Mock examMock examEnglish Together · C1 Advanced · Exam Track
Mock 3 — Reading and Use of English
The whole paper under exam conditions: eight parts, 56 questions, ninety minutes, and nothing is marked until you hand it in. The clock starts on your first answer. Work in the order and at the pace you intend to use on the day — then hand in, read the debrief on each part, and redo the ones that went badly, first with the support and then without.
90 minutes8 parts56 questions40% of the examExam conditions
Reading & UoE · Mock 3Exam conditions0 of 0 parts done
This is the exam-conditions mock: nothing is checked until you hand in. The clock starts when you answer your first question. After you hand in, every part is marked at once and the support opens for the debrief.
Part 1 · Questions 1–8
Multiple-choice cloze
Read the text and decide which answer (A, B, C or D) best fits each gap. All four words mean roughly the same thing. What decides it is the word the gap has to live with.
Talking about the weather
The British talk about the weather, the visitor concludes, 1 ______ want of anything else to say. It is a reasonable guess and it is wrong. The weather is discussed not because it matters — it seldom does, in a country where extremes are 2 ______ unknown — but because it is the one subject on which two strangers can safely 3 ______ an opinion without either of them being committed to anything.
The remark is not information. “Turned out nice again” is not a forecast, and it does not 4 ______ for one. It is an offer: I am prepared to talk, it says, and here is a subject on which neither of us can be wrong. The correct reply is agreement, 5 ______ pain of being thought difficult. To answer “Actually, it's rather cold” is to 6 ______ the offer back in the other person's face, and the one who does so will find the conversation 7 ______ to a halt with a politeness that is hard to distinguish from silence.
Foreigners who master the grammar in a year can take a decade to master this, and those who never do are 8 ______ off as rude by people who could not tell you why.
1
1
B forfor want of = because of the lack of. A fixed three-word preposition; nothing else opens it. In is the commonest error, by analogy with in need of, which is a different phrase.
2
2
A virtuallyvirtually unknown = so rare as to be almost non-existent. Nearly is the trap: it means the same, but English does not put it before unknown — it wants almost or virtually. Mostly and broadly would make the extremes partly known, which is not the sense.
3
3
C ventureventure an opinion = offer one cautiously. It is the collocation; risk an opinion is heard but not accepted, and dare needs to plus a verb. The sentence itself gives the sense — safely, without being committed — which is exactly what venture carries.
4
4
D callcall for = require, demand. It does not call for one = it does not need a forecast in reply. Appeal for and plead for are about asking urgently; apply for is for jobs. Only call for means “need”.
5
5
A onon pain of = with the threat of a particular punishment if you do not. A formal fixed phrase. Under is what most candidates write, by analogy with under threat of — a real phrase, not this one.
6
6
B throwthrow something back in somebody's face = reject it rudely. Fixed. Cast is the trap — literary and close in meaning — but the idiom does not vary its verb, and hand back would be polite, which is the opposite of the sense.
7
7
D grindinggrind to a halt = stop slowly and awkwardly, like a machine. The other three do not combine with to a halt. Crashing is the trap because a crash is also a stop — but a crash is sudden, and the sentence says the conversation stops with politeness, which is slow.
8
8
B writtenwrite somebody off as = dismiss them as. Passed off as is the near miss — it exists, but it means to present something falsely as something else, and the people in the sentence are not pretending. Marked and put do not make this phrasal verb.
Nothing is marked until you hand in.
Support — the same task, with helpnot a grade
How to read this part. If this part went badly, what usually happened is that you chose on meaning. Every wrong option here means the right thing; the item is decided by the word on either side of the gap — want of, an opinion, for, to a halt, off as. A candidate who scores five or six here is usually one who knows the phrases and did not look for them.
Do it in this order.
On the redo, cover the options and read the sentence. Say the meaning of the gap in your own words.
Now find the partner word — the preposition after the gap, the noun after it, the frame around it — and test each option against that word alone.
Where two options survive, say each phrase in your head and keep the one you have met. Meaning will not separate them; memory will.
Time it. Part 1 should take six minutes. If it took twelve, the extra six were spent deliberating between two synonyms, and deliberation does not help here.
The eight phrases in this text — for want of, virtually unknown, venture an opinion, call for, on pain of, throw back in someone's face, grind to a halt, write off as — are worth a page in your notebook. Part 1 is knowledge. It is the one part of the paper that can be revised the night before.
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 9–16
Open cloze
Write one word in each gap. Every answer is a grammar word — a preposition, a relative, a quantifier, a linker. No gap requires vocabulary.
The Shipping Forecast
Four times a day, at hours 9 ______ which most of the country is asleep or at work, BBC radio broadcasts a weather forecast for the seas around Britain that 10 ______ of its listeners will ever need. It lasts about ten minutes, it is read in a flat, unhurried voice, and it consists almost entirely of names — Dogger, Fisher, German Bight — followed by numbers.
Sailors use it, of course; it was written for them and it is 11 ______ their lives may still depend on. But the audience is many times larger than the fleet, and at a quarter to one in the morning it is listened to by people 12 ______ have never set foot on a boat. They listen, they say, because it is calm. Nothing in it is addressed to them, nothing in it can be argued with, and 13 ______ long as it is being read the country feels, briefly, like a place with edges.
14 ______ a broadcaster has tried to move it or shorten it, the letters have arrived within the day. It is, 15 ______ all its strangeness, one of the few things the British will defend 16 ______ being asked to explain why.
9
9
athours at which — the preposition belongs to the noun: at an hour, so at which. In and during are the common slips; during which would need a period, and an hour of the clock takes at.
10
10
few (also: none)that few of its listeners will ever need — a quantifier before of, and the sense is minimal: ever later in the clause tells you the subject is negative in force. None is accepted. Most would contradict ever; many would contradict the paragraph.
11
11
whatit is what their lives may depend on — a nominal relative, the thing on which lives depend. Which is the trap: it needs a noun before it, and there is none — it is which is not English. That fails for the same reason.
12
12
who (also: that) A defining relative after people: people who have never set foot. No comma, so that is also correct. Which is not used of people; whom would need an object gap and this clause has a subject gap.
13
13
as (also: so)as long as it is being read = for the whole time that it is being read. So long as is equally correct. For is the error to watch — for long exists but for long as does not.
14
14
Whenever (also: When / If)Whenever a broadcaster has tried… the letters have arrived — a linker of time or condition opening the sentence, and the present perfect on both sides tells you it has happened more than once. Whenever is the best fit; when, if and once are all accepted. Every time is the right idea and two words.
15
15
for (also: despite / with)for all its strangeness = in spite of all its strangeness. Despite and with are also correct here. In spite of would need three words; although needs a clause and this is a noun phrase.
16
16
withoutdefend without being asked — a preposition before an -ing form, and the sense is absence: they defend it and nobody has to ask them to. Before changes the meaning to time; despite being asked reverses it.
Nothing is marked until you hand in.
Support — the same task, with helpnot a grade
How to read this part. If this part went badly, what usually happened is one of two things: you wrote a content word where a grammar word was needed, or you wrote two words. Every gap here is from a small closed set — preposition, quantifier, relative, linker — and the text could be about anything at all. Candidates who lost marks on 11 and 14 were reading for meaning and not for shape.
Do it in this order.
On the redo, name the class of each gap before you name the word. Write the class in the margin: prep · quant · rel · linker.
Look one word each side. A gap before which is a preposition chosen by the noun; a gap before of after a verb like that is a quantifier; a gap with a preposition stranded at the end of its clause is what.
Read the sentence back with your word in. If it needed two words, you have the right idea and the wrong answer — find the one-word form.
Time it. Part 2 should take seven minutes. Nothing here rewards a second reading.
The C1 traps in this text: which for what where there is no noun to attach to; every time for whenever; in spite for for. Each of them is right in meaning and wrong in shape, which is the whole of Part 2.
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 17–24
Word formation
Use the word given in capitals at the end of each line to form a word that fits the gap. Some answers need a prefix as well as an ending, and some need a plural — read the sentence, not just the capital.
Pantomime
Every December, in theatres from Aberdeen to Plymouth, Britain stages a form of entertainment that is almost 17 ______ to anyone who did not grow up with it. (COMPREHEND) The pantomime is a fairy tale performed with 18 ______ bad jokes, (DELIBERATE) a hero played by a young woman, a comic old woman played by a man, and an audience that is expected to shout. The 19 ______ are strict: (CONVENE) the villain enters from the left, the audience hisses, and at least one song will be 20 ______ to every child in the building. (RECOGNISE)
Critics have been announcing its 21 ______ for a century, (DIE) and every year the box office proves them wrong. Its 22 ______ puzzles outsiders (ENDURE) because the form looks so 23 ______ — a joke a century old, (CARE) a costume that appears to have come from a dressing-up box, a plot that nobody has bothered to check — but nothing about it is accidental. The chaos is rehearsed to the second, and the actor who lets it slip is 24 ______ corrected by nine hundred children at once. (MERCY)
17
17 (COMPREHEND)
incomprehensible An adjective after almost and before to anyone, and the sense is negative — outsiders cannot understand it. Two changes from the stem: the prefix and the -sible ending, which drops the d. Comprehensible alone reverses the sentence.
18
18 (DELIBERATE)
deliberately It modifies the adjective bad, so it must be an adverb: deliberately bad jokes. Deliberate alone would try to describe the jokes and leave bad doing the same job — two adjectives with no comma, which the sentence will not take.
19
19 (CONVENE)
conventionsThe ___ are strict — the verb are forces a plural noun, and the noun from convene that means “rules of a form” is convention. The stem changes: conven- + -tion, not convenetion. Singular convention loses the mark to the verb.
20
20 (RECOGNISE)
recognisablewill be ___ to every child takes an adjective, and the sense is “able to be recognised”: recognisable. The e is dropped before -able. Recognised is the half-answer — a participle that would need by, not to.
21
21 (DIE)
deathannouncing its ___ — a possessive before the gap means a noun, and the noun from DIE is irregular: death. Dying is the trap: it is a noun in some uses, but announcing its dying is not English. This is the item that catches candidates who build from the capital instead of from the sentence.
22
22 (ENDURE)
enduranceIts ___ puzzles outsiders — a possessive, then the gap, then a verb: the gap is the subject, a noun. Endurance, with the e dropped before -ance. Enduring is what most wrong answers say; it is an adjective and leaves puzzles without a subject.
23
23 (CARE)
carelesslooks so ___ takes an adjective, and the three examples that follow — an old joke, a costume from a box, an unchecked plot — describe sloppiness, not light-heartedness. So careless, not carefree: the second is a real word and the wrong meaning, which is why the dash-list is there.
24
24 (MERCY)
mercilessly It modifies corrected, so it is an adverb, and nine hundred children show no mercy — so the sense is negative. Three changes at once: the y becomes i, the suffix -less supplies the negative, and -ly makes the adverb. Merciless is the commonest half-answer.
Nothing is marked until you hand in.
Support — the same task, with helpnot a grade
How to read this part. If this part went badly, what usually happened is that you built the word from the capital and did not read to the end of the sentence. Three of these eight change the stem (CONVENE, DIE, MERCY), two need a negative the capital does not signal (17, 24), and one — 23 — has two real answers of which only the sentence's examples can choose. Half-answers are the loss here: merciless, convention, comprehensible.
Do it in this order.
On the redo, cover the capitals and decide the class from the words touching the gap: its ___ puzzles is a noun; so ___ is an adjective; a gap before corrected is an adverb.
Then the two questions: is it negative? is it plural? The verb after the gap answers the second (are at 19); the sense of the paragraph answers the first.
Build the word and check the joint: e dropped before -able and -ance, y to i before -less, d dropped in comprehensible.
Read the sentence back. If it now contradicts the paragraph, you have missed a prefix or chosen the wrong suffix.
Item 23 is the shape to remember: CARE gives careful, careless, carefree, caring, and only the examples after the dash tell you which. When a capital has several adjectives, the sentence around the gap is the whole item.
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 25–30
Key-word transformations
Complete the second sentence so that it means the same as the first, using the word given. Do not change that word in any way. Write between three and six words, including the word given. Contractions count as two words.
25
Nila cannot ride a bicycle, and she certainly cannot drive a car. LET Nila cannot ride a bicycle, ______________ a car.
Three to six words, including LET.
let alone drivelet alone = and even less. It follows a negative and is followed by the more extreme case, with the verb in the same form as the first: cannot ride… let alone drive. Let alone driving and let alone to drive are the errors — the bare infinitive is needed because cannot governs both verbs.
26
In my opinion, the second edition is much better than the first. FAR As ______________ concerned, the second edition is much better than the first.
Three to six words, including FAR.
far as I amAs far as I am concerned = in my opinion. Four words, and the trap is the printed concerned: candidates write far as I think or far as my opinion, which cannot join up with it. The subject is I, not it — as far as it is concerned would be about the edition.
27
Eleanor will almost certainly notice the mistake. BOUND Eleanor ______________ the mistake.
Three to six words, including BOUND.
is bound to noticebe bound to do something = be almost certain to. Present tense is, although the first sentence is about the future — the certainty is now. Will be bound to is the commonest loss: it is grammatical, but it is five words that move the certainty into the future, and the item is marked on meaning.
28
If the speaker is delayed, the seminar will begin with questions. EVENT In ______________ delayed, the seminar will begin with questions.
Three to six words, including EVENT.
the event of the speaker being (also: the event that the speaker is)In the event of X happening = if X happens. Six words exactly, which is the limit: the event of the speaker being. In the event that the speaker is is also accepted. In event of without the, and the event of the speaker is — a finite verb after of — are the two forms that lose.
29
Sam was very surprised by how strongly they reacted. TAKEN Sam was ______________ the strength of their reaction.
Three to six words, including TAKEN.
taken aback bybe taken aback by = be surprised and slightly shocked by. Three words. The preposition is by — taken aback at and taken aback with are both heard and neither is accepted. An intensifier before taken is allowed and carries the very from the first sentence.
30
I think you should tell her before she hears it from someone else. BETTER You ______________ her before she hears it from someone else.
Three to six words, including BETTER.
had better tell (also: 'd better tell)had better + bare infinitive = should, with a hint of consequence if not. The verb after better has no to: had better tell. Had better to tell and would better tell are the two forms examiners see most, and have better is not English in any register.
Nothing is marked until you hand in.
Support — the same task, with helpnot a grade
How to read this part. If this part went badly, what usually happened is that you knew the structure and lost the half-mark on its joint: to after better, will before bound, -ing after let alone, at after aback. The structures themselves are the six that recur most in this paper, and every one is worth two marks.
Do it in this order.
On the redo, name the structure before you write: LET → let alone; FAR → as far as I am concerned; BOUND → be bound to; EVENT → in the event of; TAKEN → taken aback by; BETTER → had better.
Underline the printed words on each side and make your answer join to them: concerned at 26 wants am before it; delayed at 28 wants being before it.
Count the words. Six is the ceiling and 28 sits on it.
Check the small word after the key word — to, by, the bare infinitive. That is where these six are won.
The pattern across all six: the key word is never the hard part. The hard part is one word to its right. Before you hand in a transformation, read the word after the key word aloud and ask whether it is the one the idiom uses.
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 31–36
Multiple choice on a long text
You are going to read an essay by a theatre critic. For each question, choose the answer (A, B, C or D) which fits best according to the text. The questions follow the order of the essay; the last one asks how her answer has changed.
The critic's duty
I have been reviewing theatre for a national newspaper for nineteen years, and in that time I have been asked one question more than any other, usually by actors, usually late in the evening: what gives you the right? It is a fair question, and the honest answer — that somebody has to — has never satisfied anybody, so I have tried over the years to find a better one.
The case against the bad review is easily made and I will make it. A production is the work of sixty people over six months; the review is the work of one person over ninety minutes. It is written fast, printed once, and read by more people than will ever see the play. A single dismissive paragraph can close a show and cost those sixty people their winter. Set against that, the critic's claim to be serving the reader looks thin, and the critic's claim to be serving the art looks thinner.
And yet I notice that nobody who makes this argument ever objects to a good review. The power that is so dangerous when it closes a show is apparently harmless when it fills one. This is not a small inconsistency. If praise is legitimate — if it is acceptable for me to tell forty thousand strangers that they should spend their money on a Thursday night in Islington — then the same authority, exercised in the other direction, cannot be illegitimate merely because it hurts. Either the critic is entitled to a judgement or she is not. The wound is not the test.
What is the test, then? I have come to think it is specificity. A bad review that says a play is boring has told the reader nothing and the company nothing; it is a shrug in print, and I have written a few and regret them. A bad review that says the second act fails because the writer has given the villain the only intelligent lines, so that the audience is rooting for the wrong person by the interval, has said something that can be argued with, acted on, or — and this happens more than you would think — quietly fixed by the following week. The first kind of review is an exercise of power. The second is a contribution, and the fact that it is an unwelcome one does not change its nature.
There is a further duty, which is to the reader rather than to the theatre, and it is the one I find hardest. The reader who has paid for the paper is entitled to know what I think, and to know it plainly. A review that hedges — that finds something to admire in every failure, that reaches for “interesting” when it means “dead” — is not kind. It is a small fraud on the person who trusted it, committed in order to spare the writer an awkward evening. I have been to the parties. I know why critics hedge. It is not a good reason.
None of this means the critic is always right. I have been wrong in print perhaps a dozen times that I know of, and the knowing is instructive, because in every case the error was one of two kinds: I was tired, or I had decided before the curtain went up. The remedy for the first is sleep and the remedy for the second is honesty, and neither of them is silence.
So when I am asked what gives me the right, I now say this. Nothing gives me the right. What gives me the duty is that the reader has asked, and that the alternative to an honest bad review is not a kinder theatre but a quieter one, in which the only voices left are the ones with a ticket to sell.
31
What does the writer say about the question she is asked by actors?
B “the honest answer… has never satisfied anybody, so I have tried over the years to find a better one.” A is the trap set by “usually by actors, usually late in the evening” — a detail that sounds weary but is followed by “It is a fair question”. D reverses the direction: she has been looking for a better answer, not a simpler one.
32
Why does the writer set out the case against the bad review in the second paragraph?
A “The case against the bad review is easily made and I will make it” — she states the opposing argument at full strength before turning on it with “And yet”. This is a concession, the standard C1 move. B is the trap: the paragraph is written in a confessional tone, but she never says her reviews closed anything. C takes “ninety minutes” literally.
33
What inconsistency does the writer identify in the third paragraph?
B “The power that is so dangerous when it closes a show is apparently harmless when it fills one.” The same authority, welcomed in one direction and denied in the other. D is the near miss — it is true of the world and not in the text; the paragraph never mentions actors depending on reviews. A reverses who is inconsistent: the writer is describing her critics, not herself.
34
What, according to the writer, distinguishes a worthwhile bad review?
C “has said something that can be argued with, acted on, or… quietly fixed by the following week.” Specificity is the test because it makes the review usable. D contradicts “fixed by the following week”; B is the hedging she condemns two paragraphs later. A is never mentioned.
35
What does the writer mean when she calls a hedged review “a small fraud”?
A “a small fraud on the person who trusted it, committed in order to spare the writer an awkward evening.” Two halves: who is cheated (the reader) and why (the critic's own comfort). D is the trap — “I have been to the parties” suggests friendships — but she names the motive as sparing the writer, not pleasing anybody else. C is only half of it and misses the beneficiary.
36
How does the writer's final answer differ from the one she gave at the start?
A “Nothing gives me the right. What gives me the duty is that the reader has asked…” — she abandons right and replaces it with duty, which is a different justification, not the absence of one. B misreads the concession as defeat; C reverses her position on kindness, which she has just called a fraud; D is the opposite of “a quieter theatre… with a ticket to sell”.
Nothing is marked until you hand in.
Support — the same task, with helpnot a grade
How to read this part. If this part went badly, what usually happened is that you accepted an option because it was true. At this level the wrong options are true — of the world, of the writer, of some other paragraph — and they are wrong only because they answer a different question. Candidates who lost 32 and 36 here were reading the concession as the position; candidates who lost 35 were answering half the question.
Do it in this order.
On the redo, read the whole essay once and write down, in one line, what she is for and what she is against. You cannot do the questions from paragraphs alone.
Take each question to its paragraph — the help names it — and answer it in your own words before you look at A–D.
For every option you reject, name the reason: true but wrong question / opposite / not there. If you cannot name it, you have not rejected it.
Watch the concession. When a paragraph begins by agreeing with the other side, the next paragraph's first two words tell you what it was for.
Time it. Six questions, fourteen minutes. If you took twenty, you read the essay twice, and the second reading was the questions' job.
The two shapes to remember from this essay: the concession (paragraph 2, answered by “And yet”) and the two-part answer (35: a victim and a beneficiary; 36: a word given up and a word kept). At C1 an option that contains half the answer is wrong, and it is always offered.
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 37–40
Cross-text multiple matching
You are going to read four extracts in which writers give their views on the television licence fee — the fixed annual charge paid by every British household that watches television, which funds the BBC. For each question, choose from the extracts A–D. The extracts may be chosen more than once.
Four writers on the licence fee
A · A media economist The licence fee is cheap — by any standard of what it buys, absurdly so — and it is also the most regressive charge in British public life, because the widow in a bedsit pays exactly what the banker pays, and the fact that both of them get a bargain does not make that right. Its defenders say the fee keeps the government's hands off the corporation. I have never understood this claim. The government sets the fee, decides when it rises and whether it rises, and has used that power in every negotiation for forty years; a paymaster who fixes your income every five years is not at arm's length. The honest solution is to fund the BBC from general taxation, which is at least progressive, and to accept that a subscription model — the alternative usually proposed — would narrow the output to whatever the subscribers happened to want, which is a different organisation with the same name.
B · A former BBC producer I spent twenty-two years inside the building and I will say what people inside it rarely say aloud: the licence fee is the whole point. Not the money — though the money matters — but the fact that it comes from everybody and belongs to nobody. A minister who dislikes a programme can complain, and they do, but they cannot cut the cheque, and that distance is the only independence a broadcaster has ever had. The objection that every household pays the same has always struck me as overstated; everybody pays the same for a stamp, and nobody calls the postal service regressive. What would change under subscription is not the funding but the schedule. The things that lose money — the orchestras, the language services, the six-part documentary about a nineteenth-century canal — are precisely the things no subscriber would tick a box for, and they would go within a decade.
C · A newspaper columnist Every year the same ritual: the corporation announces that it is a bargain, and every year several million households are threatened with prosecution for owning a television. The fee is a tax, and it is a tax levied on a purchase rather than on an income, which even its friends concede is indefensible. Nor does it buy the independence it is said to buy, since the government fixes the amount and has never been shy of reminding the corporation of the fact. I would end public funding altogether and let the BBC sell subscriptions like everybody else. Its defenders say this would change what it makes. I hope so. An organisation that has to persuade people to pay for its programmes will make programmes people want, and the ones nobody wants will be missed by fewer people than the corporation likes to imagine.
D · A broadcasting historian No method of funding a national broadcaster is fair, and the licence fee is merely the least unfair of the available options — though I would not pretend that charging a pensioner what one charges a banker is anything other than a defect. What the fee does, and has done since 1927, is answer the question that undoes every other system: who writes the cheque? Where the answer is the government, the broadcaster serves the government; where it is advertisers, it serves them; where it is subscribers, it serves the people who can afford to subscribe. A charge on everybody is the only arrangement in which the answer is nobody in particular, and that is worth its awkwardness. I am less alarmed than my colleagues by the prospect of subscription changing the programmes. The BBC would go on making largely what it makes now, because the audience for it exists and would follow; what would change is who was allowed to watch.
37
Which writer takes a different view from the other three on whether a subscription model would change the kind of programmes the BBC makes?
D — the historian A: subscription “would narrow the output”; B: “What would change… is the schedule”; C: “this would change what it makes. I hope so.” D alone: “The BBC would go on making largely what it makes now.” C is the trap for candidates matching tone — C is the only writer who welcomes the change, but welcoming it is still agreeing that it would happen. The row is “would it change?”, not “would the change be good?”
38
Which writer shares A's view on whether the licence fee protects the BBC from the government?
C — the newspaper columnist A: “a paymaster who fixes your income every five years is not at arm's length.” C: “Nor does it buy the independence it is said to buy, since the government fixes the amount.” The same argument from the same fact. B and D say the opposite — B: “that distance is the only independence a broadcaster has ever had”; D: “the only arrangement in which the answer is nobody in particular.” D is the trap for candidates who notice that D, like A, calls the fee unfair — a different row.
39
Which writer takes a different view from the other three on whether the BBC should continue to be paid for by the public?
C — the newspaper columnist A wants the fee replaced by general taxation — still public money; B and D want the fee kept. C: “I would end public funding altogether and let the BBC sell subscriptions.” A is the trap: A is severely critical of the fee, and a candidate who reads criticism as rejection picks A — but A's alternative is a different public payment, not a private one.
40
Which writer takes a different view from the other three on whether charging every household the same amount is unfair?
B — the former producer A: “the most regressive charge in British public life… does not make that right.” C: “a tax levied on a purchase rather than on an income, which even its friends concede is indefensible.” D: “anything other than a defect.” B alone: “The objection that every household pays the same has always struck me as overstated; everybody pays the same for a stamp.” D is the trap because D defends the fee — but D defends it while admitting the unfairness, which puts D with A and C on this row.
Nothing is marked until you hand in.
Support — the same task, with helpnot a grade
How to read this part. If this part went badly, what usually happened is that you compared extracts instead of comparing positions on one row. This set has four rows — would subscription change the programmes · does the fee protect independence · should public money continue · is the flat charge unfair — and every writer has a view on all four, so the same writer can be the odd one out on one row and in the majority on the next. Candidates who lost 39 read A's anger as rejection; candidates who lost 40 read D's defence as denial.
Do it in this order.
On the redo, before you look at a question, draw the grid: four columns for A–D, four rows for the four disagreements above. Fill each box with four or five words. This takes four minutes and saves eight.
Read the question, find its row, and underline the row. Nothing outside it counts.
Decide the shape: one-against-three, or one-against-one. For “shares A's view”, write A's box in your own words first and look for its twin.
Compare boxes. Two writers can say the same thing in opposite tones (A and D on fairness), and two writers can reach opposite conclusions from the same fact (B and C on who sets the fee).
Verify both ways: your writer must fit, the other three must not. If two fit, you are on the wrong row.
Three traps, in the order they caught people here. Tone for content — C's pleasure at change read as disagreement about change. Criticism for rejection — A's attack on the fee read as an attack on public funding. Defence for denial — D keeping the fee read as D denying its unfairness. In every case the fix is the same: ask what the writer would do, not how they sound.
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 7 · Questions 41–46
Gapped text — paragraphs
Six paragraphs have been removed from the article. Choose from the paragraphs A–G the one which fits each gap. There is one extra paragraph which you do not need to use.
The open door on the hill
Scattered across the Scottish Highlands, and in smaller numbers through the Lake District and Wales, are about a hundred small stone buildings that anybody may sleep in, free, without asking. They are called bothies. Most were shepherds' or estate workers' cottages, abandoned when the people left the hills; they have a roof, a floor, a fireplace and nothing else, and the door is never locked.
41 ______
Visitors from abroad, in particular, tend to assume there is a catch. There is no booking, no fee, no warden and no key. You walk — there is no other way to arrive — and if the building is empty it is yours for the night, and if it is not you share it with strangers who were there first.
42 ______
That code is unwritten and mostly kept. It asks you to leave the place as you found it or slightly better, to carry out what you carried in, to leave dry kindling for the next arrival, and never to bring a group so large that others cannot get in. Nobody enforces any of it. The only sanction is the knowledge that somebody will arrive after you, wet, at dusk.
43 ______
The organisation that keeps them standing is small, voluntary and almost invisible. Each bothy has a maintenance officer — a title that means a person who walks in twice a year with a rucksack of slates — and the money comes from members who will, in all likelihood, never use most of the buildings they pay for.
44 ______
For decades this was enough, because the number of people who knew was small and self-selecting. A bothy was found by being told about it, in a pub or on a hill, by somebody who had already judged you fit to know. The locations were not secret, exactly; they were simply not published.
45 ______
The results were what anybody could have predicted. Buildings that had received a dozen visitors a month began receiving a dozen a night. Firewood was stripped from woods that had never been touched, rubbish accumulated, and the code — which had depended on every arrival having been vouched for by somebody — began to fray at the edges.
46 ______
Whether that holds is the question the next decade will answer. What is already clear is that the bothy was never really a building. It was an agreement between people who had not met, and an agreement is a harder thing to maintain than a roof.
41
Gap 41
E The paragraph before describes the buildings; the one after says visitors “tend to assume there is a catch”. E sits between them: it states the idea and says it is hard to believe, which is what “in particular” in the next sentence is adding to. B is the trap — the etymology follows naturally from “They are called bothies” — but nothing after the gap can attach to the origin of a word.
42
Gap 42
C The paragraph after opens “That code is unwritten” — a noun with a demonstrative, which has to have been introduced in the gap. Only C contains the word code. Its own In return for all this reaches back to the roof, the fire and the strangers just described.
43
Gap 43
G The paragraph before ends with the code having no enforcement — “Nobody enforces any of it” — and the one after describes the organisation that maintains the buildings. G makes the bridge: despite no enforcement, “it works”, the buildings are in good order — and that is what the maintenance paragraph then explains. F is the near miss: it also mentions the association, but “None of this was ever advertised” needs a list of things just done, and the code paragraph is not that list.
44
Gap 44
F The paragraph after begins “For decades this was enough, because the number of people who knew was small” — so the gap must describe a policy of keeping numbers small. F: no list, no signs, no locations in print. The association in F picks up “the organisation” in the paragraph before. A is the trap for a reader working forwards — the internet is the next event — but it belongs one gap later, after the secrecy has been established.
45
Gap 45
A The paragraph before ends on the locations being “simply not published”, and the one after opens “The results were what anybody could have predicted” — results of what? A supplies the event: Then the internet, and every location online. D is the near miss for readers who see “campaign… response” shapes — but D is a response to damage, and no damage has yet happened at this gap.
46
Gap 46
D The paragraph before describes the damage; the one after asks “Whether that holds” — that must be a strategy, and D gives one: publish the code more loudly and hope. Its own “The association's response” reaches back to the damage. G cannot fit here — “Remarkably, it works” would contradict the fraying code just described — and B, the etymology, is the leftover.
Nothing is marked until you hand in.
Support — the same task, with helpnot a grade
How to read this part. If this part went badly, what usually happened is that you placed paragraphs by topic. All seven are about bothies, and the extra one — the etymology — is the most obviously on-topic of the lot, which is why it gets used. The joins here are small words at the start of the paragraph after each gap: That code, this was enough, The results, Whether that holds. Every one of them points into the gap.
Do it in this order.
On the redo, read the article through with the gaps in it and say the argument in five words per paragraph: what they are · how it works · the code · who maintains them · secrecy · the internet · the damage · the response.
Mark the pointing words in every option — In return, None of this, Then, The association's response — and the pointing words in the paragraph after each gap.
Match pointer to pointer, never topic to topic. A paragraph with no pointer in either direction is the extra one.
Place the gaps you are certain of first — 42 and 46 are the easiest here — and let the eliminations do the rest.
Read the whole thing through with your six in place. Fifteen minutes is the budget for this part; if you spent twenty-five, you read every option at every gap.
Gap 43 is the one that separates the paper. Nothing in the paragraph after it points backwards; the join is that the paragraph after it needs an it works to explain. When the following paragraph gives no pronoun, ask what claim it takes for granted.
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 8 · Questions 47–56
Multiple matching
You are going to read an article in which five people who practise a traditional craft describe the mistake that taught them most. For each question, choose from the people A–E. The people may be chosen more than once.
The mistake that taught me most
A · Nell, a thatcher in Norfolk Mine was a roof in my fourth year, and it looked perfect. The reed had been cut late in the season — I knew that, and I took it anyway because the customer was waiting and the supplier was a friend — and three winters later it was rotting from the inside. Nobody could see it. That is the thing about a roof: the part that matters is the part nobody can inspect, and a customer has to take the whole trade on trust. I stripped it and re-laid it at my own cost, which took the profit of that year and most of the next. What I learned is that the material makes the decision and I do not. I now turn jobs down — good jobs, from people I like — when the reed is wrong, and I have lost work over it, and I would lose it again.
B · Osman, a bookbinder in Bath I was rebinding a book from the 1690s and I trimmed the edges of the pages a fraction too far — perhaps a millimetre — and cut through the end of a note that somebody had written in the margin three hundred years ago. The client would never have noticed. I telephoned him the same afternoon and told him, because my teacher had a rule, which he repeated until we were sick of it: the customer's ignorance is not your permission. There are cuts you cannot uncut. I did not lose the client, oddly. What I lost was my speed on the irreversible steps, and I have never got it back and no longer want to. On everything that can be undone I am quick. On the three things that cannot, I am the slowest binder in the west of England.
C · Grace, a bell-founder in Loughborough A bell is cast in a single pour and it tells you everything the moment you strike it; a bell cannot lie. Mine was a tenor for a church in Devon, and I rushed the mould because it was February and the workshop was cold and I wanted the pour done before the frost got into the sand. It came out a semitone flat. You can tune a bell down, by shaving metal from the inside; you cannot tune one up. There was nothing to be done but break it and melt it and begin again, which we did, and which cost the firm a sum I still do not like to say aloud. What it taught me was that there are errors with no repair in them — only a return to the start — and that the calendar is part of the process. We do not pour in February now.
D · Rhys, a glassblower in Bristol Nothing broke and nobody was harmed, which is why it took me so long to see it as a mistake. A restaurant ordered forty wine glasses and I made, I think, a hundred and sixty, because each one had some small unevenness in the bowl and I threw it back into the furnace. When I finally delivered forty that were identical, the owner looked disappointed. She had seen the early ones in the workshop and had wanted those — the slightly different ones, which is why she had come to a glassblower and not to a shop. The error was not in my hands, which were doing exactly what I asked of them. It was in what I had asked. I had been solving the wrong problem for a month, and solving it well.
E · Ida, a tailor in Edinburgh I measured a man for a suit in my second year and I measured him beautifully. Every figure was right. What I had not noticed was that he was nervous — first bespoke suit, a wedding — and was standing like a soldier, and when he relaxed the suit did not. On the table it was flawless; on the street it pulled across the back. He was very kind about it, which was worse than anger would have been, because I had to stand there being forgiven. I re-cut it. The lesson was that you measure the person and not the body, and the practical result is that I now talk to a client for twenty minutes before I pick up the tape — about anything — so that by the time I measure him he has forgotten he is being measured.
47
Which person says their mistake could not be corrected, only started again from nothing?
C Grace “there are errors with no repair in them — only a return to the start.” Nell also started again — she stripped and re-laid the roof — but the roof was repaired; Grace's bell had to be destroyed. Ida re-cut hers, which is a correction.
48
Which person admitted to a mistake that the customer would never have discovered?
B Osman “The client would never have noticed. I telephoned him the same afternoon and told him.” Nell is the trap: her fault was also invisible — “Nobody could see it” — but she discovered it herself three winters later and does not describe telling anyone.
49
Which person says the error lay in their thinking rather than in their technique?
D Rhys “The error was not in my hands, which were doing exactly what I asked of them. It was in what I had asked.” Ida's measuring was also technically perfect — “Every figure was right” — which makes E the near miss; but her lesson is about the client, not about her own reasoning.
50
Which person now refuses work rather than risk repeating the mistake?
A Nell “I now turn jobs down — good jobs, from people I like — when the reed is wrong.” Grace also changed a rule — “We do not pour in February now” — but that is a change of timing, not a refusal of work.
51
Which person found the customer's reaction harder to bear than the mistake itself?
E Ida “He was very kind about it, which was worse than anger would have been, because I had to stand there being forgiven.” Rhys's customer was disappointed, but he does not say that was hard to bear — he says it was what made him see the mistake at all.
52
Which person quotes a rule they were taught by the person who trained them?
B Osman “my teacher had a rule, which he repeated until we were sick of it: the customer's ignorance is not your permission.” Nobody else mentions a teacher. Grace's “We do not pour in February now” is a rule, but her own, made afterwards.
53
Which person says that the weather played a part in what went wrong?
C Grace “I rushed the mould because it was February and the workshop was cold.” Nell is the trap: her reed was cut “late in the season”, which sounds like weather — but the problem was the harvest date and her decision to accept it, and the winters only revealed the fault.
54
Which person discovered that what they had treated as a fault was what the customer actually wanted?
D Rhys “She had seen the early ones in the workshop and had wanted those — the slightly different ones.” The unevenness he threw back into the furnace was the point of coming to a glassblower. Nobody else's customer wanted the flaw.
55
Which person says that the quality of their work cannot be judged by the people who pay for it?
A Nell “the part that matters is the part nobody can inspect, and a customer has to take the whole trade on trust.” Osman's client could not see a millimetre — but that is one fault, not a general claim about the craft. Nell makes the claim about thatching itself.
56
Which person changed the way they begin every job as a result?
E Ida “I now talk to a client for twenty minutes before I pick up the tape.” Osman also changed his method — he is slower on irreversible steps — but that is during the work, not at its start; and Grace's change is to the calendar.
Nothing is marked until you hand in.
Support — the same task, with helpnot a grade
How to read this part. If this part went badly, what usually happened is that you read the five texts first and then went looking for the questions in your memory of them. Part 8 is done the other way round: ten search terms, then five texts scanned for them. Candidates who lost 49 and 54 matched the topic — a customer, a flaw — to the wrong person; the questions turn on a verb, and two people share every noun.
Do it in this order.
On the redo, reduce the ten questions to scan words before you read a line of text: replaced · confessed · thinking · turns down · customer's reaction · teacher's rule · weather · flaw valued · cannot be checked · begin a job.
Scan A for all ten at once, marking anything that answers one. Then B, C, D, E. Do not stop to be sure.
Go back to the unplaced questions and hunt each one; by now most of the text is used up.
Test each answer against the verb in the question. Confessed is not was found out; replaced is not repaired; begin is not during.
Nine minutes. If it took fifteen, you read the texts before the questions.
Two pairs are set to catch a noun match here. Nell and Osman both have a customer who could not see the fault — only one of them told the customer. Nell and Grace both had a mistake that time revealed — only one of them blames the weather. Read the verb.
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 best unaided attempt on each part — the hand-in, or the redo you did after the support closed, whichever came later.
0parts done
—marks, best unaided attempt
0parts where you opened the support
This is the last mock before the paper, so read the time as carefully as the marks. Parts 1–4 should have taken under thirty minutes between them; Part 6 and Part 7 are where candidates run out. If you handed in with a part unfinished, the lesson is not that part — it is the order you did the others in.