A2 Key Parte 3: comprensión de un texto largo

Descargas

La parte 3 del A2 Key es un texto más largo con cinco preguntas de opción múltiple. Se lee en orden: la pregunta 1 se responde con el principio del texto y la 5 con el final.

El método

Paso	Qué hacer
1	Lee el texto entero una vez, sin parar en las palabras que no entiendas.
2	Las preguntas van en orden. Si estás en la pregunta 3, la respuesta está por la mitad del texto.
3	Vuelve al texto para cada pregunta. Contestar de memoria es el camino directo a fallar.
4	Descarta primero las dos opciones claramente falsas, y luego decide entre las dos que quedan.

El texto

The school radio

Two years ago there was nothing to do at my school during the lunch break. My friend Ana and I asked our teacher if we could play music in the corridor. She said no, but she offered us something better: an old room next to the library and a computer that nobody used.

We spent three weekends cleaning that room. My father, who works in a shop that sells sound equipment, lent us two microphones. At the beginning only four people listened, and three of them were our parents.

Now the programme goes out every Tuesday and Thursday at half past one, and about eighty students listen. We play music, but we also interview teachers. The interview with the maths teacher, who plays in a rock band at weekends, is still the one people talk about.

The hardest part is not the technology. It is finding people who want to speak. Everybody says yes at first and then disappears on the day. My advice, if you want to start something like this at your school, is simple: don’t wait until everything is ready, because it never is.

Ejercicio 1 · Comprensión

Elige la opción correcta.

What did the teacher do when the girls asked her?She said yes immediately.She refused, but offered them something else.She asked them to wait a year.She told them to use the library.She refused, but offered them something else. El texto dice She said no, but she offered us something better. Lo de la biblioteca aparece, pero solo como referencia de dónde está la sala.
Where did the microphones come from?The school bought them.They found them in the old room.Her father lent them.They bought them second-hand.Her father lent them. My father… lent us two microphones. En la sala solo había un ordenador.
How many people listened at the beginning?About eighty.Three students.Nobody at all.Four, and most of them were family.Four, and most were family. Only four people listened, and three of them were our parents. Los ochenta son de ahora, no del principio.
What does the writer say about the maths teacher?People still remember his interview.He helped them clean the room.He refused to be interviewed.He chooses the music for the programme.People still remember his interview. is still the one people talk about. Que toque en un grupo es un dato, no lo que se dice de él.
What advice does the writer give?Wait until you have good equipment.Start before everything is perfect.Ask a teacher before doing anything.Choose people who speak well.Start before everything is perfect. don’t wait until everything is ready, because it never is. Lo de encontrar gente es el problema que cuenta, no el consejo.

Ejercicio 2 · El trabajo de los sábados

Lee el texto y contesta.

My Saturday job

I am sixteen and I work in a garden centre every Saturday. I started last spring because I wanted to save money for a bike, and my aunt knew the owner, so she asked for me.

The first weeks were hard. I had to carry heavy bags of soil and I did not know the names of any plants in English or in Latin. My boss, Rachel, gave me a little book with photographs and told me to learn five plants a week. I still have it.

Now I like the job more than I expected. Customers ask me questions and I usually know the answer. Last month a woman came back to say that her tomatoes had grown after I told her where to put them, and that made my whole day.

I bought the bike in July, but I have not left the job. I go every Saturday, and in winter, when the centre is quiet, Rachel lets me work inside with the seeds.

¿Por qué empezó a trabajar?Para ahorrar y comprarse una bici.Porque le gustaban las plantas.Porque su tía trabajaba allí.Para ahorrar. I wanted to save money for a bike. La tía solo le ayudó a conseguirlo.
¿Qué le costó al principio?Hablar con los clientes.El peso de los sacos y los nombres de las plantas.Llegar pronto.Los sacos y los nombres. Lo dice en el segundo párrafo.
¿Qué hizo Rachel para ayudarle?Le dio menos horas.Le enseñó latín.Le dio un libro con fotos.Un libro con fotos. Gave me a little book with photographs.
¿Qué le hizo especial ilusión?Que una clienta volviera a darle las gracias.Cobrar más.Comprar la bici.La clienta. That made my whole day = le alegró el día.
¿Sigue trabajando allí?No, lo dejó en julio.Sí, aunque ya se compró la bici.Solo trabaja en invierno.Sí. I have not left the job.
¿Qué hace en invierno?No va.Trabaja más horas.Trabaja dentro con las semillas.Dentro con las semillas. Último párrafo.
¿Cómo se siente ahora con el trabajo?Le gusta más de lo que esperaba.Lo hace solo por dinero.Está deseando dejarlo.Le gusta más de lo que esperaba. More than I expected.

Ejercicio 3 · El autobús que no llegó

Lee el texto y contesta.

The bus that never came

Last October my sister and I decided to visit our grandmother, who lives in a village two hours from the city. We took the early train and then we had to wait for a small bus that only runs three times a day.

We arrived at the bus stop at ten. There was no timetable on the wall, only an old paper with the phone number of the company. We called twice and nobody answered. A man walking his dog told us that the bus had stopped running in September, but he was not sure.

After an hour my sister wanted to go back. I said we should walk, because the village was only six kilometres away and the weather was dry. We walked for almost two hours along a very quiet road and we saw three deer.

Our grandmother did not know we were coming. When she opened the door she said we looked terrible and gave us soup. Now, every time we visit, she asks if we came on foot.

¿Cómo empezaron el viaje?En autobús.En tren.Andando.En tren. We took the early train.
¿Qué había en la parada?Un horario nuevo.Nada en absoluto.Un papel viejo con un teléfono.Un papel viejo. Lo dice el segundo párrafo.
¿Qué les dijo el hombre del perro?Que el autobús ya no funcionaba, aunque no estaba seguro.Que el autobús llegaba en diez minutos.Que había que comprar el billete antes.Que ya no funcionaba. He was not sure es importante: no lo daba por seguro.
¿Qué quería hacer su hermana?Llamar otra vez.Volver.Seguir esperando.Volver. My sister wanted to go back.
¿Por qué decidió él que caminaran?Porque no tenían dinero.Porque querían ver ciervos.Porque no llovía y el pueblo estaba cerca.Estaba seco y cerca. Los ciervos fueron una sorpresa, no el motivo.
¿La abuela los esperaba?No.Sí, había hecho sopa para ellos.Sí, los llamó por la mañana.No. Did not know we were coming. La sopa se la dio después.
¿Qué pregunta ahora la abuela cuando van?Si han comido.Si han venido andando.Si han cogido el tren.Si han venido andando. Es la broma del final.

Preguntas frecuentes

¿Las preguntas siguen el orden del texto?

Sí, siempre. Es la ayuda más grande que tienes en esta parte.

¿Y si no entiendo una palabra?

Sigue leyendo. En A2 casi nunca hace falta esa palabra concreta para contestar.