A2 Key for Schools (KET) Reading & Writing Part 3 Test – Classroom Explorers 2
Reading » A2 Reading Tests » A2 Key for Schools (KET) Reading & Writing Part 3 Test – Classroom Explorers
Test 1
Questions 14-18
For each question, choose the correct answer.
The camping trip
Fourteen-year-old Sara writes about a weekend in the forest with her school.
Fourteen-year-old Sara loves spending time outdoors. Last weekend, her teacher took her class on a camping trip to a large forest. The students were very excited because they didn't have to do any normal school work. They slept in small tents, and the teacher said they had to cook all their own meals for the weekend. Sara couldn't wait to eat dinner under the trees with her friends.
On Saturday evening, everyone was really hungry after a long walk. Sara and her best friend, Maya, decided to make sausages. First, they spent a long time looking for dry wood. Then, they built a warm fire in the middle of their camp. Maya found a long wooden stick to hold the food over the flames. It all looked perfect, and the food smelled amazing.
However, there was a terrible problem just before the sausages were ready to eat. The wooden stick was too thin for the heavy meat. Suddenly, the stick broke in half, and all the sausages fell straight into the fire. They were completely covered in grey ashes and dirt. Sara felt very sad because they couldn't eat them, and they had no other food in their bags.
Luckily, their teacher, Mr. Jones, was watching them. He laughed kindly and opened his big bag. He had some extra cheese sandwiches for emergencies, and he gave them to the hungry girls. After they ate, the whole class sat around the fire to listen to some scary ghost stories. Even without their hot food, Sara thought it was a brilliant night. Next year, she is planning to go camping with her family.
14 What did the students have to do on the camping trip?
A prepare their own food
B sleep outside without a tent
C take their school work with them
15 Before they cooked the sausages, the girls
A went for a long walk to find food.
B made a fire in the centre of the camp.
C spent a long time looking for the right stick.
16 Why did the girls lose their dinner?
A The piece of wood wasn't strong enough.
B Sara dropped the sausages by accident.
C The heavy meat burned in the hot flames.
17 How did Mr. Jones help the girls?
A He cooked some hot food for them.
B He gave them something cold to eat.
C He asked them to look inside his big bag.
18 What is Sara planning to do next year?
A tell scary stories to her classmates
B go on a trip in nature with her parents
C take some extra sandwiches to school
Answer Key & Explanations
14 A - Explanation: In the first paragraph, the text says the teacher told the students "they had to cook all their own meals for the weekend." Option A is correct because preparing food means the same as cooking meals. Option B is wrong logic; the text says they slept in small tents, not without them. Option C is wrong logic; they were excited because they didn't have to do any normal school work.
15 B - Explanation: In the second paragraph, the text explains that before they cooked, "they built a warm fire in the middle of their camp." Option B perfectly paraphrases this action. Option A is wrong logic; they were hungry after a long walk, but they didn't walk to find food. Option C is a wrong reference; they spent a long time looking for dry wood, not a stick.
16 A - Explanation: In the third paragraph, the text says "The wooden stick was too thin for the heavy meat" and "broke in half". Option A matches this meaning exactly, because a thin stick breaking means it wasn't strong enough. Option B uses wrong logic; the stick broke, Sara didn't drop it. Option C is a partial truth; they fell into the fire, but they got covered in dirt, they didn't burn.
17 B - Explanation: In the fourth paragraph, Mr. Jones "had some extra cheese sandwiches... and he gave them to the hungry girls." Option B is the correct answer because sandwiches are cold food. Option A is a wrong reference; the girls wanted hot food (sausages), but the teacher gave them sandwiches. Option C is a wrong reference; he opened his big bag, but he didn't ask the girls to look inside it.
18 B - Explanation: In the final paragraph, the text states, "Next year, she is planning to go camping with her family." Option B correctly paraphrases going camping with family as a trip in nature with her parents. Option A is a wrong reference; they listened to scary stories this year, it isn't her plan for next year. Option C uses wrong logic; she ate sandwiches, but she isn't planning to take them to school.
Test 2
Questions 14-18
For each question, choose the correct answer.
Maths on a roller-coaster
15-year-old Tom writes about a very unusual school trip.
Hi, I'm Tom and I'm 15 years old. I want to tell you about an amazing school trip I had last week. Usually, our maths lessons happen in our normal classroom, and we just use textbooks. But my maths teacher, Mr Smith, had a different idea. He took my class to a big theme park! We went there to do a special maths project to find out how fast roller-coasters go. I am writing this blog to share my opinion about this unusual lesson.
I think this is a brilliant way to learn. When we do maths in the classroom, I sometimes get a bit bored. But at the theme park, everyone was very excited. We went on the biggest ride in the park first. It was really fast and quite scary, but learning about numbers was much more fun than usual!
However, doing school work on a roller-coaster is actually very difficult. Mr Smith gave us all a pen and some paper. He told us to write down some numbers while we were travelling on the ride. But the roller-coaster moved much too fast. My arms were shaking, and I dropped my pen on the floor! When the ride stopped, my paper was completely empty. It is impossible to write anything when you are moving quickly.
Because of this, I have some good advice for anyone who wants to do a theme park maths project. You should definitely go because it is a fantastic experience. But you must leave your pens and paper in your bag during the ride. Wait until the roller-coaster is completely finished. Then, you can sit down on a quiet bench and do all your maths calculations there. It will be much easier!
14 Why did Tom and his class go to the theme park?
A to do some maths work about roller-coasters
B to help Mr Smith write a new textbook
C to try a new roller-coaster that was very fast
15 What does Tom say about learning maths at the theme park?
A It is more enjoyable than doing maths in a classroom.
B It makes students feel less scared of big rides.
C It is a good way to learn how to build a roller-coaster.
16 What problem did Tom have on the roller-coaster?
A He couldn't hear his teacher's instructions on the ride.
B He was moving too fast to write his numbers down.
C He dropped his piece of paper on the floor of the ride.
17 What is Tom's advice for other students?
A Do your maths work after you get off the ride.
B Put your pens in a bag to take on the roller-coaster.
C Find a quiet bench to sit on while you wait for the ride.
18 What is the best title for Tom's blog?
A The best way to write on a roller-coaster
B A fun maths lesson with one small problem
C Why we should stop having maths lessons
Answer Key & Explanations
14 A - Explanation: In Paragraph 1, Tom states, "We went there to do a special maths project to find out how fast roller-coasters go." Option A accurately paraphrases this reason. Option B is a wrong logic trap; textbooks are what they usually use in the classroom, but they didn't go to the park to write one. Option C is a partial truth trap; they went on a fast roller-coaster, but the main reason for the trip was the maths project.
15 A - Explanation: In Paragraph 2, Tom says that "learning about numbers was much more fun than usual!" Option A matches this perfectly. Option B is a wrong logic trap; he says the ride was quite scary, but he doesn't say the maths lesson made them less scared. Option C is a wrong reference trap; they went to find out how fast the roller-coaster goes, not how to build one.
16 B - Explanation: In Paragraph 3, Tom explains that the "roller-coaster moved much too fast" and that it "is impossible to write anything when you are moving quickly." Option B captures this meaning perfectly. Option A is a wrong logic trap; he knew the teacher's instructions to write numbers, but he couldn't physically do it. Option C is a wrong reference trap; Tom dropped his pen on the floor, not his piece of paper.
17 A - Explanation: In Paragraph 4, Tom advises students to "Wait until the roller-coaster is completely finished. Then, you can sit down on a quiet bench and do all your maths calculations there." Option A is a simple paraphrase of this advice. Option B is a partial truth trap; he mentions a bag and pens, but he says you should "leave your pens and paper in your bag", not take them on the ride. Option C is a wrong logic trap; you should find a bench after the ride, not while waiting for it.
18 B - Explanation: This is a global question. The text is a blog where Tom reviews an exciting maths trip to a theme park and explains a difficulty he faced (trying to write while moving). Option B summarizes the entire text perfectly. Option A is a wrong logic trap; the blog explains that it is "impossible" to write on a roller-coaster, so he doesn't give advice on the best way to do it. Option C is a partial truth trap; he mentions that classroom maths is boring, but he enjoyed the maths lesson at the theme park, so he doesn't want to stop maths altogether.
Test 3
Questions 14-18
For each question, choose the correct answer.
The musical bus
How a long wait turned into a fun party for a geography class.
Fourteen-year-old Uma loves school trips. Last Tuesday, her class went on a long journey to the mountains for a geography project. They had a great day learning about rocks and taking interesting photos. However, on the way back to school, there was a big problem. The engine of their old school bus suddenly stopped working, and the driver had to park on the side of a quiet road.
The bus driver tried to fix the engine, but he couldn't do it. He called a mechanic, but the man was very far away and needed a long time to arrive. Soon, the sun went down and it became very cold inside the bus. The students had nothing to do. They didn't have any food or warm drinks, and they couldn't use their phones because there was no internet.
After an hour, everyone was extremely bored. Lots of students started to feel angry and talked loudly because they wanted to go home for dinner. The teachers tried to keep the bus quiet, but everyone was just too tired and sad. Uma decided she had to do something to make her classmates feel happier.
Uma stood up and started singing a famous pop song loudly. At first, her friends just looked at her, but then her best friend started singing too. Soon, the whole bus joined in! They clapped their hands and sang all their favourite songs together. When the mechanic finally arrived, nobody was angry anymore. Because it was such a great experience, Uma wants to start a music club at school next term.
14 What happened on the journey back to school?
A The driver stopped the bus to look at a quiet road.
B The bus couldn't travel any further.
C The students walked down a mountain road.
15 What was the students' problem on the bus?
A They couldn't get online with their phones.
B They drank all their warm drinks too fast.
C The driver took a long time to call the mechanic.
16 After an hour of waiting, the students
A asked their teachers to buy them dinner.
B made a lot of noise because they were upset.
C tried to help the teachers keep the bus quiet.
17 What happened when Uma began to sing?
A Her friends asked her to sing a famous pop song.
B Her best friend was the only person to join in.
C The rest of the class soon sang with her.
18 What is Uma planning to do next term?
A begin a new music group for students
B learn how to repair a bus engine
C take her classmates to a great pop concert
Answer Key & Explanations
14 B - Explanation: The text states that "The engine of their old school bus suddenly stopped working," which means the bus couldn't travel any further. Option A is wrong logic; the driver had to park on a quiet road because the bus broke, not because he wanted to look at it. Option C uses wrong logic; the bus broke down on a mountain road, but the students stayed inside and didn't walk.
15 A - Explanation: The text says the students "couldn't use their phones because there was no internet," which matches not being able to get online. Option B is wrong logic; the text says they "didn't have any" warm drinks, they didn't drink them too fast. Option C uses wrong reference; the driver called the mechanic, but it was the mechanic who needed a long time to arrive.
16 B - Explanation: The text explains that lots of students "started to feel angry and talked loudly," which matches making a lot of noise because they were upset. Option A is wrong logic; they wanted to go home for dinner, they didn't ask the teachers to buy it for them. Option C uses wrong reference; the teachers tried to keep the bus quiet, not the students.
17 C - Explanation: The text states that "Soon, the whole bus joined in!" and they sang together, which means the rest of the class sang with her. Option A is wrong logic; Uma started singing a pop song herself, her friends didn't ask her to do it. Option B is a partial truth; her best friend sang too, but she wasn't the only person because the whole bus joined in.
18 A - Explanation: The final paragraph says that Uma "wants to start a music club at school next term," which matches beginning a new music group. Option B uses wrong reference; the mechanic repaired the bus, but Uma isn't going to learn how to do that. Option C is wrong logic; they sang pop songs on the bus, but Uma isn't planning to take them to a concert.