A2 Key for Schools (KET) Reading & Writing Part 5 Test – School Memories: Recounting Academic & Social Experiences 6

25 to

– Why it's right: After the verb 'want', we always use 'to' before the next action verb (to tell).

– Why not 'for': We never use 'for' directly before an action verb to show what we want to do.

26 but

– Why it's right: We use 'but' to connect two opposite ideas. Asking a really hard question is one idea, and nobody knowing the answer is a contrasting fact.

– Why not 'because': 'Because' is used to give a reason for something, but here Mia is showing a contrast between the question and the class's reaction.

27 it

– Why it's right: We use the pronoun 'it' to take the place of a single thing we just mentioned, which in this sentence is the 'hard question'.

– Why not 'them': We only use 'them' for plural nouns (more than one thing), but the teacher only asked one question.

28 for

– Why it's right: We use the preposition 'for' to show who experiences something, like math being a hard subject for Mia personally.

– Why not 'to': While we can say something 'seems hard to me', when we talk about a general difficulty level, we usually say it is 'hard for' someone.

29 a

– Why it's right: We must use the indefinite article 'a' to complete the very common English praise phrase 'did a great job'.

– Why not 'the': We use 'a' because 'great job' is a general compliment here, not one specific job that they were already talking about.

30 so

– Why it's right: We use the linking word 'so' to show the result of a situation. The result of doing her homework now is that she can relax later.

– Why not 'because': 'Because' gives the reason for an action, but here Mia is explaining the future result of her decision.

25 a

– Why it's right: We use "a" before a singular noun (class) when we are introducing it to the reader for the first time.

– Why not 'the': We don't use "the" here because Alex does not know which specific class Nathan is talking about yet.

26 about

– Why it's right: When we get new information on a topic, we use the verb "learn" followed by the preposition "about".

– Why not 'of': You can say "types of plants", but the correct phrase for getting information is always "learn about" something.

27 they

– Why it's right: We need a subject word here to do the action of growing. Because "plants" is plural (more than one), we must use "they".

– Why not 'it': We only use the pronoun "it" for one single thing, but here we are talking about many plants.

28 to

– Why it's right: When we talk about travelling or moving towards a destination (like the garden), we use the verb "go" or "went" followed by "to".

– Why not 'in': You can stand or walk "in" a garden, but when you talk about the journey there, you must say "went to".

29 so

– Why it's right: We use "so" to show the result of a situation. Nathan found an unusual plant, and the result was that he decided to take a photo.

– Why not 'because': We use "because" to give a reason, not a result. He didn't find the plant because he took a photo!

30 am / 'm

– Why it's right: We use "am" with the pronoun "I" and an -ing word (going) to talk about our plans for the future.

– Why not 'is': You can say "he is" or "she is", but you must always use "am" with the pronoun "I".

25 a

– Why it's right: We use the article "a" when we mention a single, countable person or thing, like a new class captain, for the first time.

– Why not 'the': We only use "the" when the reader already knows exactly which specific captain we are talking about.

26 to

– Why it's right: We use "to" after the word "going" to make the "going to" structure, which we use to talk about what we think will happen.

– Why not 'for': We cannot use "for" directly before a base verb like "win" to talk about the future.

27 my

– Why it's right: The writer is talking about their own name being called, so we need the possessive word "my" before the noun.

– Why not 'me': We use "me" as an object receiving an action, but we must use "my" to show possession before a noun like "name".

28 have / 've

– Why it's right: We need the helping verb "have" with "never been" to make the present perfect tense, which is used to talk about life experiences.

– Why not 'am': We use "am" with adjectives or verbs ending in "-ing", but "been" is a past participle that always needs "have".

29 and

– Why it's right: We use "and" to join two similar or matching actions together, like helping the teacher and organizing the classroom.

– Why not 'but': We use "but" to connect opposite or surprising ideas, which does not make sense when joining two helpful tasks.

30 Do

– Why it's right: We use the helping verb "Do" to make a simple present question when the subject is "you" and there is a main verb ("have").

– Why not 'Are': We cannot use "Are" because "have" is a standard action verb in this sentence, not an adjective or a verb ending in "-ing".