Stand, lie and sit are all position verbs, but none of them is used with a date.
22
22
B tooktake advantage of is a fixed phrase. Make, get and have all combine with dozens of nouns, but not with advantage in this pattern.
23
23
A spent Time is spent — and here it is passive: “bank holidays are spent in a traffic jam”. Gone is what a day is when it is over, not how it went; used and taken do not describe how a day passes.
24
24
B setthe rain has set in — the phrase for weather that arrives and stays. Put in, got in and gone in are all real phrasal verbs, but none of them is what rain does.
25
25
C looklook forward to is one of the commonest fixed phrases at this level. The others all mean something like anticipating, but wait for, hope for and think about take different prepositions, and none of them takes forward.
26
26
C comecome to an end is the fixed phrase. Reach takes a direct object (“reach the end”, no to); arrive takes at; go to an end is not English.
Support — the same task, with helpnot a grade
How to read this part. Part 5 tests which words live together, not which words you know. Every wrong option means roughly the right thing; only one of them keeps the company the sentence needs. With the help showing, each question names the partner word next to the gap — say each option with that partner and listen for the one you have heard before.
Do it in this order.
Cover the options and read the sentence with the gap.
Look at the word immediately after the gap — the hint names it. That word usually decides the answer.
Say each option out loud with that partner word.
If two still sound possible, choose the one you have actually met in a text or a conversation, not the one that seems logical.
Do this part fast. It is knowledge, not reasoning — if you do not know it in fifteen seconds, mark your best guess and bank the time for Part 4.
On each question. The help for the ones you missed is now attached to the question itself — the options that cannot be right are crossed out, and the place to look is marked.
When you are ready: do the whole task again with the support open, then press Check. After that you can clear it and do it once more on your own — that last one is the one that counts for you.
Part 6 · Questions 27–32
Open cloze
Write one word in each gap. Every answer is a grammar word — a preposition, a linker, a relative pronoun, half of a fixed conjunction. No gap needs vocabulary you have to know.
A message from Nila to the group
Hi everyone,
Saturday is still on! We're meeting at the park gates at twelve. The forecast says rain in the morning, 27 ______ it should be dry by twelve, so bring something to sit on anyway. Tom is bringing the football and I'm 28 ______ charge of the food — tell me by Friday if there's anything you can't eat.
If it's still raining at twelve, we'll go to my house instead, 29 ______ is only five minutes away. My mum says she doesn't mind 30 ______ long as we take our shoes off.
Don't forget the bus back is 31 ______ half past five — the later one doesn't run 32 ______ Saturdays.
See you all there! Nila
27
27
but (also: although / though) Two facts pull against each other — rain in the morning, dry by twelve — so the gap is a contrast linker. But, although and though are all accepted. And would lose the contrast, and so is already used later in the sentence for the result.
28
28
inin charge of = responsible for. The phrase is fixed; on and at are the guesses students make, and neither exists with charge in this sense.
29
29
which After a comma, adding extra information about a thing (“my house”), the relative pronoun is which. That cannot follow a comma in this kind of clause, and it would need a new sentence. Where is the tempting one, because a house is a place — but where would need its own subject (“where it is only five minutes away”); here the pronoun itself is the subject of is.
30
30
as (also: so)as long as (or so long as) = on condition that. It is the second long that gives it away: “doesn't mind … long as we take our shoes off” can only be that expression.
31
31
at Clock times take at: at half past five. On goes with days and in with months and parts of the day.
32
32
on Days of the week take on: on Saturdays. The trap is the gap just before it in the same sentence: time prepositions are three small words doing three different jobs, and this one needs the word for days, not the word for clock times.
Support — the same task, with helpnot a grade
How to read this part. Part 6 is the one part where you can often work out the answer with no idea what the text is about. Every gap is a grammar word, and grammar words come in small closed sets. With the help showing, each gap tells you which set it belongs to — your job is to choose the member of that set that the sentence needs.
Do it in this order.
Read the hint first: it names the kind of word — preposition, linker, relative pronoun. Do not think of any word before you know the kind.
Read the sentence before and after the gap — linkers and pronouns depend on them.
Put your word in and read the whole sentence aloud in your head.
Never leave a gap empty and never write two words. One word, always.
If you are stuck, ask which of these five it is: a/the · a preposition · be/have/do · and/but/so/because/which · it/there/this. The answer is in that list far more often than not.
On each question. The help for the ones you missed is now attached to the question itself — the options that cannot be right are crossed out, and the place to look is marked.
When you are ready: do the whole task again with the support open, then press Check. After that you can clear it and do it once more on your own — that last one is the one that counts for you.
What this paper told you
The marks below are your unaided attempt on each part — the one you did after clearing the support, not the one you did with it open.
0parts done
—marks, best unaided attempt
0parts where you opened the support
A part that only worked with the help open is exactly what this mock exists to find. Take that part to Mock 2, where the help waits until you ask for it.