A2 Key for Schools (KET) Reading & Writing Part 3 Test – After-School Passions 2
Reading » A2 Reading Tests » A2 Key for Schools (KET) Reading & Writing Part 3 Test – After-School Passions
Test 1
Questions 14-18
For each question, choose the correct answer.
The Anime Club
15-year-old Kevin writes about starting a new after-school club.
My name is Kevin, and I am 15 years old. I love watching Japanese cartoons, which people call anime. The drawings are beautiful, and the stories are always very exciting. Last month, I wanted to share my favourite hobby with my friends, so I decided to start a new anime club at my school. We planned to meet in my classroom every Thursday after school to watch a different cartoon together.
On the first day of the club, ten students came. We moved our chairs to the front of the room and turned on the television. I chose a really good Japanese cartoon about a boy who catches monsters. However, we soon had a big problem. The cartoon was in Japanese, so we had to read the English words at the bottom of the screen to understand the story.
Because the television in my classroom was very old and small, those English words were much too difficult to read. My friends at the back of the room couldn't see anything at all. Everyone tried to sit closer to the television, but there just wasn't enough space for ten chairs. The students felt a bit annoyed, and I felt quite worried about the future of my new club.
I knew I had to fix the problem before the next meeting. I spoke to my science teacher, Mr. Smith. He was very kind and let us borrow the large smartboard from the science lab. We brought it into our classroom, and the screen was huge! When we watched our next cartoon, everyone could read the words easily. Now, thirty students come to the club every week. Next month, we are going to invite an art teacher to show us how to draw our favourite characters!
14 Why did Kevin start the anime club?
A to help his classmates study the Japanese language
B to share his favourite hobby with his friends
C to learn how to draw beautiful Japanese pictures
15 What was the problem with the cartoon on the first day?
A The students had to read the words on the screen.
B The story about the monsters was too short.
C The ten students couldn't find a chair to sit on.
16 How did the students feel about the small television?
A annoyed because they couldn't read the English words
B worried that they might break the old screen
C tired because they had to stand at the back of the room
17 How did Mr. Smith help the club?
A He bought a huge new television for the classroom.
B He helped the students to read the Japanese words.
C He let Kevin use a large screen from the science lab.
18 What is Kevin planning to do next month?
A ask thirty more students to join the club
B have a special lesson on drawing characters
C borrow a larger smartboard from the art teacher
Answer Key & Explanations
14 B - Explanation: In paragraph 1, Kevin says, "I wanted to share my favourite hobby with my friends, so I decided to start a new anime club". Option A is a partial truth trap; they watch Japanese cartoons, but they don't study the language (they read English words). Option C is a wrong timing trap; they are going to learn how to draw next month, but this is not why he started the club.
15 A - Explanation: In paragraph 2, the text explains the big problem was that "the cartoon was in Japanese, so we had to read the English words at the bottom of the screen to understand the story." Option B is a wrong logic trap; the story was about catching monsters, but there is no mention of it being too short. Option C is a wrong reference trap; the ten students moved their chairs to the front, but they had chairs to sit on.
16 A - Explanation: In paragraph 3, the text states that the words were too difficult to read and "The students felt a bit annoyed". Option B is a wrong reference trap; Kevin felt worried about the club, but no one was worried about breaking the old screen. Option C is a partial truth trap; they were at the back of the room, but they were sitting in chairs, not standing and getting tired.
17 C - Explanation: In paragraph 4, the text says Mr. Smith was very kind and "let us borrow the large smartboard from the science lab" (a smartboard is a large screen). Option A is a wrong logic trap; the screen was huge, but Mr. Smith let them borrow it—he didn't buy a new television for them. Option C is a wrong logic trap; Mr. Smith provided the smartboard so they could read the English words themselves, he didn't help them read Japanese.
18 B - Explanation: In the final paragraph, Kevin says that next month "we are going to invite an art teacher to show us how to draw our favourite characters!" (have a special lesson on drawing). Option A is a wrong reference trap; there are already thirty students in the club, he isn't asking thirty more to join. Option C is a wrong reference trap; they borrowed a smartboard from the science teacher, they are not borrowing one from the art teacher.
Test 2
Questions 14-18
For each question, choose the correct answer.
The paper dragon
Fourteen-year-old Lily writes about her new after-school club.
I am Lily, and I am fourteen years old. I usually find math quite difficult, especially when we learn about different shapes. Because of this, my math teacher, Mr Davis, started a new after-school club last month. He wanted to teach us origami, the art of folding paper. He said it was a fun way to help us understand our math lessons better.
At first, we made simple things like small boxes. I was surprised because I enjoyed it a lot. After a few weeks, I wanted to try something harder. I found a picture of a beautiful paper dragon in a book and decided to make it.
I chose some very thin, red paper for my dragon because it looked pretty. However, the dragon was quite difficult to make, with lots of small folds. While I was making the wings, I pulled the paper much too hard. Suddenly, the thin paper tore, and there was a big hole in my dragon! I felt quite upset because I spent two hours working on it.
But I didn’t want to stop. The next day, I started again. This time, I didn't use the thin red paper. Instead, I used some old, strong paper that I found in a recycling bin. Because the paper was thicker, it didn't break at all.
When the dragon was finally ready, it looked fantastic. I showed it to Mr Davis, and he was very pleased. He even asked me to put it on a desk in the school library so all the students can see it. Next term, I am going to teach my classmates how to make paper birds!
14 Why did Mr Davis start the origami club?
A He wanted to help students with a school subject.
B He needed some beautiful paper shapes for his classroom.
C He wanted to learn a new art from his students.
15 What did Lily decide to do after a few weeks?
A read a new book about origami
B make something more difficult
C show her friends how to make small boxes
16 What was the problem with Lily's first dragon?
A She used the wrong colour of paper for the wings.
B She didn't have enough time to finish all the folds.
C She made a hole in it because she pulled it too hard.
17 Why was Lily's second dragon successful?
A She asked her teacher to help her make the folds.
B She used paper that was harder to break.
C She found some beautiful red paper in the recycling bin.
18 What is Lily planning to do next term?
A read more books in the school library
B leave her fantastic dragon on Mr Davis's desk
C show other students how to make a paper animal
Answer Key & Explanations
14 A - Explanation: The text states that Mr Davis started the club "to help us understand our math lessons better." Option A correctly paraphrases this. Option B is a wrong logic trap; they make shapes, but he didn't start the club because he needed them for his room. Option C is wrong reference; he started the club to teach the students, not to learn from them.
15 B - Explanation: The text says that after a few weeks, "I wanted to try something harder," which led her to make the dragon. Option B perfectly matches this meaning. Option A is a wrong logic trap; she found a picture in a book, but she decided to make the dragon, not read the book. Option C is wrong reference; she made small boxes at the beginning, not after a few weeks, and she didn't teach her friends yet.
16 C - Explanation: The text explains that Lily "pulled the paper much too hard" and "there was a big hole in my dragon!" Option C is a simple paraphrase of this event. Option A is a partial truth trap; she used red paper, but the color wasn't the problem—the paper being too thin was the problem. Option B is wrong logic; she spent two hours on it, so a lack of time was not the issue.
17 B - Explanation: The text states that for her second dragon, she used "strong paper" and because it was "thicker, it didn't break at all." Option B correctly paraphrases this. Option A is wrong logic; she showed the finished dragon to her teacher, but he didn't help her make it. Option C is a wrong reference trap; she found the strong paper in the recycling bin, but it was not the thin red paper she used the first time.
18 C - Explanation: In the final paragraph, Lily says, "Next term, I am going to teach my classmates how to make paper birds!" Option C (show other students / make a paper animal) perfectly summarises this future plan. Option A is a partial truth trap; the library is mentioned, but she isn't planning to read books there. Option B is wrong reference; the dragon is already on a desk in the library, not on Mr Davis's desk, and this has already happened.
Test 3
Questions 14-18
For each question, choose the correct answer.
The Insect Watching Club
13-year-old Mark blogs about his new school hobby.
My name is Mark, and I am 13 years old. This term, I decided to start a new and unusual club at my school. I really love nature, so I started an insect watching club. We meet twice a week in the wild area of the school garden. This part of the garden is very quiet. It has long grass and lots of old trees, so it is the perfect home for all kinds of little creatures.
Going out to look for bugs with my classmates is a very exciting activity. The best part of our meetings is when someone finds a rare beetle. Some of these insects are very large and have beautiful, shiny colours on their backs. When we find one, we gently put it in a clear plastic box to look at it carefully before we let it go again. It is always a thrilling experience for everyone!
However, there is something important you need to know about watching insects. When the club first started, we tried to look for bugs during our lunch break at midday. This was a terrible idea. Because the sun was very hot, the insects stayed deep under the ground to keep cool. We walked around the garden for an hour, but it was completely useless. We didn't see anything at all.
Because of this, I have some useful advice for anyone who wants to join our club or start their own. You should always go outside to look for insects early in the morning when the weather is still quite cool. Also, the best thing to do is to find some large, damp rocks and turn them over. You will always find the most interesting bugs hiding safely under there!
14 Why is the wild area of the garden a good place for the club?
A It is a great place for small insects to live.
B It is the only quiet place to sit in the school.
C It has a lot of new trees for students to climb.
15 What do the students do when they find a rare beetle?
A They take it home to show their families.
B They keep it in a plastic box for a short time.
C They paint beautiful colours on its back.
16 Why didn't the students see any insects at midday?
A The students were too busy eating their lunch.
B The school garden was completely empty.
C The bugs were hiding from the hot weather.
17 What is Mark's advice for finding interesting bugs?
A bring a large, wet rock to the school garden
B look under things while the air is still cool
C wait for the weather to get warm in the morning
18 What is the best title for this text?
A Why you should study insects for a school project
B The best ways to keep bugs in a plastic box
C My advice for starting a successful insect club
Answer Key & Explanations
14 A - Explanation: In paragraph 1, Mark says the wild area has long grass and old trees, "so it is the perfect home for all kinds of little creatures", which matches A (great place for small insects to live). B is wrong logic; the text says the area is very quiet, but never says it is the only quiet place to sit. C is a wrong reference trap; the text mentions "old trees", not new ones, and they are homes for bugs, not for students to climb.
15 B - Explanation: Paragraph 2 explains that when they find a beetle, they "put it in a clear plastic box to look at it carefully before we let it go again", which makes B the correct answer. A is wrong logic; they let the insect go again, they don't take it home. C is a wrong logic trap; the beetles naturally have beautiful colours on their backs, the students do not paint them.
16 C - Explanation: In paragraph 3, Mark states that because the sun was very hot, "the insects stayed deep under the ground to keep cool", which matches C. A is a partial truth trap; they tried to look during their lunch break, but they weren't eating, they "walked around the garden for an hour". B is a wrong reference; the students were in the garden walking around, so it wasn't empty of people, just of bugs.
17 B - Explanation: Paragraph 4 advises people to look early in the morning when the weather is "still quite cool" and to find rocks and "turn them over" because bugs hide under there, matching B. A is wrong logic; Mark tells people to find rocks, not to bring them from somewhere else. C is wrong logic; he advises looking when it is cool, not waiting for it to get warm.
18 C - Explanation: This is a global question. Throughout the blog, Mark introduces his new insect club, shares his experiences, and gives recommendations on how and when to successfully find bugs, making C the best title. A is a partial truth trap; he is at school, but this is a hobby/club, not a required project. B is a detail trap; using a plastic box is just one minor detail in the second paragraph, not the main point of the whole text.