Free B2 First (FCE) / C1 Advanced (CAE) mock — four papers, timed
One Cambridge B2/C1 paper in the real exam format: 84 questions across 4 timed sections, 3 hr 17 min on a server-controlled clock.
About the real exam Cambridge English Qualifications are among the most widely recognised proofs of English ability for study, work and immigration.
- 84 Questions
- 3 hr 17 min Duration
- 4 Sections
- 3 Breaks
- 100 Scored out of
Free, reversible until you begin · one attempt per account · no retake, no card.
Scored instantly, or scored by AI
82 questions are scored automatically against the paper key the moment you submit.
1 written task and 1 recorded speaking prompt are scored by AI. These scores are estimates, provided as-is, and can arrive after your objective result.
The paper, section by section
Navigation: sections run strictly in order and a completed section cannot be reopened.
Sample questions with worked answers
8 original practice questions written by Myndaq in the Cambridge B2/C1 style. They are not taken from this mock paper or from official past papers. Try each one, then open the answer.
- Question 1Reading and Use of English - multiple-choice cloze (B2 First)One correct answer
When Priya Anand opened her small bakery on a quiet side street, few of her neighbours expected it to last. Within a year, however, the queue outside her door had become a familiar sight, and Priya had to (1) ______ on two extra bakers just to keep up with demand.
Which word best fits gap (1)?
- set
- hold
- take
- turn
Show answer and explanation
Answer: C
The phrasal verb 'take on' means to employ someone, so 'take on two extra bakers' fits the idea of hiring staff to cope with more customers.
'Set on' means to attack (or to be determined), 'hold on' means to wait or keep gripping, and 'turn on' means to switch on or to attack suddenly. None of these can take 'bakers' as an object with the meaning of hiring, so only 'take' is correct.
- Question 2Reading and Use of English - multiple-choice cloze (C1 Advanced)One correct answer
Residents of Harwick Lane have been complaining about the state of the old footbridge for almost a decade. Despite repeated warnings from engineers, the council has so far (1) ______ a blind eye to the problem, arguing that repairs would cost more than the bridge is worth.
Which word best fits gap (1)?
- shut
- turned
- closed
- put
Show answer and explanation
Answer: B
The fixed idiom is 'turn a blind eye to something', meaning to deliberately ignore a problem you know about. That matches the council ignoring the engineers' warnings.
'Shut' and 'closed' are tempting because we shut or close our eyes, but they do not combine with 'a blind eye'. 'Put' does not form this idiom either. Only 'turned' completes the expression.
- Question 3Reading and Use of English - open cloze (B2 First)One correct answer
The town's bus company introduced a new timetable last spring. Not only (1) ______ the change reduce waiting times at the busiest stops, but it also cut the company's fuel bill by a noticeable amount.
Which word correctly fills gap (1)?
- has
- was
- had
- did
Show answer and explanation
Answer: D
When a sentence begins with the negative phrase 'Not only', the subject and auxiliary are inverted. The main verb after the subject is the bare infinitive 'reduce', and the event happened last spring, so the past simple auxiliary 'did' is needed: 'Not only did the change reduce...'.
'Has' and 'had' would need the past participle 'reduced', and 'was' would need 'reducing' or a passive form, so none of them fits the bare verb 'reduce'.
- Question 4Reading and Use of English - word formation (C1 Advanced)One correct answer
The detective listened patiently to the witness, but she soon noticed several (1) ______ in his account of the evening. (CONSISTENT)
Which word, formed from the word in capitals, correctly fills gap (1)?
- inconsistencies
- unconsistencies
- inconsistent
- consistencies
Show answer and explanation
Answer: A
After 'several' we need a plural noun, and the linking word 'but' shows that the detective found problems in the account, so the meaning must be negative. The noun from 'consistent' is 'consistency'; its negative form takes the prefix in-, giving 'inconsistency', plural 'inconsistencies'.
'Unconsistencies' uses the wrong prefix, 'inconsistent' is an adjective and cannot follow 'several' on its own, and 'consistencies' has the wrong (positive) meaning for the contrast introduced by 'but'.
- Question 5Reading and Use of English - key word transformation (B2 First)One correct answer
The organisers postponed the concert because of the storm.
PUT
The concert ______ because of the storm.
Which option completes the second sentence so that it has a similar meaning to the first, using the word given?
- was put out
- was put off
- was put down
- was put across
Show answer and explanation
Answer: B
'Postpone' means to move an event to a later time, and the phrasal verb with the same meaning is 'put off'. The first sentence is active, but the second starts with 'The concert', so a passive is needed: 'The concert was put off because of the storm.' This uses three words including PUT.
'Put out' means to extinguish (a fire) or to inconvenience someone, 'put down' means to suppress or criticise, and 'put across' means to communicate an idea clearly. None of these means postpone.
- Question 6Reading and Use of English - key word transformation (C1 Advanced)One correct answer
Lena's decision to leave the band surprised everyone.
CAME
Lena's decision to leave the band ______ everyone.
Which option completes the second sentence so that it has a similar meaning to the first, using the word given?
- came to a surprise for
- came in for a surprise from
- came as a surprise to
- came as surprised to
Show answer and explanation
Answer: C
The fixed expression is 'come as a surprise to someone', which means the same as 'surprise someone'. The past tense gives 'Lena's decision to leave the band came as a surprise to everyone', five words including CAME.
'Came to a surprise for' uses the wrong preposition pattern, 'came in for' is used with criticism or praise that someone receives and does not fit a decision, and 'came as surprised to' uses an adjective describing a person's feeling where a noun is required.
- Question 7Reading and Use of English - reading multiple choice (B2 First)One correct answer
When I signed up to help at the Fenwick Road community garden, I pictured myself planting sunflowers in the sunshine. The reality, during my first month, was rather different. Most Saturdays it rained, and my main job was carrying bags of compost from the car park to the far end of the site, which is further than it looks.
What kept me going was not the gardening itself but the people. Eileen, who has run the garden for eleven years, has a way of making every task sound important, even sweeping the path. By the end of the summer I could tell a weed from a seedling, which my family found hilarious, but I also knew the names of thirty neighbours I had walked past for years without a word.
I still can't grow tomatoes. But I no longer think of my street as just a place where I happen to live.
What does the writer suggest was the main benefit of volunteering at the garden?
- She became much more skilled at growing vegetables.
- She discovered that she enjoyed hard physical work.
- She was given more responsibility as the summer went on.
- She got to know people who lived in her area.
Show answer and explanation
Answer: D
The writer says that what kept her going was 'not the gardening itself but the people', that she learned the names of thirty neighbours, and that she now sees her street differently. The main benefit is the connection with local people.
A is contradicted by 'I still can't grow tomatoes'; she only learned to tell a weed from a seedling. B is wrong because carrying compost in the rain is presented as the unexpected, unappealing reality. C is not mentioned: Eileen makes tasks sound important, but the writer is never given extra responsibility.
- Question 8Reading and Use of English - reading multiple choice (C1 Advanced)One correct answer
When the regional archive announced that it would scan its entire collection of parish records, the news was greeted almost universally as a triumph. Researchers who had once travelled hundreds of miles to consult a single register would now be able to do so from their kitchen tables. It is hard to object to that, and I do not intend to.
What troubles me is the assumption, rarely stated but widely shared, that a scanned page is simply the original made more convenient. It is not. The scan preserves the words but discards much of what an experienced reader learns from the object itself: the change of ink halfway down a page that hints an entry was added later, the water stain that explains a missing name, the heavier paper that marks a volume rebound in a later century. These details are not decoration. They are, quite often, the evidence.
None of this is an argument for keeping the originals from the public, still less for abandoning the project. It is an argument for keeping the reading rooms open, and for resisting the temptation, once the scanning is finished, to treat them as an expense that can quietly be cut.
What is the writer's main concern about the scanning project?
- Access to the original documents may come to be regarded as unnecessary.
- The scans will be of too poor a quality for serious research.
- Fewer researchers will make the journey to the archive in person.
- The original records may be damaged while they are being scanned.
Show answer and explanation
Answer: A
The writer is troubled by the assumption that a scan is 'simply the original made more convenient' and warns against treating the reading rooms as 'an expense that can quietly be cut'. The concern is that people will decide the physical originals no longer need to be consulted.
B misreads the second paragraph: the lost details (ink, stains, paper) are lost from any scan, however good, so the point is not image quality. C describes something the writer welcomes ('It is hard to object to that'). D is never mentioned in the text.
Device and setup checklist
- A stable internet connection for the full duration.
- A working microphone (speaking sections are recorded).
- Headphones or speakers (this paper plays audio).
- A laptop or desktop is recommended for the closest exam experience.
What you get back
You get your raw marks and per-section scores. No scaled score, band, rank or percentile is estimated for this paper.
- Scored out of 100 raw marks, with per-section totals.
- There is no negative marking anywhere in this paper.
- AI-scored tasks are estimates provided as-is, and can arrive after your objective result.
How the real Cambridge B2/C1 is scored
Cambridge results are reported on the Cambridge English Scale. Each of the four papers receives a scale score; the four are averaged into an overall score and mapped to a grade (A, B or C to pass) with a CEFR level. B2 First is reported 140-190: you pass with Grade C from 160, and a Grade A (180-190) is certificated at CEFR C1. C1 Advanced is reported 160-210: you pass with Grade C from 180, and a Grade A (200-210) is certificated at CEFR C2. Certificates do not expire.
- C1 Advanced - Grade A200-210 on the Cambridge Scale: C1 Advanced awarded, performance at CEFR C2.
- C1 Advanced - Grade B/C (pass)180-199: C1 Advanced certificate at CEFR C1.
- B2 First - Grade A180-190 on B2 First: certificate awarded at CEFR C1.
- B2 First - Grade B/C (pass)160-179: B2 First certificate at CEFR B2.
Context only - this free mock returns: You get your raw marks and per-section scores. No scaled score, band, rank or percentile is estimated for this paper.
The Cambridge B2/C1 in four panels
The exam
Cambridge English Qualifications are among the most widely recognised proofs of English ability for study, work and immigration. B2 First (formerly FCE) certifies upper-intermediate English at CEFR B2; C1 Advanced (formerly CAE) certifies advanced English at CEFR C1. Both are reported on the Cambridge English Scale and share the same four-paper shape: Reading & Use of English, Writing, Listening and Speaking. Their signature feature is the Use of English section, which tests grammatical and lexical control through multiple-choice cloze, open cloze, word formation and key-word transformation.
The format
All four Cambridge papers for both B2 First and C1 Advanced. Reading & Use of English: multiple-choice cloze, open cloze, word formation, key-word transformation, multiple-choice reading, gapped text, multiple matching (plus cross-text multiple matching at C1). Writing: a compulsory essay and a situational genre task (email/letter, report, review, article or proposal). Listening: four parts (multiple choice, sentence completion, multiple matching), every recording played twice with mixed accents. Speaking: the four-part paired format (interview, long turn, collaborative task, discussion).
The candidates
- Learners who need an internationally recognised English certificate for university admission or employment.
- Candidates targeting CEFR B2 (B2 First) or C1 (C1 Advanced) with a certificate that does not expire.
- Students in Spain, Italy, Poland and across Europe preparing for school- or academy-driven Cambridge exams.
- Anyone comparing Cambridge with IELTS who wants practice on the distinctive Use-of-English tasks.
How people prepare for it
- Pick your target level first: B2 First for CEFR B2, C1 Advanced for CEFR C1; the task shapes are the same but the difficulty and word counts differ.
- Drill the four Use-of-English tasks separately: multiple-choice cloze, open cloze, word formation and key-word transformation are the fastest marks to secure.
- Practise the reading tasks (multiple choice, gapped text, multiple matching) under time pressure; gapped text rewards tracking cohesion and reference.
- Write timed essays and situational tasks in the right genre and register; learn the conventions of a report, review, proposal and formal email.
- Train listening with the twice-played rule and varied accents; rehearse the speaking long turn as a one-minute monologue and prepare to interact in the collaborative task.
Figures about the real exam, as recorded in the Myndaq course. They describe the real sitting, not this free mock paper - check current details with the exam body before you book.
What it opens up
- A Cambridge English certificate (B2 First or C1 Advanced) recognised worldwide and valid for life.
- Proof of CEFR B2 or C1 English for universities, employers and immigration authorities.
- Fluency across the four skills plus the grammatical and lexical control that the Use of English section rewards.
Course context for the real Cambridge B2/C1.
Figures above are as reported for the cycle named in each row and are refreshed each cycle. Sourced, dated facts for this exam (official links on every row) are on the Cambridge B2/C1 course page.
How this mirrors the real format
- The paper structure is the real format: 4 sections in exam order, 84 questions in total.
- Timing is server-controlled for the full 3 hr 17 min -- closing the tab does not pause the clock, exactly like our paid mock series.
- Marking follows the published paper: the per-section marks shown in the paper map are the marks the scorer applies.
- Sections run strictly in order and a completed section cannot be reopened.
- Break windows fall where the paper schedules them, and each one is shown in the paper map.
"Real format" means the paper shape, timing, marking and navigation above - not the official exam software, its visual identity, or any affiliation with the exam body.
What differs or is limited
- This free mock covers every section of the real exam format. Speaking is trimmed to at most 2 prompts and writing to 1 task; the paid mock includes the full task set. AI-scored sections are estimates and are provided as-is. Audio you record is deleted within 30 days.
- This free mock uses the B2 First variant; C1 Advanced is part of the paid course.
One attempt, explicitly
Adding this mock to your account is free and reversible - you can change the exam any time before you begin. Only the confirmed Begin action uses your one attempt. No retake, no reset, no card.