CRE Use of English Practice Questions & Question Bank | 2026 Past Paper + Level 2 Pass Strategy
CRE Use of English practice question bank + 2026 study guide! Full breakdown of all five question types — Reading Comprehension, Error Identification, Sentence Completion, Paragraph Improvement, Vocabulary/Usage — with past paper sample questions, CRE registration steps, common Hong Kong English mistakes, and Level 2 strategies to pass first try.
Feeling overwhelmed about preparing for the CRE Use of English?
Many people think: "I got Level 4 in DSE English, so I should be fine, right?" But once the exam paper is opened, they discover that the question style is completely different from the DSE. The entire exam is more like an academic English test similar to TOEFL or GRE, and you have to finish all questions within 45 minutes -- the time pressure is immense.
But don't worry -- you've come to the right place.
This article will walk you through the five major question types of the CRE Use of English, the exam format, pass rates, preparation strategies, and the most common traps Hong Kong candidates fall into. Whether this is your first attempt or a retake, you'll have a much clearer understanding of the exam after reading this guide.
CRE Use of English Exam Overview
CRE stands for Common Recruitment Examination, administered by the Civil Service Bureau. It is designed for candidates applying for civil service positions at degree level or above. The CRE consists of three papers: Use of Chinese, Use of English, and Aptitude Test. All three papers are held on the same day, and candidates may choose to sit for one, two, or all three papers.
The Use of English paper differs significantly from typical English exams -- it does not test writing or speaking. Instead, it is an entirely multiple-choice written test that focuses on assessing candidates' English reading comprehension, grammar knowledge, vocabulary usage, and writing improvement skills. The overall style is similar to the Verbal Reasoning section of TOEFL or GRE, which means Hong Kong candidates accustomed to DSE-style questions will need time to adjust.
Basic Exam Information
| Item | Details |
|---|---|
| Exam Name | Common Recruitment Examination -- Use of English |
| Duration | 45 minutes |
| Number of Questions | 40 questions (all multiple choice) |
| Grade Levels | Level 2 (highest), Level 1, Fail |
| Result Validity | Valid permanently |
| Frequency | Twice a year (approximately June and October) |
| Exam Fee | Free |
| Equivalent Qualifications | Level 2 is equivalent to IELTS 6.5+ / DSE English Level 5 |
The CRE Use of English results are divided into three grade levels: Level 2 (highest), Level 1, and Fail. Results are valid permanently -- once you achieve your desired grade, there is no need to retake the exam, and the result can be used for all civil service job applications for life. Most degree-level civil service positions (such as AO - Administrative Officer, EO - Executive Officer, etc.) require a Level 2 in Use of English.
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iOS DownloadDetailed Breakdown of the Five Question Types
The CRE Use of English paper features five question types, covering Reading Comprehension, Error Identification, Sentence Completion, Paragraph Improvement, and Vocabulary/Usage. Understanding each question type's characteristics and assessment focus is the first step in developing your study strategy.
| Question Type | English Name | Approx. Questions | Assessment Focus | Suggested Time |
|---|---|---|---|---|
| Reading Comprehension | Comprehension | ~10 questions | Passage understanding, inference, main idea | 12-15 min |
| Error Identification | Error Identification | ~8 questions | Identifying grammatical errors | 6-8 min |
| Sentence Completion | Sentence Completion | ~8 questions | Grammar and sentence structure usage | 6-8 min |
| Paragraph Improvement | Paragraph Improvement | ~8 questions | Writing improvement, sentence restructuring | 8-10 min |
| Vocabulary / Usage | Vocabulary / Usage | ~6 questions | Contextual vocabulary selection | 4-5 min |
Type 1: Reading Comprehension (~10 Questions)
Reading Comprehension is the most time-consuming question type in the CRE Use of English. Candidates are required to read a prose passage of non-technical background and then answer approximately 10 multiple-choice questions. Passage topics typically involve social issues, cultural observations, environmental conservation, and other general knowledge areas, without any specialised terminology.
Common assessment areas:
- Main Idea and Author's Perspective
- Contextual Meaning of words within the passage
- Inference questions -- drawing implied conclusions from the passage content
- Detail questions -- locating specific information mentioned in the passage
- Text Structure and paragraph function
Reading Comprehension Tips
- Read the questions before the passage -- reading with questions in mind helps you locate answers more efficiently
- Pay attention to topic sentences -- the first sentence of each paragraph usually states the main point of that paragraph
- Watch for transition words -- what follows however, nevertheless, or on the other hand is usually the author's real point
- Use the process of elimination -- if you're unsure of the answer, first eliminate clearly wrong options to improve your chances
Type 2: Error Identification (~8 Questions)
Error Identification is the question type many Hong Kong candidates find most challenging. Each question presents a sentence with four underlined portions (A, B, C, D), and you need to identify which portion contains a grammatical error. If everything is correct, you select "No error." This question type is very similar to the Identifying Sentence Errors section of the SAT Writing test.
Common error types:
- Subject-Verb Agreement: For example, "The list of items are on the table" should be "is." The trickiest aspect of these questions is that the exam setters insert long modifiers (such as prepositional phrases or relative clauses) between the subject and the verb, making you think the nearest noun is the subject. You need to learn to "skip over" the intervening modifiers and find the true subject before judging singular or plural.
- Tense Errors: Mixing different tenses or using tenses that don't match the context. For example, a passage describing past events suddenly uses the Present Simple, or "since" is used but the verb is not in the Present Perfect. When answering, pay attention to time markers (yesterday, since, by the time, etc.) as they indicate which tense should be used.
- Pronoun Reference: The pronoun doesn't agree with its antecedent in number or gender. The classic example is "Everyone should bring their own lunch" -- while common in spoken English, in formal grammar "everyone" is singular and should take "his or her." Also, when a sentence contains two nouns, pay close attention to what "it" or "they" refers to.
- Parallel Structure: Inconsistent formatting in lists or comparisons. For example, "She likes swimming, to run, and cycling" is incorrect and should be unified as "swimming, running, and cycling." Whenever you see connectors like and, or, not only... but also, check that the grammatical structures on both sides are consistent.
- Preposition Errors: This is a major problem area for Hong Kong candidates because Chinese preposition usage differs greatly from English. For example, "discuss about" (should be just "discuss"), "comply to" (should be "comply with"), "different with" (should be "different from"). Don't guess prepositions by translating from Chinese -- memorise fixed collocations individually.
- Misplaced Modifiers: Modifiers placed in the wrong position create ambiguity. For example, "Walking down the street, the building caught my eye" is problematic because the subject of "walking" should be a person, not a building. The correct version is "Walking down the street, I noticed the building." This type of question appears frequently in Error Identification.
Mastering these six major error types will allow you to handle approximately 80% of Error Identification questions. We recommend creating a quick-reference sheet during your revision with typical example sentences for each error type, and reviewing it quickly before the exam to reinforce your memory.
Error Identification Sample Question
Identify the error in the following sentence:
"Each of(A) the candidates have submitted(B) their application before(C) the deadline(D)."
A. Each of B. have submitted C. before D. deadline E. No error
Explanation: The answer is B. "Each" is a singular subject, so the verb should be "has submitted" rather than "have submitted." This subject-verb agreement trap most commonly appears when there are many modifiers between the subject and the verb, making it easy to be misled by the nearby "candidates" (plural).
Type 3: Sentence Completion (~8 Questions)
Sentence Completion questions present a sentence with a blank and require you to choose from four options the answer that is grammatically correct and semantically appropriate to fill in the gap. This question type primarily tests candidates' mastery of English grammar rules, including tenses, voice, conjunctions, relative pronouns, and more.
Common assessment areas:
- Conditionals: Tense pairing in If clauses
- Relative Clauses: Correct usage of who / whom / which / that
- Participle Phrases: Usage of present and past participles
- Subjunctive Mood: It is essential that he be present
- Inversion: Never have I seen... / Not only did he...
Sentence Completion Sample Question
"Had the government ______ the policy earlier, the situation would not have deteriorated so rapidly."
A. implement B. implemented C. implementing D. to implement
Explanation: The answer is B. This is the inverted form of the Third Conditional. The original sentence is "If the government had implemented the policy earlier..." -- after omitting "if," the inverted structure becomes "Had the government implemented..." The past participle "implemented" is the correct form. This type of inverted conditional is a high-frequency test point in the CRE Use of English.
Type 4: Paragraph Improvement (~8 Questions)
Paragraph Improvement is the most unique question type in the CRE Use of English. The exam paper presents two draft passages, each containing several labelled sentences. Questions ask how to improve these sentences -- for example, combining sentences, improving sentence structure, adding transition words, or eliminating redundancy.
Common assessment areas:
- Sentence Combining: Merging two short sentences into one more fluent sentence
- Transition Words: Choosing appropriate connectors to make paragraphs more coherent
- Sentence Restructuring: Improving the way sentences are expressed
- Eliminating Redundancy: Removing repetitive or unnecessary words
- Tone Consistency: Ensuring a uniform tone throughout the passage
Paragraph Improvement Tips
- Read the entire paragraph before answering -- don't look at sentences in isolation; you need to understand the context to judge which improvement method works best
- Pay attention to logical relationships -- is the relationship between paragraphs causal, contrastive, progressive, or comparative? This determines which transition word to use
- Conciseness is key -- if two options convey the same meaning, the more concise one is usually the correct answer
Type 5: Vocabulary / Usage (~6 Questions)
Vocabulary/Usage questions test whether candidates can select the most appropriate word in a given context. Questions typically present a sentence with a blank or an underlined word, requiring you to choose the most suitable vocabulary item from four options. This question type tests not just your vocabulary size, but more importantly your understanding of word nuance.
Common assessment areas:
- Near-synonym distinction: e.g., affect vs. effect, comprise vs. compose, imply vs. infer
- Collocations: e.g., make a decision (not "do a decision"), conduct research (not "make research")
- Register: Differences between formal and informal usage
- Word form conversion: Correct usage of nouns, verbs, adjectives, and adverbs
Vocabulary / Usage Sample Question
"The committee's report ______ that further investigation was needed before any policy changes could be made."
A. implied B. inferred C. referred D. conferred
Explanation: The answer is A. "Imply" means "to suggest or indicate," and it is the speaker/author/report that implies something. "Infer" means "to deduce," which is done by the listener/reader. Here, the report "implied" that further investigation was needed, so "implied" is correct. "Referred" means "mentioned," and "conferred" means "discussed/consulted" -- neither fits the context. The distinction between imply and infer is a classic test point in the CRE Use of English.
Pass Rate and Difficulty Analysis
The difficulty of the CRE Use of English often exceeds candidates' expectations. Based on past candidates' feedback and publicly available data, approximately 40% of candidates fail to achieve Level 2 -- meaning that two out of every five candidates do not obtain the Level 2 result required for most degree-level civil service positions.
| Grade | Approx. Percentage | Applicable Positions |
|---|---|---|
| Level 2 | ~60% | AO, EO, ACO, TO and most degree-level positions |
| Level 1 | ~20% | Some non-degree positions or roles with lower English requirements |
| Fail | ~20% | Not applicable |
Why is the CRE Use of English so difficult? There are several key reasons:
- Extreme time pressure -- 40 questions in 45 minutes means roughly 1 minute per question, and Reading Comprehension questions also require time to read the passage
- Very different from the DSE -- many candidates are used to DSE-style questions and find CRE's Error Identification and Paragraph Improvement unfamiliar
- High grammar knowledge requirements -- it's not enough to just understand English; you need genuine mastery of grammar rules and the ability to identify subtle grammatical errors
- Subtle differences between options -- often all four options seem "close to correct," and only precise grammar knowledge can distinguish the right answer
Important Reminder
The CRE Use of English has no penalty for wrong answers, so never leave a question blank! Even if you're unsure, always select an answer. Use the process of elimination to remove obviously wrong options, then choose from the remaining ones -- this alone significantly improves your chances.
Preparation Strategies: How to Study Effectively
To achieve Level 2 in the CRE Use of English, you cannot rely solely on "winging it" or "language instinct" -- you need systematic preparation. Below are tried-and-tested strategies validated by countless successful candidates:
Strategy 1: Strengthen Your Grammar Foundation
Grammar is the core of the CRE Use of English. Error Identification, Sentence Completion, and Paragraph Improvement all directly test grammar, and together they account for over 60% of the paper. We recommend focusing your revision on the following grammar areas:
- Subject-Verb Agreement
- Tense Consistency
- Pronoun-Antecedent Agreement
- Parallel Structure
- Conditional Sentences
- Relative Clauses
- Gerunds vs. Infinitives
- Active vs. Passive Voice
Strategy 2: Read English Every Day
Reading Comprehension accounts for about a quarter of the paper, and there are no shortcuts to improving reading ability -- it requires long-term accumulation. We recommend spending 15-20 minutes daily reading English materials:
- Newspaper editorials: SCMP (South China Morning Post) Editorial and Opinion sections are great for practising argumentative text comprehension
- Magazine articles: Articles from The Economist and Time Magazine are similar in length to CRE reading passages
- In-depth journalism: BBC News In Depth or long-form articles from The Guardian
When reading, don't just passively absorb the content -- consciously pay attention to the article's structure, argument development, and turning points, as these are all key areas that Reading Comprehension questions focus on.
Strategy 3: Timed Practice
This is the step most candidates overlook, yet it is the most important. Time pressure is the main reason many people underperform in the CRE Use of English. Always time yourself during practice to simulate real exam conditions:
- Set a 45-minute countdown for each practice session
- Develop a pace of approximately 1 minute per question
- If you can't solve a question, mark it and move on -- come back if there's time left at the end
- After finishing, carefully review your answers and analyse why you got questions wrong
Strategy 4: Build an Error Log
After each practice session, record the questions you got wrong and analyse which grammar areas you are weakest in. Many candidates discover they repeatedly make mistakes in certain areas, such as preposition collocations or tense selection. Targeted improvement of weak areas is far more effective than blindly doing more questions.
Suggested Four-Week Study Schedule
| Week | Key Tasks | Daily Time |
|---|---|---|
| Week 1 | Review core grammar rules, familiarise yourself with all five question types | 30-45 min |
| Week 2 | Practise by question type, focus on overcoming weak areas | 30-45 min |
| Week 3 | Mock exams -- complete full sets of questions under timed conditions | 45 min + review |
| Week 4 | Review incorrect answers and consolidate weak areas | 20-30 min |
Common Mistakes and Traps: Hong Kong English Problem Areas
Hong Kong candidates, influenced by their Chinese mother tongue, exhibit certain highly typical error patterns in English usage, and CRE exam setters are well aware of these weaknesses. Below are the most common "Hong Kong English" traps:
Trap 1: Preposition Errors
This is the number one pitfall for Hong Kong candidates. English preposition usage differs greatly from Chinese, and many collocations need to be memorised individually:
| Common Error | Correct Usage | Explanation |
|---|---|---|
| discuss about the issue | discuss the issue | "discuss" is a transitive verb -- no preposition needed |
| emphasize on the point | emphasize the point | "emphasize" does not take "on" |
| comply to the rules | comply with the rules | "comply" takes "with" |
| aim at achieving | aim to achieve | "aim" is usually followed by "to + infinitive" |
| different with others | different from others | "different" takes "from" |
| result of carelessness | result from carelessness | "result from" means "caused by" |
Trap 2: Chinglish Direct Translation
Many Hong Kong English errors come from directly translating Chinese sentence structures into English. Here are the most common Chinglish patterns:
- "Although... but..." -- In Chinese, you can say the equivalent of "although... but..." together, but in English you can only use one: Although he was tired, he continued working. (no "but")
- "Because... so..." -- Same as above: English does not use "because" and "so" together
- "Open the light" -- Should be "turn on the light"
- "The price is very expensive" -- A price is "high" or "low," not "expensive" or "cheap"
- "I very like..." -- Should be "I like... very much" or "I really like..."
Trap 3: Tense Errors
Chinese verbs do not conjugate, so many Hong Kong candidates have a relatively weak grasp of English tenses. Common CRE tense traps include:
- Present Perfect vs. Past Simple: When using "since" or "for," you must use the Present Perfect, not the Past Simple
- Past Perfect usage: Describing "the past before the past" requires the Past Perfect
- Conditional tenses: Second Conditional uses Past Simple; Third Conditional uses Past Perfect
- Reported speech: Tense backshift rules in indirect speech
Trap 4: Subject-Verb Agreement Traps
These errors typically appear in Error Identification questions. Exam setters deliberately insert many modifiers between the subject and the verb to mislead you about whether the subject is singular or plural:
- Collective nouns: The committee has decided... (not "have")
- Each / Every: Each of the students is required... (not "are")
- Neither...nor...: The verb agrees with the nearest noun -- Neither the manager nor the employees were aware...
- Uncountable nouns: The information is accurate... (not "are")
Exam Day Tips
- Don't get stuck on one question -- if you've been thinking about a question for more than 90 seconds with no progress, decisively mark it and move on
- Start with the question types you're most confident in -- we recommend starting with Error Identification and Sentence Completion (grammar-based questions) as their answers tend to be more clear-cut, reducing hesitation
- Save Reading Comprehension for last -- it takes the most time, and doing it first may cause you to run over time and affect the remaining questions
- Answer every question -- there is no penalty for wrong answers; leaving questions blank is the biggest loss
- Trust your first instinct -- research shows that changing answers tends to have a lower success rate than sticking with your first choice, unless you are very certain you initially chose wrong
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Many great inventions are initially greeted with ridicule and disbelief. The invention of the airplane was no exception. Although many people who heard about the first powered flight on December 17, 1903 were excited and impressed, others reacted with peals of laughter. The idea of flying an aircraft was repulsive to some people. Such people called Wilbur and Orville Wright, the inventors of the first flying machine, impulsive fools. Negative reactions, however, did not stop the Wrights. Impelled by their desire to succeed, they continued their experiments in aviation.\\n\\nOrville and Wilbur Wright had always had a compelling interest in aeronautics and mechanics. As young boys they earned money by making and selling kites and mechanical toys. Later, they designed a newspaper-folding machine, built a printing press, and operated a bicycle-repair shop. In 1896, when they read about the death of Otto Lilienthal, the brothers’ interest in flight grew into a compulsion.\\n\\nLilienthal, a pioneer in hang-gliding, had controlled his gliders by shifting his body in the desired direction. This idea was repellent to the Wright brothers, however, and they searched for more efficient methods to control the balance of airborne vehicles. In 1900 and 1901, the Wrights tested numerous gliders and developed control techniques. The brothers’ inability to obtain enough lift power for the gliders almost led them to abandon their efforts.\\n\\nAfter further study, the Wright brothers concluded that the published tables of air pressure on curved surfaces must be wrong. They set up a wind tunnel and began a series of experiments with model wings. Because of their efforts, the old tables were repealed in time and replaced by the first reliable figures for air pressure on curved surfaces. This work, in turn, made it possible for the brothers to design a machine that would fly. In 1903 the Wrights built their first airplane, which cost less than $1,000. They even designed and built their own source of propulsion-a lightweight gasoline engine. When they started the engine on December 17, the airplane pulsated wildly before taking off. The plane managed to stay aloft for 12 seconds, however, and it flew 120 feet.\\n\\nBy 1905, the Wrights had perfected the first airplane that could turn, circle, and remain airborne for half an hour at a time. Others had flown in balloons and hang gliders, but the Wright brothers were the first to build a full-size machine that could fly under its own power. As the contributors of one of the most outstanding engineering achievements in history, the Wright brothers are accurately called the fathers of aviation.\\n\\nQ: The Wrights’ interest in flight grew into a ______.
“Old woman,” grumbled the burly white man who had just heard Sojourner Truth speak, “do you think your talk about slavery does any good? I don’t care any more for your talk than I do for the bite of a flea.”\\n\\nThe tall, imposing black woman turned her piercing eyes on him. “Perhaps not,” she answered, “but I’ll keep you scratching.”\\n\\nThe little incident of the 1840s sums up all that Sojourner Truth was: utterly dedicated to spreading her message, afraid of no one, and both forceful and witty in speech.\\n\\nYet 40 years earlier, who could have suspected that a spindly slave girl growing up in a damp cellar in upstate New York would become one of the most remarkable women in American history? Her name then was Isabella Baumfree, and by the time she was 14 years old she had seen both parents die of cold and hunger. She herself had been sold several times. By 1827, when New York freed its slaves, she had married and given birth to four children.\\n\\nThe first hint of Isabella’s fighting spirit came soon afterwards, when her youngest son was illegally seized and sold. She marched to the courthouse and badgered officials until her son was returned to her.\\n\\nIn 1843, inspired by religion, she changed her name to Sojourner (meaning “one who stays briefly”) Truth and, with only pennies in her purse, set out to preach against slavery. From New England to Minnesota she trekked, gaining a reputation for her plain but powerful and moving words. Incredibly, despite being black and female (only white males were expected to be public speakers), she drew thousands to town halls, tents, and churches to hear her powerful, deep-voiced pleas on equality for blacks-and for women. Often she had to face threatening hoodlums. Once she stood before armed bullies and sang a hymn to them. Awed by her courage and her commanding presence, they sheepishly retreated.\\n\\nDuring the Civil War she cared for homeless ex-slaves in Washington, D.C. President Lincoln invited her to the White House to bestow praise on her. Later, she petitioned Congress to help former slaves get land in the West. Even in her old age, she forced the city of Washington, D.C. to integrate its trolley cars so that black and white passengers could ride together.\\n\\nShortly before her death at the age of 90, she was asked what kept her going. “I think of the great things,” replied Sojourner.\\n\\nQ: When New York freed its slaves, Isabella had_____
Adapted from The Frontier in American History, by Frederick Jackson Turner\\n\\nBut the larger part of what has been distinctive and valuable in America's contribution to the history of the human spirit has been due to this nation's peculiar experience in extending its type of frontier into new regions—and in creating peaceful societies with new ideals in the successive vast and differing geographic provinces which together make up the United States. Directly or indirectly these experiences shaped the life of both the Eastern and Western States, and even reacted upon the Old World, influencing the direction of its thought and progress. This experience has been fundamental in the economic, political, and social characteristics of the American people and in their conceptions of their destiny.\\n\\nWriting at the close of 1796, the French minister to the United States, M. Adet, reported to his government that Jefferson could not be relied on to be devoted to French interests, and he added that "Jefferson, I say, is American, and by that name, he cannot be sincerely our friend. An American is the born enemy of all European peoples." Obviously erroneous as are these words, there was an element of truth in them. If we would understand this element of truth, we must study the transforming influence of the American wilderness, remote from Europe, and by its resources and its free opportunities affording the conditions under which a new people, with new social and political types and ideals, could arise to play its own part in the world, and to influence Europe.\\n\\nThe main idea of the passage is __________.
Adapted from Seven Discourses Delivered in the Royal Academy By the President by Joshua Reynolds (1778)\\n\\nAll the objects which are exhibited to our view by nature, upon close examination will be found to have their blemishes and defects. The most beautiful forms have something about them like weakness, minuteness, or imperfection. But it is not every eye that perceives these blemishes. It must be an eye long used to the contemplation and comparison of these forms—and which, by a long habit of observing what any set of objects of the same kind have in common, that alone can acquire the power of discerning what each wants in particular. This long laborious comparison should be the first study of the painter who aims at the greatest style. By this means, he acquires a just idea of beautiful forms; he corrects nature by herself, her imperfect state by her more perfect. His eye being enabled to distinguish the accidental deficiencies, excrescences, and deformities of things from their general figures, he makes out an abstract idea of their forms more perfect than any one original—and what may seem a paradox, he learns to design naturally by drawing his figures unlike to any one object. This idea of the perfect state of nature, which the artist calls the ideal beauty, is the great leading principle by which works of genius are conducted. By this, Phidias acquired his fame. He wrought upon a sober principle what has so much excited the enthusiasm of the world—and by this method you, who have courage to tread the same path, may acquire equal reputation.\\n\\nThe author would NOT agree with the statement that __________.
Adapted from The Frontier in American History, by Frederick Jackson Turner\\n\\nBut the larger part of what has been distinctive and valuable in America's contribution to the history of the human spirit has been due to this nation's peculiar experience in extending its type of frontier into new regions—and in creating peaceful societies with new ideals in the successive vast and differing geographic provinces which together make up the United States. Directly or indirectly these experiences shaped the life of both the Eastern and Western States, and even reacted upon the Old World, influencing the direction of its thought and progress. This experience has been fundamental in the economic, political, and social characteristics of the American people and in their conceptions of their destiny.\\n\\nWriting at the close of 1796, the French minister to the United States, M. Adet, reported to his government that Jefferson could not be relied on to be devoted to French interests, and he added that "Jefferson, I say, is American, and by that name, he cannot be sincerely our friend. An American is the born enemy of all European peoples." Obviously erroneous as are these words, there was an element of truth in them. If we would understand this element of truth, we must study the transforming influence of the American wilderness, remote from Europe, and by its resources and its free opportunities affording the conditions under which a new people, with new social and political types and ideals, could arise to play its own part in the world, and to influence Europe.\\n\\nThe author views Europe and America as __________.
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Frequently Asked Questions
Q: Can a DSE English Level 5 result exempt me from the CRE Use of English?
A: Yes. A DSE English Language Level 5 or above is considered equivalent to CRE Use of English Level 2, and can be used directly for civil service job applications without sitting the CRE Use of English. However, DSE Level 4 is only equivalent to CRE Level 1, so if your target position requires Level 2, you will need to take the CRE separately.
Q: Can IELTS results replace the CRE Use of English?
A: No. IELTS, TOEFL, and other international English test results are not accepted as substitutes for the CRE Use of English. You must either sit the CRE or use a DSE Level 5+ result for exemption.
Q: Are there past papers available for the CRE Use of English?
A: No. CRE past papers are not publicly available for sale. The Civil Service Bureau website has a small number of sample questions, but the quantity is very limited. We recommend using a high-quality mock question app (such as 10minquiz) for extensive practice, which is more effective.
Q: Can I retake the exam if I fail?
A: Yes. There is no limit on the number of retakes for the CRE, and your best result across all attempts is the one that counts. Even if you fail one attempt, it does not affect any higher grade achieved previously or subsequently.
Q: Which is harder -- the CRE Use of English or IELTS?
A: The two exams test completely different things, making direct comparison difficult. IELTS tests listening, speaking, reading, and writing, while the CRE Use of English only tests reading and grammar (all multiple choice). However, the CRE has greater time pressure (40 questions in 45 minutes) and demands extremely high grammatical precision. Generally speaking, if you can score 6.5 or above in IELTS Reading, CRE Level 2 should be achievable, but we still recommend doing specific CRE-style practice.
Prepare Efficiently with the 10minquiz App
The biggest challenge in exam preparation is not knowing where to start. The 10minquiz CRE Use of English question bank contains over 1,200 mock questions covering all five question types, with detailed bilingual (Chinese-English) explanations for every question to help you truly understand each grammar rule and vocabulary usage.
Advantages of 10minquiz:
- 1,200+ carefully selected questions -- full coverage of all five question types, with enough questions to last you until exam day
- Detailed bilingual explanations -- every question includes analysis that not only tells you the correct answer but also explains why the other options are wrong
- Learn in spare moments -- on the bus, waiting for someone, or during lunch -- you can do a few questions anytime; just 10 minutes a day is enough
- Automatic error tracking -- the system records your incorrect answers for convenient focused review
- Mock exam mode -- complete a full set of questions under timed conditions, simulating real exam pressure
Many candidates who successfully achieved Level 2 have shared that their preparation strategy was actually quite simple -- they used 10minquiz to do 10-15 questions during their daily commute, kept it up for two months, and by exam day found that many question types felt familiar, giving them a huge confidence boost.
Ready to Achieve CRE Use of English Level 2?
Over 1,200 carefully selected CRE Use of English mock questions covering all five question types, each with detailed explanations. Make good use of your spare time -- just 10 minutes a day to achieve a Level 2 result with ease.
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Baseball, Then and Now, by Will Floyd\\n\\nThe twenty-first-century baseball fan would hardly recognize the nineteenth-century version of the national pastime. The massive stadiums, pristine uniforms, and even most articles of equipment integral to the modern game were all unfamiliar to players in the late-nineteenth-century.\\n\\nThe current number of balls and strikes that each batter is allowed was not settled until the 1890s. Fielding gloves were not utilized until the 1880s. Players could even call for a high or low pitch as recently as 1900. The biggest misconception about nineteenth-century baseball from a modern point-of-view is assuming all pitching was done the way it is now. In fact, until 1893 pitchers operated out of a box a mere 45 feet away. The short distance was no problem, as the original rules for pitching required an underhand motion. As athletes have done for centuries, pitchers of the nineteenth century figured out ways to throw harder and circumvent the rules. Eventually, pitchers were taking a running start from 45 feet away and throwing overhand. Baseball players and administrators quickly realized that such pitching was a safety hazard at 45 feet, and it creates a tedious game in which no one could score. Baseball pushed the pitcher back to sixty feet and six inches, introduced the pitcher’s mound, and the slab the pitcher must be rooted to, pushing baseball closer to its modern form. These changes in baseball’s early years made the game the treasured sport it is today.\\n\\nThe phrase "As athletes have done for centuries," refers to the act of __________.
Idioms and Rhyming Slang by Will Floyd\\n\\nWhile dialects and slang exist in most corners of the world, a few peculiar language habits stand out as developing entirely new ways of speaking. Most famously, the rhyming Cockney slang of East London that developed in the late nineteenth century has created many different idioms. The process of creating rhyming slang appears quite simple. A common word gets replaced by a phrase whose terminal syllable rhymes with the word. Thus, “wife” would become “trouble and strife,” except rhyming slang quite frequently will not stop there. Remarkably, the rhyming component of the phrase will be dropped altogether, so that wife is actually just “trouble.” Other notable examples is “stairs” becoming “apples,” from “apples and pears,” and “bottle” becoming “aris,” shortened from “Aristotle.”\\n\\nObviously, this can lead to quite a bit of confusion to a person unfamiliar with rhyming slang, or someone who does not know the full rhymes. This problem is exacerbated by the fluidity of rhyming slang. Celebrities and politicians can often lend their names to new forms, and “Britney Spears” has become a term for “beers” in recent years. This confusion may actually be an intentional development of rhyming slang. Theories abound about the origin of rhyming slang, with the one constant being a form of deception by the people using the slang, with the language of shady shopkeepers or the doubletalk of thieves as the most commonly cited examples. No matter the origin, rhyming Cockney slang is a true innovation on the English language.\\n\\nThe author would NOT agree with the statement that __________
The following passage is adapted from The God-Idea of the Ancients: or, Sex in Religion, by Elizabeth Burt Gamble (1897)\\n\\nRegarding the introduction of Christianity into Ireland it is claimed by certain writers that the Irish did not receive the “new religion” from Greek missionaries; but when at the close of the cycle, a new solar deity, an avatar of Vishnu or Krishna was announced, and when missionaries from the East proclaimed the glad tidings of a risen Savior, the Irish people gladly accepted their teachings, not, however, as a new system, but as the fulfillment to them of the prophecy of the most ancient seers of the East, and as part and parcel of the religion of their forefathers. Therefore when the devotees of the Roman faith, probably about the close of the fifth century of the Christian era, attempted to “convert” Ireland, they found a religion differing from their own only in the fact that it was not subject to Rome, and was free from the many corruptions and superstitions which through the extreme ignorance and misapprehension of its Western adherents had been engrafted upon it.\\n\\nThe use of the phrase "attempted to 'convert' Ireland" indicates that the author __________.
1 The history of mathematics is a long and storied one. 2 Filled with many characters and enigmas. 3 Ancient Babylonian and Egyptian texts reveal some of the earliest mathematical concepts, most involving counting and record keeping. 4 At it’s heart, mathematics represents inquiries about the nature of number and magnitude as well as form and function, some people liken the subject to quantitative philosophy.\\n\\n5 Modern day mathematics involves signified amounts of creativity. 6 Mathematicians must be not only well versed in old formulas and also they must be able to think daftly and imaginatively. 7 While some scholars see mathematics solely as a useful tool to aid scientific discoveries (in physics and chemistry), most recognize mathematics’ immanent importance and beauty. 8 Some of modern-day math’s areas of investigation are game theory, chaos theory, and economics.\\n\\nHow should Sentence 5 be rewritten?
The Moluccas is a chain, or archetype, of islands belonging to Indonesia. Historically, these islands were known as the Spice Islands for their abundance of nutmeg, cloves, mace, and pepper, this profundity of spices eventually drew colonial attention. Spices such as cloves, cinnamon, cardamom, anise, and pepper were particularly popular during the medieval times. In the 1600s, the Spice Wars arose as a result of competing Portuguese and Dutch interest’s in the Spice Islands. The bloody conflict ended in the deaths of many native Moluccans as well as European traders, wherefore both Portugal and the Netherlands gained and lost territories ranging from Africa and South America. [**For this day, strife occasionally breaks out on the islands although it is now motivated by religious and not colonial disagreements.**] It is located just west of New Guinea in the Pacific Ocean, and its more than 1,000 islands are home to more than 2 million people today.\\n\\nHow should the quoted section be corrected?
1 Although vegetarianism is sometimes considered a recent phenomenon, the practice actually has roots in both ancient China and ancient Greece. 2 In Greece, being vegetarian was a way to abstain from eating ‘beings with souls,’ and vegetarianism was primarily practiced by small religious sects or certain philosophical thinkers. 3 Ancient Chinese vegetarianism may have been more widespread, as it was mandatory for many Hindus, Jains, and Buddhists. 4 Buddhist scholars argue whether Gautama Buddha ever ate meat. 5 Obviously, vegetarianism is a constantly evolution practice that has changed considerably over the past several thousand years.\\n\\n6 During the Middle Ages, vegetarianism remained largely outside the cultural milieu in Europe. 7 Certain aseptic religious sects may have avoided eating meat, but the practice didn’t truly gain ground in Western Europe until the Age of Enlightenment. 8 During and before that time, many people still argued that animals existed only for the benefit of humankind. 9 They were opposed by other people who thought that that was an anthropocentric viewpoint.\\n\\n10 Over time, vegetarianism gradually gained diction with influential thinkers and by the twentieth century, organizations such as the International Vegetarian Union, the North American Vegetarian Society, and the Animal Aid were appearing. 11 What new form will vegetarianism take in the future?\\n\\nWhat transitional word or phrase would be the best way to begin sentence three?
1 The tornado, a dreaded meteorological phenomena and a verifiable force of nature. 2 But what is it really? 3 Also known as a twister or a cyclone, tornadoes are rapidly rotating funnels of air linked between a cloud and either the surface of the earth or water. 4 They are caused by the creation of strong thunderstorms by rotating columns of air, resultantly increased rainfall causes increased downward air movement. 5 Rather than the Richter scale measures the strength of hurricanes the Fujita scale measures the strength of a tornado. 6 This natural disasters’ destructive mite is commemorated in such classic films as the 1996, movie, Twister. 7 And the 2014 “Into the Storm” and even the 2013 sparse “Sharknado.” 8 The Fujita scale, also called the F-scale, was named after an employee at the University of Chicago and originally had 13 different levels. 9 The thirteenth level of the scale is used to describe only the most awe inspiring of tornadoes.\\n\\nWhich sentence should have a hyphen added to it?
You ＿＿＿＿ him so closely; you should have kept your distance.
＿＿＿＿＿＿＿ which way to take, the little boy behaved like a real gentleman who comforted his sister from time to time.
The paradigm within which these theories operate has, in recent decades, ________ such radical transformation as ________ its original proponents.
To whatever extent cognitive processes ________ be reduced to neurological mechanisms ________ still a matter of intense debate.
Even though **many people** think of **them** as needy and time-consuming, a cat **is actually** a self-reliant and **easygoing** pet to own.
**Recognizing** that the inhabitants of Earth **suffered from** many **wars, disasters, and diseases**, the aliens hoped to be welcomed **as a savior**.
A synthesis of various **philosophical traditions**, which **has** emerged recently, **provides** new **insights** into consciousness.
The **phenomenological reduction**, together with its **methodological implications**, **have transformed** modern **philosophy**.
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