B1 reading — exam format, strategies and examples
In the reading module, you show that you can understand short signs, one-paragraph passages and complete short texts. You need to recognise both the main idea and the writer’s intention, as well as retrieve specific information from a clearly structured text.
You do not need to translate every word. At B1, it is more useful to infer meaning from context, skim a text and scan for names, dates, conditions and other details required by the question.
Below you will find an organised module overview and original practice material for every main task family. Open a format, try the example and reveal the answer only when you are ready.
How the reading module works
- The module usually contains 4–5 tasks of different lengths and difficulty levels.
- Questions test understanding at sentence, paragraph and whole-text level.
- The texts used as task material are usually around 200–250 words, depending on the format.
- Tasks use material modelled on authentic notices, information texts and short chronological narratives.
Five task families
- Multiple choice — selecting the one answer supported by the text.
- Matching — linking people, headings, questions or descriptions with the correct passages.
- True–false and true–false–no information.
- Ordering shuffled sentences or larger text sections.
- Completing gaps with words from a bank or with removed sentences.
Texts you may encounter
- Short signs expressing a prohibition, instruction or direction, such as information about another entrance.
- Practical notices: opening hours, a service break, renovation work or office hours.
- Accessible excerpts from press, travel, information, popular-science and literary texts.
- Short complete articles, accounts and practical texts covering everyday B1 topics.
B1 · interactive guide
From a quick scan to an evidence-based answer
All material is kept on one page, while individual formats stay collapsed. This makes it easy to compare strategies, jump to one task type and decide when to reveal each solution.
Module at a glance
- Number of tasks
- 4–5
- The paper combines several formats, from standalone messages to short complete texts.
- Approximate word count
- 200–250
- The length of the reading material depends on the task type and the skill being tested.
- Depth of understanding
- 3 levels
- You are tested on the global message, selected facts, language details and textual coherence.
A four-step method for every format
Not every task requires the same reading speed. Match your pace to the information you need.
- 1
Read the instructions
Confirm the number of answers, whether options may repeat and what labels such as T, F or NI mean.
- 2
Capture the main idea
Check the title, source, opening sentences and layout. Summarise the topic in one short sentence.
- 3
Find evidence
Return to the question, mark a keyword and locate the passage that directly supports your choice.
- 4
Remove traps
Check negations, dates, exceptions and paraphrases. Similar vocabulary does not guarantee the same meaning.
Task type 1
Multiple choice
Read a short notice or a longer passage and select the one answer that best represents its meaning or a requested detail.
Goal: find evidence and reject answers that are only partly correct.
Choosing one correct answerOne option is fully supported by the text; the others alter an important detail.Open the strategy and example
How to solve it
Read the question before the notice. Underline exactly what the item asks about. Compare the meaning of complete answers instead of focusing on repeated words.
Original practice task
A change to library opening hours
Read the notice and choose one correct answer.
Text
W sobotę 12 kwietnia biblioteka będzie czynna od 10.00 do 14.00. Wypożyczalnia dla dorosłych pozostanie zamknięta, ale książki można oddać do automatu przy wejściu. Zaplanowane na 15.00 spotkanie z podróżnikiem odbędzie się dzień później, o tej samej godzinie.
Options
- A. W sobotę można wypożyczyć książkę dla osoby dorosłej.
- B. W sobotę można zwrócić książkę bez pomocy bibliotekarza.
- C. Spotkanie z podróżnikiem zacznie się w sobotę o 14.00.
Your task
What can someone do at the library on 12 April?
Show the answer and explanation
Correct answer
B. W sobotę można zwrócić książkę bez pomocy bibliotekarza.
Why?
The machine by the entrance allows readers to return books without staff assistance. The adult lending desk is closed and the meeting moves to Sunday, so A and C are not supported.
Task type 2
Matching
Match people’s needs, questions or headings with the correct descriptions. There is usually one extra option that fits none of the items.
Goal: compare several conditions, not only the general topic.
Matching people with offersEach person has different needs, and the correct offer must meet all essential conditions.Open the strategy and example
How to solve it
Mark two or three requirements for each person, such as time, place and interest. Eliminate every offer that misses even one essential requirement.
Original practice task
An idea for Saturday afternoon
Match offer A–D with each person. One offer will not be used.
Text
1. Zosia chce spędzić czas na świeżym powietrzu razem z psem. Nie ma samochodu.
2. Karim interesuje się fotografią i szuka zajęcia pod dachem, ponieważ zapowiadany jest deszcz.
3. Lena lubi historię miasta. Może wyjść dopiero po 18.00 i chciałaby słuchać przewodnika.
Options
- A. Wieczorny spacer z przewodnikiem po dawnych fabrykach; start o 19.00 przy rynku.
- B. Warsztaty fotografii portretowej w domu kultury; sobota, 15.00–17.00.
- C. Grupowy spacer z psami w parku przy pętli tramwajowej; sobota o 16.00.
- D. Wycieczka rowerowa za miasto; własny rower i dojazd samochodem na miejsce zbiórki.
Your task
Which offer is best for Zosia, Karim and Lena?
Show the answer and explanation
Correct answer
1 – C
2 – B
3 – A
Why?
C combines a dog walk with easy tram access. B concerns photography and takes place indoors. A starts after 18:00 and includes local history and a guide. D remains unused.
Task type 3
True, false and no information
Decide whether a statement agrees with the text, contradicts it or refers to information that the writer never provides.
Goal: distinguish missing information from the opposite information.
True or falseEvery statement either agrees with the text or directly contradicts it.Open the strategy and example
How to solve it
Locate the passage that corresponds to the statement. Mark true if they communicate the same idea; mark false if even one important detail differs.
Original practice task
A family cycle ride
Mark statements 1–3 as true (T) or false (F).
Text
Miejski przejazd rowerowy rozpocznie się w sobotę o 9.00 na placu Wolności. Trasa ma 18 kilometrów i kończy się piknikiem nad jeziorem. Rejestracja nie jest potrzebna, ale każdy uczestnik musi przyjechać na własnym rowerze. Osoby poniżej 15. roku życia mogą jechać tylko z dorosłym. Organizator zapewnia wodę; jedzenie należy zabrać samodzielnie.
Options
- 1. Przed startem trzeba zapisać się przez internet.
- 2. Uczestnik musi mieć własny rower.
- 3. Czternastolatek może wziąć udział bez opiekuna.
Your task
Decide whether each statement is true or false.
Show the answer and explanation
Correct answer
1 – F
2 – T
3 – F
Why?
The text says registration is unnecessary and participants must bring their own bikes. Anyone under 15 must ride with an adult, so statement 3 is false.
True, false or no informationIn addition to agreement and contradiction, identify claims that cannot be evaluated from the text.Open the strategy and example
How to solve it
Choose “no information” only when the text neither confirms nor rules out the statement. Do not add assumptions based on everyday experience.
Original practice task
A room for rent
Mark each statement T (true), F (false) or NI (no information).
Text
Do wynajęcia jasny pokój w trzypokojowym mieszkaniu przy ulicy Lipowej. Cena 1800 zł obejmuje wodę i internet; prąd jest rozliczany osobno co miesiąc. Przystanek autobusowy znajduje się cztery minuty od budynku, a sklep spożywczy jest na parterze. Właściciel zgadza się na małe zwierzę po wcześniejszym ustaleniu. W mieszkaniu nie wolno palić.
Options
- 1. Za internet nie trzeba dopłacać.
- 2. Właściciel nie pozwala na żadne zwierzęta.
- 3. W mieszkaniu są już dwie osoby.
Your task
Which statement is true, false or unsupported by the text?
Show the answer and explanation
Correct answer
1 – T
2 – F
3 – NI
Why?
Internet is included in the rent. A small pet may be accepted, so statement 2 contradicts the text. The number of current residents is never given.
Task type 4
Ordering
Arrange shuffled sentences or paragraphs to create a logical, coherent text or a chronological account.
Goal: track time markers, pronouns and cause-and-effect links.
Ordering sentencesShort sentences form one paragraph; connectors and references reveal their position.Open the strategy and example
How to solve it
First find the sentence that introduces the topic without references such as “there”, “then” or “therefore”. Next, connect pairs using time, pronouns and logical results.
Original practice task
A first cooking workshop
Put sentences A–D in a logical order.
Text
A. Na miejscu prowadząca podzieliła nas na trzy grupy i każdej dała inny przepis.
B. Po dwóch godzinach wszyscy usiedliśmy przy wspólnym stole, żeby spróbować gotowych dań.
C. W zeszłą sobotę po raz pierwszy zapisałem się na warsztaty kuchni roślinnej.
D. Najpierw jednak pokazała nam produkty i wyjaśniła, jak bezpiecznie używać nowych narzędzi.
Your task
Which order creates a coherent paragraph?
Show the answer and explanation
Correct answer
C → A → D → B
Why?
C introduces the event. A brings us to the venue, while D uses “jednak” to refer back and explain what happened first. B closes the account two hours later.
Ordering text sectionsArrange larger passages according to the topic’s development or successive stages of an event.Open the strategy and example
How to solve it
Give each passage a short label such as “problem”, “decision”, “action” or “result”. Then check that every paragraph opening refers clearly to what came before.
Original practice task
A courtyard garden
Arrange passages A–D to make a logical story.
Text
A. Po miesiącu pojawiły się pierwsze zioła, a sąsiedzi zaczęli spotykać się przy podlewaniu roślin.
B. Mieszkańcy jednego z bloków zauważyli, że ich podwórko jest puste i latem bardzo się nagrzewa.
C. Wspólnie zdecydowali więc, że ustawią tam skrzynie z ziemią i stworzą mały ogród.
D. Najpierw zebrali potrzebne materiały, a w sobotę posadzili miętę, pomidory i kwiaty.
Your task
Which passage should come first and which one last?
Show the answer and explanation
Correct answer
B → C → D → A
Why?
B presents the problem. “Więc” in C introduces the resulting decision. D describes the work and A gives its later result.
Task type 5
Gap completion
Restore missing words or complete sentences. A correct answer must fit the meaning, grammar and structure at the same time.
Goal: use context both before and after the gap.
Words from a bankInsert the supplied words into the correct gaps; some options may be extra.Open the strategy and example
How to solve it
Read the whole text and identify the relationship between sentences before choosing words. Finally, confirm that the completed text is logical and grammatical.
Original practice task
Commuting to work
Fill gaps 1–4 with words from the bank. One word is extra.
Text
Od miesiąca dojeżdżam do pracy rowerem, (1) ___ autobus często stał w korkach. (2) ___ sprawdziłem najkrótszą trasę na mapie. Kupiłem też lampki i kask, a (3) ___ zacząłem jeździć codziennie. W deszczowe poranki wybieram autobus, (4) ___ przez większość tygodnia nie korzystam już z biletu miesięcznego.
Answer bank
Your task
Which word belongs in each gap?
Show the answer and explanation
Correct answer
1 – ponieważ
2 – najpierw
3 – potem
4 – jednak
Why?
The first gap introduces the reason for the change. “Najpierw” and “potem” order the actions, while “jednak” contrasts rainy mornings with most of the week. “Dlatego” is unused.
Removed sentencesMatch whole sentences with gaps by following the topic, pronouns and links between neighbouring passages.Open the strategy and example
How to solve it
Read the sentence before and after each gap. Look for a repeated topic, a pronoun referring to an earlier noun, or a connector introducing an example, effect or contrast.
Original practice task
A neighbourhood book shelf
Place sentences A–D in gaps 1–3. One sentence is extra.
Text
W holu naszego bloku od dawna stał nieużywany regał. (1) ___ Pomysł szybko spodobał się mieszkańcom.
Każdy może zostawić na półce przeczytaną książkę i wziąć inną. (2) ___ Dzięki temu łatwo znaleźć lekturę zarówno dla dziecka, jak i dorosłego.
Na początku obawialiśmy się bałaganu. (3) ___ Po kilku miesiącach regał nadal jest uporządkowany i codziennie ktoś z niego korzysta.
Options
- A. Ustaliliśmy jednak dwie proste zasady i przygotowaliśmy podpisane półki.
- B. Jedna z sąsiadek zaproponowała, żeby urządzić na nim miejsce wymiany książek.
- C. Książki są podzielone na literaturę dziecięcą, powieści i poradniki.
- D. W przyszłym tygodniu biblioteka miejska będzie zamknięta.
Your task
Which sentences correctly complete the three gaps?
Show the answer and explanation
Correct answer
1 – B
2 – C
3 – A
Why?
B explains the “idea”. C develops the shelf description and leads to the different readers. A contrasts with the fear of disorder and introduces the organised result. D changes the subject.
Check before submitting
Reserve the final minutes for a short review of your answer sheet.
- Do the instructions allow repeated answers, and have you accounted for extra options?
- Can you point to specific evidence in the text for every choice?
- Have you kept “no information” separate from a false statement?
- In ordering tasks, does every pronoun and connector have a clear reference?
- Does each gap answer fit both the preceding and following context?
- Is every answer clearly marked, with no item accidentally left blank?
How to work during the exam
You may complete the tasks in any order. Always start by reading the instructions and item 0: they tell you whether an answer may be used once, more than once or not at all.
Read the question first and mark its keywords. Then scan the text for the same idea expressed in different words. Slow down and read closely only when you reach the relevant passage.
Keep an eye on the time. If two answers still seem possible, mark the item and return after completing the rest. At the end, make sure every response is clearly recorded.