Reading

Level C1

Part 8 - Multiple Matching

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You are going to read a series of texts. For questions 1-10, choose the correct text. Texts can be chosen more than once.

Behind the Scenes of Modern Expertise

Read about modern forms of expertise, then answer the questions.

Text A

When I began as a museum conservator, I assumed the job would be largely solitary: cotton gloves, quiet rooms and the slow, reverent repair of objects that had outlived their makers. In reality, the work is relentlessly collaborative. Before a single fibre is reattached, we convene with curators, scientists and—more awkwardly—donors, whose enthusiasm can be inversely proportional to their patience. The most delicate negotiations are not about chemistry but about narrative: whether a crack should be disguised to satisfy a sponsor, or left visible because it is part of the object’s biography. I have, on occasion, refused funding rather than varnish over evidence of use. Ironically, the more scanning and imaging technology improves, the less room there is for bluff; every intervention is traceable, and future colleagues will know exactly what you did and why.

Text B

I run a small company that trains ‘prompt engineers’—a title that still makes my mother laugh. The work isn’t about typing clever questions into a chatbot; it’s about designing repeatable workflows so that a model produces reliable outputs under pressure. What surprises newcomers is how much of the job is linguistic: you have to anticipate ambiguity, constrain tone, and build in checks that catch hallucinated facts before they reach a client. We spend as long writing evaluation rubrics as we do writing prompts. The biggest misconception is that the role is a shortcut for people who can’t code. In practice, the best trainees are those who can translate messy human intentions into testable instructions, and who are willing to document failures as meticulously as successes—because the next iteration depends on it.

Text C

As a mountain guide, I’m often congratulated on my ‘bravery’, as though the job were a string of heroic improvisations. If I’m doing it properly, nothing is improvised. The real skill lies in deciding not to go: turning clients around when the snowpack is unstable, even if the summit is visible and the group has paid handsomely. That decision is rarely popular in the moment, yet it is precisely what clients later thank you for—once they’ve watched the evening forecast and realised how close they were to trouble. I keep a log of near-misses, not to dramatise them but to prevent them from becoming stories with funerals attached. Experience helps, but only if you treat it as evidence rather than as entitlement.

Text D

I translate legal contracts for a living, and the hardest part is not vocabulary but accountability. Clients sometimes ask for ‘a quick version’, as if precision were an optional extra. Yet a single modal verb can shift liability by millions, and a misplaced comma may be argued over for years. I’ve learned to push back politely but firmly: if a clause is vague in the source text, I flag it rather than smoothing it into something that merely sounds authoritative. The job also involves managing expectations across cultures. A British firm may prefer understatement, while a partner abroad expects explicitness; if you mirror the wrong style, you can appear evasive or aggressive. My best days are those when nobody notices my work—because that usually means nothing has gone wrong.

Text E

I used to design sound for theatre, but I now specialise in audio for virtual reality training simulations—fire drills, medical emergencies, industrial accidents. People assume it’s all about making things ‘realistic’, yet realism is often counterproductive. If the siren is too authentic, trainees freeze; if the background noise is too dense, they miss the instructor’s cues. So I build soundscapes that are psychologically plausible rather than acoustically perfect, nudging attention where it needs to go. The ethical questions arrive unexpectedly: should we include distressing screams if they improve performance, or does that cross a line? I’ve argued for restraint, even when the client wanted maximum impact. The irony is that the more immersive the technology becomes, the more carefully we have to ration intensity.

1. Which text mentions refusing to compromise professional standards, even at a financial cost?

  Text A
  Text B
  Text C
  Text D
  Text E

2. Which text emphasises that the job involves creating procedures that can be repeated and assessed, rather than relying on ad hoc inspiration?

  Text A
  Text B
  Text C
  Text D
  Text E

3. Which text describes the importance of choosing to stop an activity early, despite pressure to continue?

  Text A
  Text B
  Text C
  Text D
  Text E

4. Which text highlights that a tiny grammatical feature can have major consequences?

  Text A
  Text B
  Text C
  Text D
  Text E

5. Which text suggests that improved technology makes it harder to hide poor practice?

  Text A
  Text B
  Text C
  Text D
  Text E

6. Which text refers to deliberately recording problems in order to improve future performance?

  Text A
  Text B
  Text C
  Text D
  Text E

7. Which text mentions adapting communication style to avoid being misinterpreted by people from different backgrounds?

  Text A
  Text B
  Text C
  Text D
  Text E

8. Which text indicates that making something as authentic as possible may actually reduce effectiveness?

  Text A
  Text B
  Text C
  Text D
  Text E

9. Which text mentions a conflict between preserving evidence of the past and presenting something that looks flawless?

  Text A
  Text B
  Text C
  Text D
  Text E

10. Which text describes ethical limits on how intense an experience should be, even if stronger effects might be beneficial?

  Text A
  Text B
  Text C
  Text D
  Text E

What to do

In this part, you match questions or statements to sections of one text or several short texts.

Read the first text carefully and highlight information that corresponds to each question. Sometimes you will find a paraphrase of the information (different words meaning the same thing) rather than the keywords themselves.

Follow the same procedure for each text.

If you get stuck, select any answer. You can only gain marks by writing an answer.

Do this for every part of the exam, whenever you are unsure, write an answer.

Strategy

  1. Read the texts quickly to get a general idea of the topic.
  2. Read through the questions and underline key words and phrases that may help you.
  3. Scan the texts to find parts with a similar meaning to what you have underlined.
  4. Remember that the words will not be the same.

Instructions

You are going to read a series of texts. For questions 1-10, choose the correct text. Texts can be chosen more than once.

Exercise Details

Author

Beeasia Google

@beeasia-google

User Prompt

"Craft a C1 Reading & Use of English Multiple Matching exercise that reflects the format and style of the Cambridge English exam."

Tone: Standard
Level: C1

Created on:

May 5, 2026

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