Use of English — Part 1
Multiple Choice Cloze
The collocation-first approach to Part 1 — because the gap isn't testing what you know. It's testing what you know in combination.
If you consistently score below 5/8 on Part 1 despite having solid vocabulary, this guide is for you. It's also for candidates who find themselves choosing the option that "sounds right" — only to discover it was the Cambridge distractor. The problem is almost never vocabulary depth. It's technique.
Sitting the B2 First in the next 90 days? Start here before moving to Part 4.
What exactly is Part 1?
Part 1 opens the Reading and Use of English paper with a short text of approximately 150 words. The text has 8 gaps. For each gap, you choose from four options: A, B, C or D. Unlike Part 2, you always have options — but having options doesn't make it easier. Cambridge designs the four choices so that at least two will seem plausible on first reading.
What's actually being tested
Part 1 is not a general vocabulary test. Cambridge is not asking "do you know this word?" It's asking "do you know which word belongs here?" The four categories that cover virtually every Part 1 gap:
The dominant gap type. You may know all four options — the correct one is determined by which word pairs with the surrounding vocabulary. "Make a decision" not "do a decision". "Shed light on" not "throw light on". Cambridge always places semantically similar distractors here.
Phrases that function as units: "by all means", "on the other hand", "for good". One word in the phrase is gapped and four plausible-looking options are given. The only way to answer correctly is to have memorised the expression as a complete chunk.
Usually tested by providing the same base verb with four different particles (e.g., call off / call out / call back / call away). Each combination creates a different meaning. The surrounding context — especially what follows the verb — is the only reliable signal.
Linking words tested by contrasting preposition-based connectors (despite, in spite of) with conjunction-based ones (although, even though). Cambridge specifically exploits the fact that most students learn these as synonyms rather than as grammatically distinct structures.
5 strategies that actually work
Classify the gap before reading the options
Before looking at A, B, C, D — spend three seconds deciding what type of word is missing. Is the gap in the middle of a noun phrase? (Likely collocation.) Does the verb particle seem to vary between options? (Phrasal verb.) Is the gap connecting two clauses? (Connector.) This single habit prevents the most common mistake: choosing the familiar option rather than the correct one. Your brain processes vocabulary questions differently depending on the category it expects.
Read the sentence twice — once for meaning, once for collocation
First read: understand what the sentence says. Second read: focus entirely on the 2–3 words immediately before and after the gap. The collocation signal is almost always in those surrounding words. Cambridge hides it deliberately by making the gap word the "interesting" part — the real information is in what surrounds it.
For phrasal verb questions: test each particle in isolation
When all four options use the same verb with different particles, don't read them as complete phrasal verbs. Instead, ask: "What does this particle mean in this context?" Test them one by one: does "off" work here? Does "out"? This prevents the most common phrasal verb mistake — choosing the most familiar phrasal verb overall rather than the one that fits this specific context.
For connector gaps: check the grammatical structure that follows
One rule eliminates two options instantly on most connector questions. If a noun phrase follows (no subject + verb), only preposition-based connectors work: despite, in spite of, due to, because of. If a full clause follows (with subject + verb), only conjunction-based connectors work: although, even though, because, whereas. Never mix them — this is one of the highest-frequency error patterns Cambridge tests.
Use the text topic as a register anchor
Cambridge selects topics deliberately — science, travel, culture, business. The field signals which collocations are natural. A gap in a formal academic text will favour formal collocations ("conduct research") over informal ones ("do research"). If you're genuinely unsure between two options, the text's register is your tiebreaker.
3 mistakes that cost candidates marks
The most damaging misconception. Students who prepare by memorising word lists often score 4–5/8 because they know the words but not their collocations. Cambridge places semantically correct but collocationally wrong options precisely to catch this. Shift your preparation from "learning words" to "learning word partnerships". The Cambridge Word Frequency List is less useful here than a dedicated collocations dictionary.
Part 1 is worth 1 mark per question. Parts 5, 6 and 7 of the same paper carry significantly more marks per question (Part 5 awards 2 marks per correct answer). If you're stuck after 90 seconds, make your best guess and move on. Time you spend agonising over one Part 1 question is time you're not spending on a Part 5 question worth twice as much.
Research on test-taking consistently shows that first responses to vocabulary recognition tasks are more frequently correct than revised responses. Unless you have a specific linguistic reason to change (e.g., you realised the gap needs a preposition-based connector, not a conjunction), trust your initial choice. Anxiety-driven second-guessing is a measurable cause of lost marks in Part 1.
5 examples — real exam format
Each example targets a different gap type. Answers and explanations below each question.
Scientists hope the new compound will ___ a major breakthrough in antibiotic resistance.
A. do B. make C. create D. produce
>_ B — make a breakthrough
"Do" is the most common distractor: Cambridge pairs it with "make" to test this distinction. "Create" and "produce" are semantically plausible but are not the established collocation.
The outdoor concert was called ___ at the last minute due to severe weather warnings.
A. out B. away C. off D. back
>_ C — call off (= cancel)
"Call out" means to shout or confront. "Call back" means to return a call. "Call away" means to summon elsewhere. Only "off" expresses cancellation.
She won the regional championship completely ___ chance — she had not intended to compete.
A. at B. on C. with D. by
>_ D — by chance
"By chance" is a fixed prepositional phrase. The other prepositions do not collocate with "chance" in this sense. Learn fixed expressions as complete units — preposition included.
___ the significant increase in ticket prices, attendance at the exhibition remained high.
A. Although B. Even though C. Despite D. Whereas
>_ C — Despite
"Despite" is a preposition: it requires a noun phrase. A and B are conjunctions requiring a full clause. "Whereas" expresses parallel contrast, not concession. The noun phrase "the increase" after the gap eliminates A, B and D immediately.
The manager asked senior staff to ___ an eye on the new team members during their first week.
A. hold B. keep C. have D. take
>_ B — keep an eye on
"Keep an eye on" is the fixed collocation meaning to monitor. All four options use common verbs — meaning-based elimination fails completely here. Only memorised collocation knowledge leads to the correct answer.
Practice quiz — 5 questions
Same format as the real exam. Click an option to check your answer.
Scientists hope the new compound will ___ a major breakthrough in antibiotic resistance.
The outdoor concert was called ___ at the last minute due to severe weather warnings across the region.
She won the regional championship completely ___ chance — she hadn't even intended to compete.
___ the significant increase in ticket prices, attendance at the exhibition remained consistently high.
The manager asked the senior staff to ___ an eye on the new team members during their first week.
Frequently asked questions
Is Part 1 the hardest part of the Reading and Use of English paper? >
Do I need to know phrasal verbs for Part 1? >
Does Part 1 test grammar or vocabulary? >
Can I skip Use of English and still pass B2 First? >
How many marks do I need on Part 1 to pass the exam? >
How Part 1 compares to the other Use of English parts
| Part | Format | Time | Marks | Difficulty |
|---|---|---|---|---|
| Part 1 · Multiple Choice Cloze | 8 gaps · choose A/B/C/D | ~10 min | 8 | ★★★☆☆ |
| Part 2 · Open Cloze | 8 gaps · no options given | ~10 min | 8 | ★★★★☆ |
| Part 3 · Word Formation | 8 gaps · root word given | ~10 min | 8 | ★★★☆☆ |
| Part 4 · Key Word Transformations | 6 sentences · fixed key word | ~15 min | 12 | ★★★★★ |
Part 4 carries 12 marks (2 per question) and has the steepest learning curve. If you're choosing where to focus your preparation time, the optimal order is: Part 4 first, Part 2 second, Part 1 third.
Ready to practise in full exam conditions?
The free demo at /b2 is a real Part 1 exercise in full Cambridge format — 8 questions, timed, with answer key and explanations. When you're ready for the complete set of 5 full B2 First exams (all 7 parts, 52 questions each), the full pack is available for a one-time unlock.