A2 Key for Schools (KET) Reading & Writing Part 3 Test – Schoolyard Sports 5
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Test 1
Questions 14-18
For each question, choose the correct answer.
New classroom desks
14-year-old Queenie writes about a change at her school.
My name is Queenie and I am 14 years old. Last month, my school decided to try something completely new. Our teachers bought some tall desks for our classrooms. The idea was that students can stand up while they study. Our science teacher said that sitting on a chair all day is bad for our bodies, and standing is much better for our health. We were all very excited to try them.
On Monday morning, we had a history lesson. I usually feel a bit sleepy in this class, so I thought standing up was a great idea. I left my chair by the wall and put my books on the high desk. For the first ten minutes, I felt awake and ready to learn. I wrote some notes and listened carefully to the teacher.
But after twenty minutes, things changed. I started to feel very uncomfortable. My legs felt heavy and my feet began to hurt. I tried standing on one leg, and then the other, but it didn't help. I looked around the room and saw that my friends were moving a lot, too. Standing completely still for a long time was actually really difficult!
My history teacher noticed that we were tired. He stopped the lesson and explained that we don't have to stand for the whole time. He told us that the best thing to do is stand for fifteen minutes, and then sit down for fifteen minutes.
We went to get our chairs and sat down. My legs felt much better straight away. Now, I understand how to use the high desks correctly. Next week, I am going to buy some comfortable trainers to wear to school. I think that will make standing up in class even easier!
14 Why did the school buy tall desks?
A to help students to keep their bodies healthy
B to make the science lessons more exciting
C to stop the students from sitting on the floor
15 What does Queenie say about the first ten minutes of her history lesson?
A She sat by the wall to listen to the teacher.
B She was able to pay attention to the class easily.
C She felt too sleepy to write any notes.
16 What happened after twenty minutes of standing?
A Queenie's friends began to walk around the room.
B Queenie found it easy to balance on one leg.
C Queenie's feet and legs became quite painful.
17 What advice did the history teacher give?
A The students should spend some of the lesson sitting.
B The students must stand up for the whole class.
C The students need to stop studying if they feel tired.
18 What is Queenie planning to do next week?
A learn how to use her tall desk correctly
B get some different shoes to use at school
C bring a better chair into her classroom
Answer Key & Explanations
14 A - Explanation: In the first paragraph, Queenie says the science teacher told them that "standing is much better for our health." This matches Option A. Option B is a wrong reference trap; the text mentions the "science teacher" and being "excited", but the desks weren't bought to make science lessons exciting. Option C is a wrong logic trap; the text mentions sitting on a chair, not on the floor.
15 B - Explanation: In the second paragraph, Queenie says, "For the first ten minutes, I felt awake and ready to learn... and listened carefully". This means she was able to pay attention easily (Option B). Option A is a partial truth trap; she left her chair by the wall, but she didn't sit there. Option C is a wrong logic trap; she says she usually feels sleepy in history, but this time she was awake and did write notes.
16 C - Explanation: In the third paragraph, Queenie says, "My legs felt heavy and my feet began to hurt." This matches Option C (became quite painful). Option A is a partial truth trap; her friends were "moving a lot", but they weren't walking around the room. Option B is a wrong logic trap; she tried standing on one leg to stop the pain, but the text says "it didn't help," meaning it wasn't easy.
17 A - Explanation: In the fourth paragraph, the teacher tells them "the best thing to do is stand for fifteen minutes, and then sit down for fifteen minutes." This matches Option A (spend some of the lesson sitting). Option B is the opposite of what the teacher said ("we don't have to stand for the whole time"). Option C is a wrong reference trap; the teacher stopped the lesson to talk, but didn't tell the students to stop studying completely.
18 B - Explanation: In the final paragraph, Queenie states her future plan: "Next week, I am going to buy some comfortable trainers to wear to school." This perfectly matches Option B (get some different shoes). Option A is a wrong timing trap; she says she understands how to use the desk "Now", so she doesn't need to learn it next week. Option C is a partial truth trap; she mentions chairs, but doesn't plan to bring a new one from home.
Test 2
Questions 14-18
For each question, choose the correct answer.
Learning to save a life
15-year-old Ryan writes about an important lesson he had at school.
Hi, I'm Ryan and I'm 15 years old. Today on my blog, I want to talk about a very special class we had at school last week. Usually, on Thursday mornings, we have a normal science lesson with our teacher. But this time, a real hospital nurse came to our classroom. She taught us first aid so we can help people in emergencies. We learned how to clean dangerous cuts and how to help someone if they stop breathing.
I think this lesson was extremely important. Many teenagers don't know what to do if there is a bad accident. However, learning first aid is actually quite difficult! After the nurse talked to us, we had to practice our new skills on our classmates. The nurse gave me a long white bandage and told me to put it around my friend Tom's arm.
I watched the nurse do it first, and I thought it was going to be a very easy job. I put the bandage on Tom's arm very quickly. But then Tom said that his arm really hurt! I did it completely wrong because I pulled the bandage much too tightly. The nurse came over and smiled at me. She showed me how to do it again more slowly. The second time, I did a great job and Tom's arm was fine.
In the end, it was a fantastic morning. I feel much more confident now. If I see a bad accident in the street, I know I can help someone before a doctor arrives. I strongly believe that every school should have this exact class. All students must learn these skills because teenagers can save people's lives in the future.
14 What happened on Thursday morning?
A A visitor taught the students what to do in an emergency.
B The students learned about the human heart in their science class.
C A nurse went to the hospital to help people with cuts.
15 How did Ryan feel about the lesson?
A He thought it was an easy subject for teenagers.
B He wanted to talk to the nurse about an accident.
C He felt it was a very useful thing to learn.
16 When Ryan put the bandage on his friend Tom,
A he made a mistake that hurt his friend.
B he asked the nurse to finish it for him.
C Tom helped him to do it more slowly.
17 Because of the lesson, Ryan now believes that
A he is the best at first aid in his school.
B he could be useful if someone is hurt outside.
C he would like to be a doctor when he is older.
18 Why has Ryan written this blog?
A to give instructions on how to use a bandage
B to tell a funny story about his friend Tom
C to explain why all students should learn first aid
Answer Key & Explanations
14 A - Explanation: In paragraph 1, Ryan explains that "a real hospital nurse came to our classroom" and "taught us first aid so we can help people in emergencies." Option A correctly paraphrases this event. Option B is a partial truth trap; they usually have a science class on Thursdays, but they didn't learn about the heart this time. Option C is a wrong logic trap; the nurse came to the school, she didn't go to the hospital.
15 C - Explanation: In paragraph 2, Ryan says, "I think this lesson was extremely important" because many teenagers don't know what to do in an accident. Option C matches this opinion perfectly. Option A is a wrong logic trap; he specifically notes that learning first aid "is actually quite difficult," not easy. Option B is a wrong reference trap; he mentions accidents, but doesn't say he wanted to tell the nurse about one.
16 A - Explanation: In paragraph 3, Ryan explains that he pulled the bandage "much too tightly" and Tom "said that his arm really hurt." Option A accurately describes this mistake. Option B is a wrong logic trap; the nurse showed him how to do it again, but she didn't finish it for him. Option C is a wrong reference trap; the nurse showed him how to work more slowly, not Tom.
17 B - Explanation: In paragraph 4, Ryan says, "If I see a bad accident in the street, I know I can help someone". Option B correctly paraphrases this newfound confidence. Option A is a wrong logic trap; he feels more confident, but he never compares himself to other students. Option C is a partial truth trap; he says he can help people "before a doctor arrives," but he doesn't say he wants to become a doctor.
18 C - Explanation: This is a global question testing the overall purpose of the text. In the final paragraph, Ryan states his main message: "every school should have this exact class" and "All students must learn these skills". Option C correctly summarizes his reason for writing. Option A is a wrong logic trap; he mentions using a bandage, but he doesn't teach the reader how to do it. Option B is a partial truth trap; he tells a story about Tom in paragraph 3, but this is just an example, not the main purpose of the blog.
Test 3
Questions 14-18
For each question, choose the correct answer.
A clever painting
Sara, 13, writes about a poster she made for her school.
Hi! I’m Sara, and I’m 13 years old. I really love drawing and painting in my free time. Last month, my sports teacher asked the students in my class to help with the school athletics day. I am not very good at running or jumping, so I offered to use my art skills instead. I decided to make a large, colourful poster to put on the wall outside the school hall.
I worked on my poster all weekend. First, I drew pictures of different sports, like basketball and tennis. Then, I wrote the names of the sports in big letters. In the middle of the paper, I painted a picture of a boy running very fast. I used my favourite bright red and yellow paints, and I felt really proud of my work. It looked fantastic!
However, on Sunday evening, something terrible happened. I had a heavy cup of water on my desk to clean my paintbrushes. I finished my work and tried to stand up, but my arm hit the cup. All the dirty water fell exactly onto the word 'running' on my beautiful poster! I was so upset because I didn't have enough time to begin again.
But then, I had a clever idea. I used my brush to change the wet water mark into a painting of a splash of sweat. This actually made the runner look like he was trying really hard to win his race! When I gave the poster to my teacher on Monday morning, she loved it. She didn't even notice my mistake. I felt so pleased that I have decided to join the school art club next term!
14 Why did Sara decide to make a poster?
A She wanted to help with the school sports day.
B Her sports teacher asked her to practice running.
C She needed to finish an art project for her class.
15 What did Sara put in the middle of her poster?
A the names of some different sports
B a painting of a boy running
C a picture of a basketball game
16 What happened on Sunday evening?
A Sara broke a heavy cup on her desk.
B Sara dropped her paintbrush on the floor.
C Sara knocked some water onto her picture.
17 How did Sara fix the problem with her poster?
A She asked her teacher for more time to begin again.
B She painted a completely new poster for the wall.
C She made the wet mark look like drops of sweat.
18 What is Sara going to do in the future?
A become a member of an art group at her school
B learn how to run faster in the next school race
C show her teacher how to paint a good poster
Answer Key & Explanations
14 A - Explanation: In the first paragraph, Sara explains that her teacher asked the class "to help with the school athletics day", and she offered her art skills to do this. B is a wrong logic trap; the teacher asked the class to help, but Sara specifically says she is not very good at running. C is a wrong reference trap; she used her art skills for a sports event, not for an art class project.
15 B - Explanation: In the second paragraph, Sara says, "In the middle of the paper, I painted a picture of a boy running very fast." A is a partial truth trap; she wrote the names of sports, but not in the middle. C is also a partial truth trap; she drew basketball, but the runner was in the middle of the poster.
16 C - Explanation: In the third paragraph, Sara explains, "my arm hit the cup. All the dirty water fell exactly onto... my beautiful poster" (she knocked some water onto her picture). A is a wrong detail trap; she hit the heavy cup, but the text doesn't say she broke it. B is a wrong reference trap; the text mentions paintbrushes, but she didn't drop one on the floor.
17 C - Explanation: In the final paragraph, Sara explains her clever idea: "I used my brush to change the wet water mark into a painting of a splash of sweat." A is wrong logic; she specifically says in paragraph three that she "didn't have enough time to begin again," so she fixed it instead. B is also wrong logic; she changed the mistake on the original poster, she didn't paint a new one.
18 A - Explanation: This question focuses on the final paragraph's details. Sara says, "I felt so pleased that I have decided to join the school art club next term" (become a member of an art group). B is a wrong logic trap; she talks about the runner in her painting trying to win his race, not that she wants to learn to run. C is a wrong reference trap; she gave the poster to her teacher, but doesn't plan to teach her how to paint.