Short answer: This free test copies the format of the C1 Advanced Reading and Use of English paper: 8 parts, 56 questions, 1 hour 30 minutes. It's marked instantly, with explanations. It's original C1 Advanced-style practice, not official Cambridge material, so you get practice points, not a Cambridge English Scale score.
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Unofficial practice. This is C1 Advanced-style practice that we wrote ourselves to match the official task types and timings. It isn't official Cambridge material, and we're not affiliated with or endorsed by Cambridge University Press & Assessment. Points shown are practice feedback, not a Cambridge English Scale score. For official sample papers, visit cambridgeenglish.org.
Before you start: give yourself 90 minutes without interruptions. You can move between parts and change answers until the time runs out, as in the real paper. Questions are numbered 1 to 56, as in the real test.
Before you start
Do
- Read the whole text quickly before you answer the gaps.
- In Parts 2 and 3, write one word per gap, spelled correctly, with no contractions.
- In Part 4, use three to six words, including the word given, without changing it.
- Answer every question. There's no penalty for a wrong answer.
Don't
- Don't spend too long on one gap. Move on and come back.
- Don't forget the reading parts (5 to 8): they need about half the time.
How the buttons work
- ▶ Start test starts the clock (90 minutes) and shows one part at a time, as in the real test. In reading, the passage stays on screen next to the questions.
- Move between parts with ◀ Back and Next ▶. As in the real test, you can go back and change answers until time runs out.
- ❚❚ Pause stops the clock if you're interrupted (the real test can't be paused). End test finishes early and shows your results.
How it's marked
- Multiple-choice, fill-in and listening questions are marked instantly with the real test's rules. See exactly how we mark.
- Every question scores one practice point. The real paper gives up to 2 marks for some parts (including part marks in Part 4), so we don't convert your points into a Cambridge English Scale score.
- At the end you'll see a results report by task type, with what to practise next.
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How the Reading and Use of English paper works
| Part | Task | Questions | What it tests |
|---|---|---|---|
| 1 | Multiple-choice cloze | 8 | Collocations, fixed phrases and shades of meaning |
| 2 | Open cloze | 8 | Grammar words: one word per gap |
| 3 | Word formation | 8 | Prefixes, suffixes and word families |
| 4 | Key word transformations | 6 | Saying the same thing with a different structure (3–6 words) |
| 5 | Multiple choice | 6 | Detail, opinion, attitude and meaning in a long text |
| 6 | Cross-text multiple matching | 4 | Comparing four writers' opinions |
| 7 | Gapped text | 6 | How a long text fits together (one extra paragraph) |
| 8 | Multiple matching | 10 | Finding specific information quickly |
The whole paper takes 1 hour 30 minutes. In the real test, Parts 1, 2, 3 and 8 give 1 mark per question; Parts 5, 6 and 7 give 2 marks; Part 4 gives up to 2 marks, so you can get a part mark for a partly correct answer. Source: Cambridge English.
How to approach each part
- Part 1: read the whole sentence, not just the words next to the gap. The answer often depends on a collocation (carry out research, raise doubts) or the word after the gap.
- Part 2: most answers are small grammar words: prepositions, linkers, relative pronouns and parts of fixed phrases (in other words, rather than). Check the sentence still works with your word.
- Part 3: decide what kind of word you need (noun, adjective, adverb, verb), then whether it needs a negative prefix or a plural. Small words like an before the gap are clues.
- Part 4: keep the meaning of the first sentence exactly, use the word given without changing it, and count your words. Typical structures include passive reporting (is said to), would rather, needn't have and modals of deduction.
- Part 5: read the question first, find the part of the text it refers to, and check every option against it. Wrong options often use words from the text with a different meaning.
- Part 6: note each writer's view on each topic in a quick grid before you look at the questions.
- Part 7: look for links on both sides of each gap: pronouns, names, time words and ideas that are picked up in the next paragraph.
- Part 8: read the questions first, then scan for the idea, not the same words. The texts paraphrase the questions.
What your result means
You get practice points out of 56, with the right answer and an explanation for every question, and a breakdown by part. We don't turn the points into a Cambridge English Scale score or a grade: the real paper weights its parts differently, gives part marks in Part 4, and Cambridge doesn't publish a conversion for practice material. Use your weakest parts to decide what to practise next. To see how the scale and grades work, read our C1 Advanced guide.
Answers, explanations and transcripts
Finish the test first, then open each section to check your answers. Every answer has an explanation.
Part 1: Multiple-choice cloze
Passage text
Science for everyone
For most of history, scientific research was (1) ______ out by a small number of professionals working in universities and laboratories. In recent decades, however, a growing number of projects have (2) ______ the help of ordinary members of the public. Known as citizen science, this approach allows volunteers to contribute to genuine research, often without leaving their homes. Some projects ask participants to count the birds that visit their gardens over a single weekend; others invite them to classify galaxies in telescope images or to (3) ______ part in the transcription of handwritten historical records.
The benefits for researchers are considerable. Volunteers can collect data on a (4) ______ that no research team could hope to match, covering wide areas over long periods. Critics initially (5) ______ doubts about the reliability of data gathered by non-specialists, but careful project design, including clear instructions and checks in which several volunteers examine the same item, has gone a long way towards addressing these concerns.
For participants, the rewards are less tangible but no less real. Many say that taking part has (6) ______ their understanding of how science actually works, while others simply enjoy the sense of contributing to something larger than themselves. Organisers stress that no prior knowledge is required, and that even a few minutes of a volunteer's time can make a (7) ______ difference. As one project leader put it, the aim is not to turn everyone into a scientist, but to (8) ______ the gap between research and the communities it serves.
Answer key (8 answers)
| # | Question | Answer | Why |
|---|---|---|---|
| 1 | (1) scientific research was ______ out by a small number of professionals | D. carried | 'Carry out research' is the fixed collocation. 'Hold out', 'make out' and 'bring out' have different meanings and don't collocate with research. |
| 2 | (2) a growing number of projects have ______ the help of ordinary members of the public | B. enlisted | 'Enlist the help of someone' is the collocation. You can register or gather people, but not 'the help' of people; 'sign' needs 'up' and doesn't fit. |
| 3 | (3) or to ______ part in the transcription of handwritten historical records | C. take | 'Take part in' means participate. 'Play' and 'have' would need an article ('play a part in', 'have a part in'), and 'make part' isn't used. |
| 4 | (4) Volunteers can collect data on a ______ that no research team could hope to match | B. scale | 'On a scale (that…)' describes how large something is. 'On a size', 'on a measure' and 'on a degree' aren't used. |
| 5 | (5) Critics initially ______ doubts about the reliability of data | C. raised | 'Raise doubts' means express them. 'Rise' and 'grow' are intransitive (they can't take an object), and you lift objects, not doubts. |
| 6 | (6) taking part has ______ their understanding of how science actually works | B. deepened | 'Deepen your understanding' is the collocation. You raise awareness, not understanding, and 'grow' and 'lift' don't collocate with understanding. |
| 7 | (7) even a few minutes of a volunteer's time can make a ______ difference | D. real | 'Make a real difference' is the fixed expression. 'Sheer' and 'pure' are used for emphasis before nouns like 'luck' or 'size', not 'difference', and 'make the right difference' isn't used. |
| 8 | (8) the aim is … to ______ the gap between research and the communities it serves | A. bridge | 'Bridge the gap (between A and B)' means bring two groups closer together. 'Join', 'cross' and 'link' don't form this expression with 'gap'. |
Part 2: Open cloze
Answer key (8 answers)
| # | Question | Answer | Why |
|---|---|---|---|
| 9 | …becomes a serious problem. Psychologists used to regard it (9) ___ | as | 9: 'regard something as'. 10: 'however' (or 'though') marks the contrast with the older view. 11: 'even though' (or 'even if' / 'even when').12: 'In other words'. 13: 'What seems to help' = the thing that seems to help. 14: 'without much effort'. 15: 'rather than'. 16: a relative pronoun for 'feelings': 'that' or 'which'. In the real test every answer is one word, spelled correctly; contractions aren't accepted. |
| 10 | a simple failure of time management. More recent research, (10) ___ | however (also accepted: though) | 9: 'regard something as'. 10: 'however' (or 'though') marks the contrast with the older view. 11: 'even though' (or 'even if' / 'even when').12: 'In other words'. 13: 'What seems to help' = the thing that seems to help. 14: 'without much effort'. 15: 'rather than'. 16: a relative pronoun for 'feelings': 'that' or 'which'. In the real test every answer is one word, spelled correctly; contractions aren't accepted. |
| 11 | …bored or uncertain, delaying it brings immediate relief, even (11) ___ | though (also accepted: if, when) | 9: 'regard something as'. 10: 'however' (or 'though') marks the contrast with the older view. 11: 'even though' (or 'even if' / 'even when').12: 'In other words'. 13: 'What seems to help' = the thing that seems to help. 14: 'without much effort'. 15: 'rather than'. 16: a relative pronoun for 'feelings': 'that' or 'which'. In the real test every answer is one word, spelled correctly; contractions aren't accepted. |
| 12 | we know the task will still be waiting for us later. (12) ___ | In | 9: 'regard something as'. 10: 'however' (or 'though') marks the contrast with the older view. 11: 'even though' (or 'even if' / 'even when').12: 'In other words'. 13: 'What seems to help' = the thing that seems to help. 14: 'without much effort'. 15: 'rather than'. 16: a relative pronoun for 'feelings': 'that' or 'which'. In the real test every answer is one word, spelled correctly; contractions aren't accepted. |
| 13 | …simply telling procrastinators to get organised rarely works. (13) ___ | What | 9: 'regard something as'. 10: 'however' (or 'though') marks the contrast with the older view. 11: 'even though' (or 'even if' / 'even when').12: 'In other words'. 13: 'What seems to help' = the thing that seems to help. 14: 'without much effort'. 15: 'rather than'. 16: a relative pronoun for 'feelings': 'that' or 'which'. In the real test every answer is one word, spelled correctly; contractions aren't accepted. |
| 14 | …by breaking it down into steps that are small enough to begin (14) ___ | without | 9: 'regard something as'. 10: 'however' (or 'though') marks the contrast with the older view. 11: 'even though' (or 'even if' / 'even when').12: 'In other words'. 13: 'What seems to help' = the thing that seems to help. 14: 'without much effort'. 15: 'rather than'. 16: a relative pronoun for 'feelings': 'that' or 'which'. In the real test every answer is one word, spelled correctly; contractions aren't accepted. |
| 15 | …also recommend that people treat themselves with kindness rather (15) ___ | than | 9: 'regard something as'. 10: 'however' (or 'though') marks the contrast with the older view. 11: 'even though' (or 'even if' / 'even when').12: 'In other words'. 13: 'What seems to help' = the thing that seems to help. 14: 'without much effort'. 15: 'rather than'. 16: a relative pronoun for 'feelings': 'that' or 'which'. In the real test every answer is one word, spelled correctly; contractions aren't accepted. |
| 16 | …self-criticism, it seems, only adds to the negative feelings (16) ___ | that (also accepted: which) | 9: 'regard something as'. 10: 'however' (or 'though') marks the contrast with the older view. 11: 'even though' (or 'even if' / 'even when').12: 'In other words'. 13: 'What seems to help' = the thing that seems to help. 14: 'without much effort'. 15: 'rather than'. 16: a relative pronoun for 'feelings': 'that' or 'which'. In the real test every answer is one word, spelled correctly; contractions aren't accepted. |
Part 3: Word formation
Answer key (8 answers)
| # | Question | Answer | Why |
|---|---|---|---|
| 17 | …for reasons of public health and partly to free up land for (17) ___ | development (also accepted: redevelopment) | 17: noun (land for development; 'redevelopment' is also possible).18: adjective after 'are' (considerable = large). 19: adjective after 'more'. 20: adjective (controversial). 21: noun after 'the' (disruption). 22: noun (ownership of land). 23: negative adjective: a slow process that's hard to plan (unpredictable). 24: 'an' before the gap needs a vowel sound, and the meaning is 'extremely useful': invaluable (not 'valuable', which would need 'a'). |
| 18 | …known as 'daylighting'. Supporters argue that the benefits are (18) ___ | considerable | 17: noun (land for development; 'redevelopment' is also possible).18: adjective after 'are' (considerable = large). 19: adjective after 'more'. 20: adjective (controversial). 21: noun after 'the' (disruption). 22: noun (ownership of land). 23: negative adjective: a slow process that's hard to plan (unpredictable). 24: 'an' before the gap needs a vowel sound, and the meaning is 'extremely useful': invaluable (not 'valuable', which would need 'a'). |
| 19 | …provide habitats for wildlife and make neighbourhoods more (19) ___ | attractive | 17: noun (land for development; 'redevelopment' is also possible).18: adjective after 'are' (considerable = large). 19: adjective after 'more'. 20: adjective (controversial). 21: noun after 'the' (disruption). 22: noun (ownership of land). 23: negative adjective: a slow process that's hard to plan (unpredictable). 24: 'an' before the gap needs a vowel sound, and the meaning is 'extremely useful': invaluable (not 'valuable', which would need 'a'). |
| 20 | …the Cheonggyecheon stream in the early 2000s was initially (20) ___ | controversial | 17: noun (land for development; 'redevelopment' is also possible).18: adjective after 'are' (considerable = large). 19: adjective after 'more'. 20: adjective (controversial). 21: noun after 'the' (disruption). 22: noun (ownership of land). 23: negative adjective: a slow process that's hard to plan (unpredictable). 24: 'an' before the gap needs a vowel sound, and the meaning is 'extremely useful': invaluable (not 'valuable', which would need 'a'). |
| 21 | …are not without their difficulties. They are expensive, and the (21) ___ | disruption | 17: noun (land for development; 'redevelopment' is also possible).18: adjective after 'are' (considerable = large). 19: adjective after 'more'. 20: adjective (controversial). 21: noun after 'the' (disruption). 22: noun (ownership of land). 23: negative adjective: a slow process that's hard to plan (unpredictable). 24: 'an' before the gap needs a vowel sound, and the meaning is 'extremely useful': invaluable (not 'valuable', which would need 'a'). |
| 22 | …can last for years. There can also be disputes over the (22) ___ | ownership | 17: noun (land for development; 'redevelopment' is also possible).18: adjective after 'are' (considerable = large). 19: adjective after 'more'. 20: adjective (controversial). 21: noun after 'the' (disruption). 22: noun (ownership of land). 23: negative adjective: a slow process that's hard to plan (unpredictable). 24: 'an' before the gap needs a vowel sound, and the meaning is 'extremely useful': invaluable (not 'valuable', which would need 'a'). |
| 23 | …often polluted, and improving water quality can be a slow and (23) ___ | unpredictable | 17: noun (land for development; 'redevelopment' is also possible).18: adjective after 'are' (considerable = large). 19: adjective after 'more'. 20: adjective (controversial). 21: noun after 'the' (disruption). 22: noun (ownership of land). 23: negative adjective: a slow process that's hard to plan (unpredictable). 24: 'an' before the gap needs a vowel sound, and the meaning is 'extremely useful': invaluable (not 'valuable', which would need 'a'). |
| 24 | …a growing number of planners regard daylighting as an (24) ___ | invaluable | 17: noun (land for development; 'redevelopment' is also possible).18: adjective after 'are' (considerable = large). 19: adjective after 'more'. 20: adjective (controversial). 21: noun after 'the' (disruption). 22: noun (ownership of land). 23: negative adjective: a slow process that's hard to plan (unpredictable). 24: 'an' before the gap needs a vowel sound, and the meaning is 'extremely useful': invaluable (not 'valuable', which would need 'a'). |
Part 4: Key word transformations
Answer key (6 answers)
| # | Question | Answer | Why |
|---|---|---|---|
| 25 | The castle ___ | is said to have been built | Passive reporting structure for a past action: subject + is said + to have been + past participle (6 words). |
| 26 | I'd ___ | rather you didn't mention (also accepted: rather you did not mention, rather that you didn't mention, rather that you did not mention) | 'Would rather + subject + past simple' for what we want someone else to do: rather you didn't mention (5 words, as 'didn't' counts as two). |
| 27 | She ___ | needn't have booked (also accepted: need not have booked, needn't have made a booking, need not have made a booking, needn't have made a reservation, need not have made a reservation) | 'Needn't have + past participle' = she did it, but it wasn't necessary. 'Didn't need to book' doesn't say she booked, so it changes the meaning. |
| 28 | Not being chosen for the team ___ | came as a great disappointment to (also accepted: came as a big disappointment to, came as a huge disappointment to, came as a real disappointment to, came as a bitter disappointment to, came as a terrible disappointment to, came as a crushing disappointment to, came as a major disappointment to, came as a massive disappointment to, came as quite a disappointment to) | 'Come as a (great) disappointment to someone'. An adjective such as great or big keeps the meaning of 'very' and stays within six words. |
| 29 | The match had to be cancelled ___ | owing to the heavy rain (also accepted: owing to heavy rain) | 'Owing to + noun phrase' gives the reason: owing to the heavy rain (5 words). |
| 30 | She ___ | can't have taken the money (also accepted: cannot have taken the money, couldn't have taken the money, could not have taken the money, can't have taken it, cannot have taken it, couldn't have taken it, could not have taken it) | 'Can't / couldn't have + past participle' for a confident deduction that something didn't happen in the past. |
Part 5: Multiple choice
Passage text
In praise of boredom
There was a time, not so long ago, when waiting for a bus meant staring into the middle distance. Today, the queue at any bus stop is a row of lowered heads, each lit by the glow of a screen. It would be easy to see this as just another complaint about technology, of the kind every generation makes about the habits of the next. But I want to make a narrower and, I hope, more interesting claim: that in filling every idle moment, we may have lost something we did not know we valued until it had gone, namely the experience of being properly bored.
Boredom has had a poor reputation for a long time. Moralists have treated it as a symptom of laziness, teachers as a sign that pupils were not trying hard enough, and parents as a problem to be solved, preferably before the car journey began. Even the researchers who study it have tended to focus on its costs: bored people, the studies tell us, are more likely to make careless mistakes, to eat when they are not hungry and to take unnecessary risks. None of this is wrong. But it is only half the picture, and the other half has received far less attention.
That other half concerns what boredom makes us do. Psychologists who see emotions as signals argue that boredom is the mind's way of telling us that our current activity is not meeting our needs. Like hunger, it is unpleasant precisely because it is meant to push us into action. Seen in this light, the restlessness of a bored child on a rainy afternoon is not a failure but the starting point of something: the moment before a den is built out of sofa cushions, or a game is invented with rules nobody else will ever understand.
There is also some evidence, though it is more modest than enthusiastic articles sometimes suggest, that a spell of boredom can make people more inventive. In one widely reported study, people who first spent a quarter of an hour on a deliberately dull task, copying out numbers from a telephone directory, went on to think of more uses for an everyday object than people who had skipped the dull task. The effects in studies like this are small, and not every attempt to repeat such findings has succeeded. Still, they are consistent with what many writers and artists have long reported: that their best ideas tend to arrive not at the desk but in the shower, on a long walk or while staring out of a train window.
If that is true, the smartphone poses a particular problem. It is not that our devices are harmful in themselves; much of what we do on them is useful, and some of it is genuinely enriching. The difficulty is that they offer an instant escape from the discomfort that boredom brings, and so they cut the process short. The signal is received, but it is answered with the nearest available distraction rather than with anything new. We scroll, the feeling fades, and the den is never built.
I am not suggesting that we should all throw away our phones, or that boredom should be prescribed like a medicine. Some boredom, such as that experienced by people trapped in repetitive work with no prospect of change, is corrosive, and nobody should romanticise it. My suggestion is more modest. It is that we might occasionally resist the reflex to reach for a screen, and allow ourselves a few minutes of doing nothing in particular, simply to see what the mind does with them. The answer, in my experience, is usually more interesting than anything I would have found online.
Answer key (6 answers)
| # | Question | Answer | Why |
|---|---|---|---|
| 31 | (31) What does the writer suggest about the scene at the bus stop in the first paragraph? | B. It could be mistaken for a familiar complaint, but the writer intends to make a different point. | The writer says it 'would be easy to see this as just another complaint about technology' but wants to make 'a narrower ... claim'. D is wrong: he says we didn't know we valued boredom 'until it had gone'. |
| 32 | (32) What is the writer's view of research on boredom in the second paragraph? | D. It has concentrated mainly on the negative effects of boredom. | Researchers 'have tended to focus on its costs', and 'the other half has received far less attention'. A is wrong: he says 'None of this is wrong.' |
| 33 | (33) The writer mentions the child on a rainy afternoon to illustrate | A. how boredom can lead to creative activity. | The child's restlessness is 'the starting point of something': building a den or inventing a game. The hunger comparison comes before the example and isn't what it illustrates. |
| 34 | (34) What does the writer say about the research described in the fourth paragraph? | C. It supports what creative people have said, despite its limitations. | The effects are 'small' and not every repeat has succeeded, but 'they are consistent with what many writers and artists have long reported'. B is the opposite of 'more modest than enthusiastic articles sometimes suggest'. |
| 35 | (35) In the fifth paragraph, what does the writer mean by 'the process'? | C. the way boredom pushes people to find something new to do | Boredom is a signal meant 'to push us into action' (paragraph 3). Phones 'cut the process short' because the signal is answered with a distraction 'rather than with anything new'. |
| 36 | (36) In the final paragraph, the writer | B. acknowledges that not all boredom is beneficial. | 'Some boredom ... is corrosive, and nobody should romanticise it.' The writer rejects A ('I am not suggesting that we should all throw away our phones') and calls his suggestion 'more modest'. |
Part 6: Cross-text multiple matching
Passage text
Working from home: four experts look ahead
Expert A The shift to remote work has brought clear gains for tasks that require sustained concentration: freed from interruptions and long commutes, many employees get more done, and the figures collected by firms themselves increasingly reflect this. What worries me more is the effect on people at the start of their careers. So much of what a newcomer learns is picked up informally, by overhearing how an experienced colleague handles a difficult phone call or by asking a quick question across a desk, and video calls do not replicate this. As for city centres, I expect them to recover. They have reinvented themselves before, and the offices and shops that stand empty now will find new uses. In the long run, most organisations will settle on a mixture of office and home working.
Expert B Claims about productivity should be treated with caution. Output is notoriously difficult to measure in many office jobs, and studies reach conflicting conclusions depending on what they count. I am also less convinced than many commentators that junior staff are bound to lose out. Informal learning matters, but it can be deliberately organised online, through structured mentoring and regular check-ins, and some firms report that newcomers now receive more attention than before, not less. Where I do see lasting damage is in city centres: businesses that relied on the daily flow of commuters, from sandwich bars to dry cleaners, are unlikely to see that trade return. Overall, though, a hybrid pattern seems the most likely outcome for most office workers.
Expert C From where I stand, the gains in productivity are beyond doubt: people who no longer spend two hours a day travelling have more time and energy for their work. But there is a cost, and it falls most heavily on younger employees, who miss out on the chance to learn simply by watching others at work. One welcome change has been in the suburbs, where local high streets have gained customers who once spent their money near the office. I suspect, however, that the present arrangements will not last. As managers grow anxious about how well their teams are working together, I expect a large number of employers to insist that staff return to the office full-time.
Expert D It is hard to say with confidence whether people working from home produce more; much depends on the job, and on how output is defined. Less uncertain is the price paid by graduates and new recruits, who lose the informal guidance that comes from simply being around experienced colleagues. The consequences extend beyond the workplace, too. Central business districts are unlikely ever to regain their former levels of activity, and many of the cafés and shops that served office workers will close for good. Most organisations, I believe, will end up combining office and home working in some form.
Answer key (4 answers)
| # | Question | Answer | Why |
|---|---|---|---|
| 37 | (37) Which expert has a different view from the others about the effect of remote working on less experienced employees? | B. Expert B | A, C and D all think newcomers lose informal learning. B is 'less convinced ... that junior staff are bound to lose out', because mentoring can be organised online. |
| 38 | (38) Which expert shares A's opinion about the effect of remote working on productivity? | C. Expert C | A sees 'clear gains' and C says 'the gains in productivity are beyond doubt'. B and D both say output is hard to measure. |
| 39 | (39) Which expert has a similar view to B about the future of city centres? | D. Expert D | B says commuter trade is 'unlikely to ... return'; D says central business districts are 'unlikely ever to regain their former levels of activity'. A expects city centres to recover. |
| 40 | (40) Which expert has a different view from the others about how working arrangements are likely to develop? | C. Expert C | A, B and D expect a mix of office and home working. C expects many employers 'to insist that staff return to the office full-time'. |
Part 7: Gapped text
Passage text
A second life for an old boat
The boat had been lying upside down in a corner of my neighbour's garden for as long as I had lived in the street. Every spring its pale blue hull disappeared a little further beneath the brambles, and every autumn I told myself that somebody ought to do something about it. When the house was finally sold and the new owners asked whether anyone wanted 'that old thing', I heard myself say yes before I had given the matter any real thought.
(41) ______
That turned out to be a generous estimate. Once the boat was in my own garden and I could see the underside properly, it became clear that several of the planks near the back had gone soft, and that the keel, the long timber running along the bottom, was cracked along part of its length. Anyone sensible would have taken it to the tip.
(42) ______
His name was Alan, and he had spent forty years building and repairing wooden boats. He walked around the hull twice without speaking, pressed a thumb into the worst of the planks, and then announced that it was 'not as bad as it looks, but not far off'. It was the most encouraging thing anyone had said to me in weeks.
(43) ______
This was harder than it sounds. My instinct, whenever I removed a damaged section, was to replace it as quickly as possible and move on. Alan's view was that every piece of new wood had to be shaped to fit exactly, which could take an entire weekend for a single plank. More than once I came close to giving up.
(44) ______
Those small victories added up. By the end of the second summer the hull was sound, a new keel was in place, and the boat had been given three coats of paint in the same pale blue it had once been. All that remained was to find out whether it would float.
(45) ______
It floated, although not without some anxious moments. For the first ten minutes a thin trickle of water seeped in between two of the planks, and I spent them bailing frantically while Alan watched from the shore with what I later realised was amusement. He had known all along what would happen: as the dry wood soaked up water, it swelled, and the gaps closed by themselves.
(46) ______
I still take it out most weekends in summer. It is slow, it leaks a little whenever it has been out of the water for a while, and it will never be as practical as a modern boat. But whenever I row it across the bay, I think of the brambles, and of how close it came to being thrown away.
The missing paragraphs
A What kept me going was the occasional moment when something went exactly right: a plank that slid into place with a satisfying click, or a joint so tight that I could barely see where the old wood ended and the new began.
B The new owners' son helped me wheel it round the corner on a borrowed trailer. As we lifted it off, he remarked cheerfully that it probably needed nothing more than 'a bit of sanding and a lick of paint'.
C Alan was not impressed. He pointed out that the paint I had bought was meant for garden furniture and would start peeling within a month in salt water, and he sent me straight back to the shop to exchange it.
D Since then, the boat has taken on a life of its own. Several children from the street have learnt to row in it, and Alan, who claims to have no interest whatsoever in going out on the water, has somehow been persuaded to come along more than once.
E I might have done exactly that if a friend had not mentioned a retired boatbuilder who lived in the next village and who, she said, could never resist a lost cause. I phoned him the same evening.
F We launched it on a calm morning in early September, from a slipway at the end of the bay. A handful of neighbours came down to watch, some of them, I suspected, hoping for a disaster.
G Over the following months, Alan came round most Saturday mornings. He never did the work for me, but he showed me how to do it, and he had one rule that he repeated so often it became a joke between us: never hurry the wood.
Answer key (6 answers)
| # | Question | Answer | Why |
|---|---|---|---|
| 41 | (41) Which paragraph fits gap 41? | B | B: the son's view that it needed only 'a bit of sanding and a lick of paint' is the 'generous estimate' in the next paragraph, and it explains how the boat reached 'my own garden'. |
| 42 | (42) Which paragraph fits gap 42? | E | E: 'done exactly that' refers back to taking the boat to the tip, and the retired boatbuilder she mentions is 'Alan' in the next paragraph ('His name was Alan'). |
| 43 | (43) Which paragraph fits gap 43? | G | G: the rule 'never hurry the wood' is what was 'harder than it sounds' in the next paragraph. C doesn't fit: Alan had just been encouraging, and the painting comes much later. |
| 44 | (44) Which paragraph fits gap 44? | A | A: after 'More than once I came close to giving up', A says what 'kept me going'; its moments of success are 'Those small victories' in the next paragraph. |
| 45 | (45) Which paragraph fits gap 45? | F | F: after 'whether it would float', the launch is described, and 'It floated' in the next paragraph answers that question. |
| 46 | (46) Which paragraph fits gap 46? | D | D: 'Since then' follows the launch and the swelling planks, and leads into how the writer still uses the boat. Paragraph C is the extra one: the paint in the text is already finished. |
Part 8: Multiple matching
Passage text
Starting again: four people who changed career after forty
A Maria, from accountant to primary school teacher I'd been an accountant for nearly twenty years when I started volunteering at a reading club at my children's school. I assumed it would be a pleasant break from spreadsheets; I didn't expect it to make me question everything. Retraining meant two years of study while still working part-time, and there were evenings when I wondered whether I'd made a terrible mistake. The financial side was harder than I'd anticipated, too: my salary is now considerably lower than it was. But I've never once regretted the move. My old colleagues sometimes ask whether I miss the certainty of numbers. Honestly, the skills carry over more than you'd think: planning a term's lessons isn't so different from managing a budget, and I'm still the one in the staffroom who sorts out the money for school excursions.
B David, from software engineer to furniture maker Furniture making had been a hobby of mine for years, so the change was less of a leap than it might seem. What pushed me was redundancy: when my company restructured, I was offered a payout, and it felt like now or never. What I underestimated was how much of running a small business has nothing to do with the craft itself. I spend at least half my time on quotes, invoices and emails, which is ironic given that I left a desk job to get away from exactly that. My family were supportive from the start, which mattered enormously, because the first year was very lean. These days I have a waiting list, but I'm careful not to take on too many orders, because rushing the work is the quickest way to ruin a reputation.
C Priya, from journalist to nurse People assume I left journalism because the industry was shrinking, but that wasn't really it. After covering health stories for a decade, I found I wanted to be on the other side of the hospital doors, doing something rather than describing it. I was the oldest student in my year by some distance, which felt awkward for about a week; after that, nobody cared. Shift work has been the hardest adjustment, especially nights. What surprised me most was how well my old job had prepared me. Interviewing people taught me how to listen, and how to get someone who is frightened to tell you what is really wrong.
D Tom, from bank manager to park ranger I'd always loved being outdoors, but it took a health scare to make me act on it. My doctor told me, in so many words, that if I didn't change the way I lived, I'd regret it. I took a pay cut of nearly half to join the parks service, starting at the bottom on a short-term contract. Some friends thought I was having a mid-life crisis, and perhaps they had a point, but it's been the best decision I've ever made. The work is physical in a way I wasn't ready for, and the first few months left me exhausted. I'd advise anyone thinking of a similar change to try the work first, as a volunteer, before giving anything up. I did, and it meant I knew what I was getting into.
Answer key (10 answers)
| # | Question | Answer | Why |
|---|---|---|---|
| 47 | (47) Which person changed career after a warning about their own health? | D. Tom | Tom: 'it took a health scare to make me act on it'. |
| 48 | (48) Which person still uses a skill from their previous job to help colleagues with a practical task? | A. Maria | Maria: 'I'm still the one in the staffroom who sorts out the money for school excursions'. |
| 49 | (49) Which person was surprised at how well their previous job had prepared them for dealing with people? | C. Priya | Priya: interviewing 'taught me how to listen, and how to get someone who is frightened to tell you what is really wrong'. |
| 50 | (50) Which person felt uncomfortable at first about being older than the people around them? | C. Priya | Priya: being 'the oldest student in my year ... felt awkward for about a week'. |
| 51 | (51) Which person spends more time than they expected on paperwork? | B. David | David: 'I spend at least half my time on quotes, invoices and emails', which he 'underestimated'. |
| 52 | (52) Which person recommends getting some experience of the new work before making the change? | D. Tom | Tom: 'try the work first, as a volunteer, before giving anything up'. Maria volunteered too, but she doesn't recommend it to others. |
| 53 | (53) Which person limits the amount of work they accept in order to protect their standards? | B. David | David: 'I'm careful not to take on too many orders, because rushing the work is the quickest way to ruin a reputation'. |
| 54 | (54) Which person discovered a new direction through an activity they had expected to be just a break from routine? | A. Maria | Maria: she thought the reading club 'would be a pleasant break from spreadsheets' but it made her 'question everything'. |
| 55 | (55) Which person corrects a common belief about why they changed career? | C. Priya | Priya: 'People assume I left journalism because the industry was shrinking, but that wasn't really it.' |
| 56 | (56) Which person admits that other people's doubts about their decision may have been partly justified? | D. Tom | Tom: friends thought he was having a mid-life crisis, 'and perhaps they had a point'. |
Frequently asked questions
How many questions are in C1 Advanced Reading and Use of English?
56 questions in 8 parts, in 1 hour 30 minutes. Parts 1 to 4 test grammar and vocabulary (multiple-choice cloze, open cloze, word formation and key word transformations); Parts 5 to 8 test reading (multiple choice, cross-text matching, gapped text and multiple matching).
Is this an official Cambridge test?
No. It's original C1 Advanced-style practice that we wrote to match the official task types and timing. We're an independent website, not affiliated with or endorsed by Cambridge University Press & Assessment. For official sample papers, visit cambridgeenglish.org.
Do you give a Cambridge English Scale score?
No. You get one practice point per question, out of 56. The real paper weights some parts more than others, gives part marks in Part 4 and converts marks to the Cambridge English Scale in a way that isn't published for practice material, so any score we gave would be a guess.
How many words can I use in Part 4?
Between three and six words, including the word given, which you mustn't change. Contractions such as didn't count as two words.
Does spelling count?
Yes. In the real test, answers in the Use of English parts must be spelled correctly, and in Part 2 you write one word per gap, without contractions. Our marking checks spelling the same way, but ignores capital letters and punctuation.
How long should I spend on each part?
Cambridge sets one time for the whole paper. A common approach is to spend about 30 to 35 minutes on Parts 1 to 4 and the rest on the longer reading parts. Our timer runs for 90 minutes across all eight parts.
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