Mock examMock examEnglish Together · B2 First · Exam Track
Mock 3 — Reading and Use of English
The whole paper, in the shape and the order of the real one, under exam conditions. Nothing is checked as you go; the clock starts when you answer your first question, and it is seventy-five minutes for fifty-two questions. When you have finished — or when the clock says so — hand in the paper. Every part is marked at once, and only then does the support open for the debrief and the redo.
75 minutes7 parts52 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
For questions 1–8, decide which answer (A, B, C or D) best fits each gap.
Sorry
Ask a visitor what they noticed first about the British and the answer, more often than not, is the apologising. People say sorry when somebody bumps into them, sorry before asking a question, sorry to a chair they have walked into. It is, 1 ______ any standard, a great deal of apologising, and one survey 2 ______ the average at eight a day — a figure that is widely 3 ______ as an underestimate.
What confuses visitors is that very little of this is an apology 4 ______ such. A British “sorry” can mean “excuse me”, “I didn't hear you”, “you are in my way”, or — said in a particular tone — “I am not sorry in the slightest”. It is 5 ______ as likely to be a warning as an expression of regret. Learning to tell the versions 6 ______ takes years, and the British themselves are not always certain which one they have just used.
None of this means the country is unusually polite. It means it is unusually 7 ______ on avoiding a scene, and “sorry” is the quickest way to make one go away before it has started. Understood like that, the habit makes perfect 8 ______: it is not humility, it is efficiency.
1
1
C byby any standard = judged in any way you like. The other three prepositions all combine with standard somewhere in English (up to standard, to a high standard), but only by makes this phrase, and the commas either side tell you it is a phrase.
2
2
A putput the average at eight — put + a figure + at is how you report an estimate. Gave and made both feel possible until you reach the at: you give a figure as something, and you make it a number with no preposition at all.
3
3
D regarded Only regard takes as: widely regarded as an underestimate. The other three all mean the same thing and all take to be instead — widely thought to be, believed to be — which is why they feel right and are wrong here.
4
4
B asas such = in the strict sense of the word. It is a two-word phrase and such is already printed. Like such is the error to watch for — like and as are confused at every level, and here only as makes the idiom.
5
5
D justjust as likely … as = equally likely. Just is the only one of the four that sits in front of as … as with this meaning. Very and so cannot precede as at all, and much works with comparatives (much more likely), not with the equal form.
6
6
A aparttell A and B apart = distinguish them. Tell off means scold, tell away does not exist, and tell out is not English either. The sentence is about telling the versions from one another, and only apart carries that sense.
7
7
B keen The gap is followed by on, and of the four only keen takes it: keen on avoiding. Eager, anxious and willing all mean nearly the same thing and all take to — eager to avoid — so each is right in meaning and wrong in grammar.
8
8
C sensemake sense is fixed, and make perfect sense is its strong form. Reason and logic are what you would use to explain the habit, not what the habit makes; make meaning is not an idiom at all.
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, here is what usually happened: you read the four options first and chose by meaning. In this text every set of four means the same thing, and six of the eight gaps are decided by a word you did not look at — the at, the as, the on, the such. The method is: partner word first, options second.
Do it in this order.
Redo it with the options covered. Read each sentence and underline the word on either side of the gap before you uncover A–D.
Say each option aloud with that partner word — believed as, eager on. Two of the four will sound wrong before you have thought about meaning.
Where two survive, pick the one you have actually read in a text, and move on. If you spent more than ten minutes on this part in the exam, that is where Part 7's time went.
Afterwards, write down the eight partner words in a list. That list is Part 1's whole syllabus.
The trap in Part 1 is the option that is right in meaning and wrong in grammar: believed for regarded as, eager for keen on, much for just as. If you chose one of those, you were reading for sense; the examiner was testing for company. That is fixable in a week.
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
For questions 9–16, write one word only in each gap.
The invention in the road
On a foggy night in 1933, a man called Percy Shaw was driving home to Halifax along a road he knew well 9 ______ he realised he could not see it. The tram lines that had guided him for years had been taken up, and the only thing that saved him, 10 ______ he later said, was a cat sitting on a fence, whose eyes caught his headlights and showed him where the edge was.
He had, 11 ______ course, seen nothing more than a reflection, and within a year he had worked out how to make one on purpose. His road stud — two glass beads set in a rubber pad, sunk 12 ______ that its top sat level with the surface — was patented in 1934. Its cleverest feature is one most drivers have never noticed: every time a wheel runs 13 ______ it, the pad is pressed down and the glass is wiped clean.
For several years hardly 14 ______ bought them. It took the wartime blackout, when street lights were switched off and the roads became lethal, to make the idea 15 ______ into its own. By the 1950s they were on every main road in the country, and Shaw, who never left the house he had grown up in, was a very rich man 16 ______ front room still had no carpet.
He is usually described as a man with one idea. It was, by any measure, enough.
9
9
whenwas driving … when he realised — the classic past continuous interrupted by a past simple, and the joining word is when. While is the usual wrong answer, and it is the wrong way round: while introduces the long action, not the sudden one.
10
10
asas he later said — a parenthesis that attributes the claim to him and quietly distances the writer from it. Like he said is spoken English and not accepted; which fails because the clause already has its object.
11
11
ofof course, split by the commas around it. The phrase is so familiar that the gap hides in plain sight — students hunt for a content word and walk past of.
12
12
sosunk so that its top sat level — purpose, expressed with so that. In order that would also be correct and is two words. Such that is the near miss; it exists, but it expresses a result, not a purpose, and is rare outside technical prose.
13
13
over A wheel runs over something — passes on top of it. Across is the tempting alternative and is not accepted: a wheel does not run across a stud, and the pad being pressed down tells you the wheel is on top of it.
14
14
anyone (also: anybody)hardly anyone bought them = almost nobody. Hardly is already negative, so it takes any-, not no-: hardly nobody is a double negative and scores nothing. Someone fails for the same reason in reverse.
15
15
comecome into its own = finally show its value. It is a fixed idiom and the gap sits inside it; make the idea come needs the bare infinitive, so come, not came or coming.
16
16
whosea very rich man whose front room still had no carpet — possession inside a relative clause, and the one word that does that job is whose. Who is the standard slip; it leaves front room with no owner, and the sentence breaks.
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, the usual reason is that you looked for words when the gaps wanted kinds of words. Three of these eight are inside fixed phrases — of course, so that, come into its own — and three are decided by a rule you know (hardly + any-, whose for possession, when after a past continuous). None of them needs vocabulary.
Do it in this order.
Redo it naming the word class first, before you write anything: linker? preposition? pronoun? relative?
Look left and right for a partner — course, that, into its own — and let the partner choose the word.
Read each answer back into the sentence. Hardly nobody and a man who front room both announce themselves when read aloud.
Where you left a blank in the exam, notice that a guess in the right class would have had a real chance. A blank never does.
The trap in Part 2 is the gap that looks like it wants a clever word — the thing that saved him, ______ he later said — and wants as. When you are stuck, run the list: a/the · a preposition · be/have/do · and/but/so/when/as/unless · it/there/what/which/whose · a quantifier. The answer is in that list far more often than not.
On each question. The help for the ones you missed is now attached to the question itself — the options that cannot be right are crossed out, and the place to look is marked.
When you are ready: do the whole task again with the support open, then press Check. After that you can clear it and do it once more on your own — that last one is the one that counts for you.
Part 3 · Questions 17–24
Word formation
Use the word in CAPITALS at the end of each line to form a word that fits the gap.
The bank holiday
Britain has fewer public holidays than almost any country in Europe, and it treats the ones it has with a 17 ______ (MIX) of hope and resignation. Most fall on a Monday, which makes a long weekend, and the 18 ______ (TRADITION) way to spend it is in a car, in a queue, heading for a coast that is 19 ______ (VARY) colder than the forecast promised.
The name is 20 ______ (LEAD). The holidays were created in 1871 so that banks could close without breaking the law, and the 21 ______ (ASSUME) was that everybody else would carry on working. Within a few years the opposite was true. The 22 ______ (ORIGIN) purpose of the phrase has been forgotten by almost everyone who uses it.
There is a 23 ______ (PERSIST) belief that it always rains on a bank holiday. The records do not quite support it, but they do not contradict it either, and the belief may be doing useful work: a nation that expects 24 ______ (APPOINT) is rarely let down, and is occasionally, gloriously, surprised.
17
17
MIX
mixturea ______ of hope and resignation — a noun, and the noun is mixture. Writing mix is the trap: it is a real noun, but a word written unchanged from the root never scores in this part. The task says form a word.
18
18
TRADITION
traditionalthe ______ way — an adjective in front of a noun: traditional. Traditionally is the slip, an adverb in an adjective's chair.
19
19
VARY
invariablyis ______ colder — an adverb modifying a comparative, and the meaning is “always, without exception”: VARY → variable → invariable → invariably. Three steps, and the prefix is the one most people miss: variably colder would mean the opposite.
20
20
LEAD
misleadingThe name is ______ — the paragraph goes on to explain that the name gives the wrong idea, so the adjective is misleading: prefix mis- and the -ing form. Misled describes the person who was fooled, not the thing that fooled them.
21
21
ASSUME
assumptionthe ______ was that — article, gap, verb: a noun, assumption. Spelling is the test: the e goes and a p arrives. Assumtion scores nothing.
22
22
ORIGIN
originalThe ______ purpose — adjective before a noun: original. Originally is the reflex answer and cannot sit between the and purpose.
23
23
PERSIST
persistenta ______ belief — adjective, and the adjective from PERSIST is persistent. Watch the ending: -ent, not -ant. Persisting belief is grammatical and not the word the examiner wants; the participle is not accepted here.
24
24
APPOINT
disappointmentexpects ______ — a noun after a verb, and the meaning is the opposite of what a holiday should bring: APPOINT → disappoint → disappointment. Two steps, prefix and suffix, and the spelling doubles the p and keeps one s.
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, look first at which kind of mistake it was. Wrong class (traditionally way) means you did not look at the gap's neighbours. Right class, wrong meaning (variably, leading) means you did not read the sentence around it for the negative. Right word, wrong spelling (assumtion) is the cheapest to fix and the most common.
Do it in this order.
Redo it deciding the class from the neighbours first: after a or the → noun or adjective + noun; in front of colder → adverb; after is and before a full stop → adjective.
Then ask whether the sentence wants the opposite of the root. Three of these eight do.
Build the word in steps and say each step: vary → variable → invariable → invariably.
Spell it out letter by letter as you write it. The long ones are where the marks go.
Two traps ran through this part. The root unchanged — mix is a real noun and is never accepted. And the missing prefix — variably, leading and appointment are all real words that reverse the sentence. If the text says the opposite of the root, so must your word.
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 in CAPITALS. Do not change that word. Write between two and five words, including the given word. Contractions count as two words.
25
Someone is going to repair Tom's roof next week. HAVING Tom ………………………………………… next week.
Two to five words, including HAVING.
is having his roof repaired The causative: somebody else does the job, so Tom is having his roof repaired — have + object + past participle, in the present continuous because the arrangement is fixed. Is having repaired his roof puts the participle in the wrong place, and is having to repair changes the meaning to obligation.
26
I would prefer you not to tell anyone about this. RATHER I'd ………………………………………… anyone about this.
Two to five words, including RATHER.
rather you didn't tell / rather you did not tellWould rather + a different subject takes the past simple with a present meaning: I'd rather you didn't tell. Rather you not tell and rather you don't tell are the two standard errors — the first drops the tense, the second uses the wrong one. Note the I'd is printed, so would must not be written again.
27
Josh had never seen so many people in one queue. NEVER ………………………………………… so many people in one queue.
Two to five words, including NEVER.
Never had Josh seen A negative adverb at the front of a sentence forces inversion: Never had Josh seen, auxiliary before subject. Never Josh had seen is the error — the words are all there and the order is wrong, and word order is what the item is testing. This is the structure the course allowed once per unit; here it is worth two marks.
28
I didn't bring an umbrella, so I'm soaked now. IF ………………………………………… an umbrella, I wouldn't be soaked now.
Two to five words, including IF.
If I had brought / If I'd brought A mixed conditional: the condition is in the past (no umbrella) and the result is in the present (soaked now), so the if clause takes the past perfect — If I had brought — while the printed result stays wouldn't be. If I brought is the common slip; it makes the umbrella a present possibility rather than a past fact.
29
You have to show your ticket at the barrier. BE Tickets ………………………………………… at the barrier.
Two to five words, including BE.
have to be shown / must be shown / need to be shown A modal passive: the ticket is the subject now, so have to is followed by be and a past participle — have to be shown. Must be shown and need to be shown are also accepted. Have to be showed is the error to watch: the participle of show is shown.
30
Nila regrets that she didn't apply for the job. NOT Nila regrets ………………………………………… for the job.
Two to five words, including NOT.
not applying / not having appliedRegret + -ing for something already done — or not done: regrets not applying. The negative goes in front of the -ing form, and not having applied is the fuller version and also correct. Regrets to not apply is the error: regret to do means “I am sorry to have to tell you”, a different structure.
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, here is what usually happened: you knew the structure and lost the mark to the join — a word repeated (I'd would rather), a word in the wrong order (Never Josh had), or a count over five (despite the fact that). Half marks are given here, so a wrong join still leaves you one mark; a blank leaves you none.
Do it in this order.
Redo each one by naming the structure before you write: causative, would rather + past, inversion, mixed conditional, modal passive, regret + -ing.
Look at what is printed on both sides of the gap. The printed words are the examiner telling you where your words must stop.
Count the words, and count contractions as two.
Read the whole second sentence aloud. The join is where the marks are.
Compare the six structures with Mock 1's six and Mock 2's six. That is eighteen of the twenty or so structures this part ever tests, and you have now met them all.
The items in this mock sit at the top of the level on purpose — the inversion and the mixed conditional are the two structures B2 candidates most often leave blank. Neither is hard once named; both are impossible to guess. If you left one blank, write the structure on a card and carry it for a week.
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 — one long text
Read the article and choose the answer (A, B, C or D) which you think fits best.
Out of season
We moved to the coast in September, which everybody told us was the wrong month, and which turned out to be the only honest one. In August the town had been a performance: bunting, queues for ice cream, a brass band on the front every Sunday. By the second week of October the band had gone, the ice-cream kiosk had a padlock on it, and the woman in the bakery, who had served me a hundred times without a word, asked where I was from. The town, it turned out, had simply been busy.
I had expected the winter to be bleak and had prepared for it in the way that people from cities prepare for things, by buying equipment. What I had not expected was that the sea would become interesting. In summer it is a backdrop; in January it is the main event, and the whole town watches it the way other places watch television. Storms are announced days ahead, discussed in the shop, and on the day itself a line of people in coats stands on the promenade at a respectful distance, saying nothing. I have joined them. I could not tell you why.
There is a version of this story in which the newcomer discovers the true community that the tourists never see, and I am wary of it, because it is mostly what newcomers want to believe. The truth is more mixed. The town is friendlier in winter because it has time to be, not because it has been waiting for me. And a good deal of what passes for community is simply the fact that there are only four hundred of us and one pub. You do not choose your neighbours here. You are issued with them.
The economics are the part nobody mentions in the brochure. Half the houses on our street are empty from October to Easter, and the people who own them are not villains — they are teachers in Reading who saved for twenty years — but a street that is half dark is a different street. The school has lost a class since we arrived. The bus now runs twice a day. Whatever the town is in winter, it is also a place quietly being hollowed out by the summer that pays for it.
I still would not go back. When I say that to friends from the city they hear a boast, and it is not one; it is closer to an admission. I have become somebody who knows the tide times and has an opinion about the harbour wall. In August, when the bunting goes up and the queues come back, I feel the thing I suppose the woman in the bakery felt about me for the first two years — not hostility, exactly. Just a wish that they would all go home, so that the place could get on with being itself.
31
What does the writer suggest about the town in the first paragraph?
B “In August the town had been a performance… The town, it turned out, had simply been busy.” September is “the only honest” month because the performance has stopped. A is the reverse — the woman in the bakery speaks to him for the first time — and D takes a padlock on a kiosk for a permanent closure.
32
Why does the writer say the sea “becomes interesting” in winter?
B “The whole town watches it the way other places watch television… a line of people in coats stands on the promenade.” The interest is shared attention, not danger — the distance is “respectful”, not frightened. D twists the equipment, which he bought for the bleakness he expected, not for the sea.
33
What does the writer say about the “version of this story” in the third paragraph?
A “I am wary of it, because it is mostly what newcomers want to believe.” He then gives the more mixed truth. C is the trap: the town is friendlier in winter, but not for the reason the story gives, and “not because it has been waiting for me” is the sentence that rules C out.
34
What does the writer mean by “You are issued with them”?
B “You do not choose your neighbours here. You are issued with them” — the second sentence restates the first as a joke: like uniform, you get what you are given. A takes the metaphor literally; D adds a judgement the writer does not make.
35
What is the writer's attitude to the owners of the empty houses?
B “The people who own them are not villains — they are teachers in Reading who saved for twenty years — but a street that is half dark is a different street.” Sympathy before the dash, consequence after it. A goes too far: the lost class is listed as an effect, not pinned on the owners.
36
What does the writer admit in the final paragraph?
B “I feel the thing I suppose the woman in the bakery felt about me for the first two years — … a wish that they would all go home.” He has become the local. D is the near miss: what he wants gone is the visitors, not the town; and A is denied in the first line, “I still would not go back.”
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, here is what usually happened: you matched words. Every wrong option in this set contains something the text really says — a padlock, equipment, the school, the summer — and puts it under the wrong question or pushes it too far. Part 5 at B2 is about what the writer thinks, and the evidence is a phrase, not a paragraph.
Do it in this order.
Redo it one question at a time, and for each one find the paragraph it lives in — they run in order.
Answer in your own words before you look at A–D. If you cannot, you have not found the phrase yet.
For each wrong option, find the word the text does not support: permanently, dangerous, blames.
Look at the but and the dashes. In this article every concession is followed by the writer's real point.
Time: this part is six marks and should take twelve minutes. If it took twenty, that is where Part 7 went.
The classic B2 distractor here is too strong: the text says “a padlock on it”, the option says “close down permanently”; the text lists a lost class, the option says “blames”. The second is the literal reading of a joke: “issued with them” is not about the council. If you chose either kind, you were reading faster than the writer was writing.
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 37–42
Gapped text — sentences
Six sentences have been removed from the article. Choose from A–G the sentence which fits each gap. There is one extra sentence you do not need.
The box on the corner
There are around a hundred thousand postboxes in Britain, and very few people could tell you when they stopped noticing them. They arrived in 1852, on the island of Jersey, at the suggestion of a post office official who was better known for something else. 37 ______ The idea worked, and within a year the first boxes had appeared on the mainland.
They were not, at first, red. 38 ______ The result was a box that blended so successfully with hedges and railings that people complained they could not find it, and in 1874 the Post Office gave in and chose the colour it has used ever since. Repainting every box in the country took ten years.
Look closely at one and you will find a set of initials cast into the front. 39 ______ It means the box was made in that reign, and because boxes are almost never taken out of service, a walk through an old town is a walk through a century and a half of monarchs. Boxes from Queen Victoria's time are still emptied every day.
Some are rarer than others. 40 ______ Collectors — there are collectors — will travel a long way to photograph one, and the Post Office has been known to move them quietly when a road is widened, rather than lose them.
What is surprising is how little the design has changed. 41 ______ The pillar on the pavement is essentially the object a Victorian would recognise, with a slot, a door and a plate giving the time of the last collection.
That plate is the part people still read. 42 ______ For everything else, the box is a piece of furniture: noticed by visitors, photographed by them, and to everybody who lives here entirely, comfortably invisible.
37
Gap 37
B “Better known for something else” is a promise, and B keeps it — the novels. “His name” needs a man just mentioned, and the official is the only one. D is the extra sentence: it is about post offices, which sounds close, but nothing before or after any gap reaches for it.
38
Gap 38
C “They were not, at first, red” asks what colour they were, and “The result was a box that blended… with hedges” needs a colour that blends with hedges. C supplies green and the reason. No other option mentions a colour.
39
Gap 39
F “They” in F is the set of initials, and “that reign” in the sentence after the gap needs a king or queen to have been mentioned — F is the only option that mentions one in general. A names a particular king, but it belongs to the paragraph about rarity, not the one about what the initials mean.
40
Gap 40
A “Some are rarer than others” wants an example of a rare one, and “Collectors… will travel a long way to photograph one” needs a specific box worth the journey. A gives the king who reigned less than a year and the fewer than two hundred boxes. Nothing else on the list is about rarity.
41
Gap 41
E “How little the design has changed” is a claim; E concedes the exceptions (“there have been experiments”) and then confirms the claim (“nothing has replaced the shape”), and the next sentence describes that unchanged shape. C is about the colour, which did change, and belongs to paragraph 2.
42
Gap 42
G “That plate is the part people still read” — G says why: the hour of the last collection “is printed there”, and there can only be the plate. “For everything else” in the next sentence then contrasts the plate with the rest of the box.
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, here is what usually happened: you placed sentences by topic. The extra sentence here is about post offices, and it is on the list precisely because it sounds like it belongs. Part 6 is a jigsaw, not a comprehension test — you are matching links: a “his name” that needs a man, a “there” that needs a place, a “the result” that needs a cause.
Do it in this order.
Redo it reading the sentence before and after each gap first, and saying aloud what is missing between them.
Hunt the reference words in the seven options — his, they, there, the earliest — and ask what each one would have to point at.
Place the certain ones first. In this text 37 and 38 are nearly forced; use them to shrink the list.
When you have six placed, read the whole text through. A wrong one announces itself as a bump, and the bump is usually a pronoun with nothing to hold.
Note the time this part took. Six marks in ten minutes is the target; it is the part candidates most often leave unfinished.
The extra sentence is written to look right: same subject, same voice, a name from the text. Subject is not the test. If a sentence fits the topic but no reference word on either side of a gap reaches for it, it is the spare one — and in this paper that was D.
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 43–52
Multiple matching — four night workers
You are going to read what four people say about working at night. For questions 43–52 choose from the people A–D. The people may be chosen more than once.
Four people who work while Britain sleeps
A · Dawn — night-bus driver, London I drive the N29 out of Trafalgar Square, midnight till six, four nights a week. I have done days. Never again — days are traffic and complaints, and the night is a different city with the same buildings. My favourite moment is the ten past four — the last drunks are off, and the cleaners and the hospital shift get on, and the whole bus wakes up and starts talking. I could sell tickets for it. The cost is at home. My daughter, who is nine, once described me to a teacher as “a person who is usually asleep”, and she was not being unkind. She was being accurate. I am trying to fix that, but I am not trying to fix it by changing shift.
B · Kieran — baker, a Yorkshire market town I start at two. The shop opens at seven and by then I have made everything in it, alone, with the radio off. I was never any good with people — I say that in the kindest way; I just find them tiring — and dough does not ask how your weekend was. That is why the job fits me and why my brother, who could talk to a lamp-post, lasted a month in the same trade. The one month I would cheerfully delete from the calendar is December. Everybody wants everything, they want it iced, and they want it by nine on Christmas Eve, and by the time the shop shuts I have not seen daylight in three weeks.
C · Ros — night shift at a newspaper printing plant I took the job because the shift fitted round the children — ten till six, and I could be home for breakfast. I did not care what was being printed. Twenty years on I care a great deal, and the job is harder than it was, not easier: the presses are quicker and smarter, and that sounds like help, but it means one of us now watches what four of us used to watch, and when something goes wrong it goes wrong at eighty miles an hour. The children are grown. My husband works days and we meet, most weeks, on the landing. People ask whether the paper has a future. I tell them it has one tonight, and tonight is the shift I am on.
D · Malik — milk round, rural Cheshire Four o'clock, an electric van, two hundred houses. The first thing anyone says when I tell them what I do is “I didn't know they still did that”, and the second is “in glass?” — yes, in glass. What nobody expects is how much you learn from doorsteps. If a house that always leaves two bottles out leaves none, I knock, and twice in eleven years the knock has mattered. I have also learned the weather from the inside: I can smell rain an hour off now, which is not a skill I asked for. I would not swap the round for a warm office. Every season has its hour, and I get to see all of them while the rest of the county is asleep.
43
Which person says that changes in technology have made the job more demanding?
C “The presses are quicker and smarter, and that sounds like help, but it means one of us now watches what four of us used to watch.” Malik's van is electric, but he never says it has made anything harder.
44
Which person says they notice when something may be wrong with a customer?
D “If a house that always leaves two bottles out leaves none, I knock, and twice in eleven years the knock has mattered.” Dawn watches her passengers, but as a crowd, not as individuals she checks on.
45
Which person says the job suits the kind of person they are?
B “I was never any good with people… dough does not ask how your weekend was. That is why the job fits me.” Malik would not swap his round, but his reasons are the seasons, not his character.
46
Which person describes a particular moment of the night that they look forward to?
A “My favourite moment is the ten past four… the whole bus wakes up and starts talking. I could sell tickets for it.” Malik's “every season has its hour” is the near miss — a time of year, not a moment of the night.
47
Which person reports how a family member has described the effect of their hours?
A “My daughter, who is nine, once described me to a teacher as ‘a person who is usually asleep’.” Ros also mentions her family — she and her husband “meet on the landing” — but that is her own description, not one reported from a relative.
48
Which person says that most people assume their job no longer exists?
D “The first thing anyone says when I tell them what I do is ‘I didn't know they still did that’.” Ros is asked whether the paper “has a future”, which is a question about tomorrow, not a belief that the job has already gone.
49
Which person chose the job for its hours rather than for the work itself?
C “I took the job because the shift fitted round the children… I did not care what was being printed.” Dawn prefers nights, but she chose them over days inside a job she already had.
50
Which person mentions a time of year they dislike?
B “The one month I would cheerfully delete from the calendar is December.” Malik says every season has its hour — the opposite.
51
Which person says they would not want to work in the daytime?
A “I have done days. Never again.” Malik “would not swap the round for a warm office”, but that is about the job, not about daytime hours — the near miss.
52
Which person has acquired a skill they did not set out to learn?
D “I can smell rain an hour off now, which is not a skill I asked for.” Kieran's skill is baking, which he did set out to learn; nobody else describes an accidental one.
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, the reason is nearly always time — it is the last part, it is ten marks, and it is where the minutes lost in Parts 1–3 are paid for. The second reason is method: reading the four texts first and trying to remember them. Part 7 is question-first: one statement, scan all four, find the words that prove it, next.
Do it in this order.
Redo it with the questions in front of you and the texts covered. Read all ten, and underline the second condition in each: reports, no longer, did not set out.
Take one statement and scan A–D for that idea only. Write the question number next to the proving words.
Where two people seem to fit, you have dropped the second condition — go back to it.
Answer every question. A blank scores nothing; a guess between two has a real chance.
In the exam, if you reach Part 7 with under fifteen minutes, do this part before finishing Part 6. Ten marks beat six.
The trap in Part 7 is the near miss on the same topic: two people mention family, two mention refusing a different job, two are asked doubtful questions about their trade. The statement always carries a second condition that separates them, and that second condition is what you were meant to notice.
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 the paper you handed in — or, for any part you redid afterwards, your best unaided attempt. The time you took is beside the hand-in button. Fifty-two in seventy-five is the real ratio; if you were over, the debrief on each part says where the minutes usually go.
0parts done
—marks, best unaided attempt
0parts where you opened the support
This is the last mock before the real thing, so read the debriefs as a list of habits, not a list of mistakes. Any part under half is a part to redo tomorrow, with the support and then without. Any part over three-quarters is done — leave it alone and spend the time on the other kind.