A food rescue project · B1. Keep the requested person, time, place or amount attached to the correct event.
Listen to the original English recording, answer the questions, then open the transcript to check the evidence. These related questions use the same recording; the level is an editorial guide, not a certified result.
Listen to the original English recording, answer the questions, then open the transcript to check the evidence. These related questions use the same recording; the level is an editorial guide, not a certified result.
Keep the requested person, time, place or amount attached to the correct event. Keep the stated condition or permission; a rule does not prove that an event happened. Use the reason actually given; a plausible reason from outside the text is not enough.
The doors open at eight. The class starts at nine.
Keep the stated condition or permission; a rule does not prove that an event happened. Look for evaluations and reservations; do not turn a positive fact into unconditional approval.
If the front door is locked, use the side entrance.
Listen to the original English recording, answer the questions, then open the transcript to check the evidence. These related questions use the same recording; the level is an editorial guide, not a certified result.
Learning to organise surplus food
Keep the requested person, time, place or amount attached to the correct event.
The doors open at eight. The class starts at nine.Keep the requested person, time, place or amount attached to the correct event. Keep the stated condition or permission; a rule does not prove that an event happened. Use the reason actually given; a plausible reason from outside the text is not enough.
The doors open at eight. The class starts at nine.Keep the stated condition or permission; a rule does not prove that an event happened. Look for evaluations and reservations; do not turn a positive fact into unconditional approval.
If the front door is locked, use the side entrance.Keep your first attempt, check the evidence and try another question. A follow-up on the same material does not prove transfer to a new text.
No practice notes yet. Try a short warm-up.
Keep the requested person, time, place or amount attached to the correct event. Keep the stated condition or permission; a rule does not prove that an event happened. Use the reason actually given; a plausible reason from outside the text is not enough.
The doors open at eight. The class starts at nine.Keep the stated condition or permission; a rule does not prove that an event happened. Look for evaluations and reservations; do not turn a positive fact into unconditional approval.
If the front door is locked, use the side entrance.Opening an answer records help for that question.
Learning to organise surplus food
Answer: “The stallholder.”. Evidence: “The stallholders choose what they can donate; volunteers do not take anything without permission.”. Check “The volunteer checking the collection list.”: This gives the action or role to the wrong person or group. Evidence: “One volunteer checks the collection list”. Check “The volunteer carrying crates to the van.”: This gives the action or role to the wrong person or group. Evidence: “another carries the crates to our van.”.
Learning to organise surplus food
Answer: “Learning to organise useful, safe collections.”. Evidence: “my first month was mainly about learning how to organise collections safely and finding out what the community kitchen could actually use.”. Check “Collecting boxes, with little time spent planning.”: This was expected at first. It is not the later, unexpected result asked about. Evidence: “I expected to spend most of my time collecting boxes.”. Check “Teaching the kitchen staff how to grow vegetables.”: The text does not give this detail. Do not add it.
Learning to organise surplus food
Answer: “Their contents vary, so a particular item is not guaranteed.”. Evidence: “We do not promise that every visitor will receive the same selection, because the supply changes from week to week.”. Check “The contents are selected in advance to suit every visitor.”: This makes the statement wider or stronger than the text allows. Check “A requested vegetable can always be reserved until the next week.”: This makes the statement wider or stronger than the text allows.
Learning to organise surplus food
Answer: “On Wednesday afternoons.”. Evidence: “We collect surplus food from three market stalls on Wednesday afternoons.”. Check “On Wednesday mornings.”: This is not the time asked for. Check “On the day meals are served at the kitchen.”: This mixes up the time of this event with another time. Evidence: “The vegetables go into meals served at the kitchen the next day.”.
Learning to organise surplus food
Answer: “They phone the cook before accepting an uncertain amount or use.”. Evidence: “we phone the cook if we are unsure about the quantity or how an item can be used.”. Check “They automatically accept every box.”: This was the earlier plan, not the final one. Evidence: “At first we accepted every donation because refusing food felt wrong.”. Check “Reject any item that is not already on the list.”: This makes the statement wider or stronger than the text allows. Evidence: “We still welcome unexpected donations”.
Learning to organise surplus food
Answer: “Useful food reaching people in time.”. Evidence: “Collecting a large weight of food looks impressive, but it matters more whether the food is usable and reaches people in time.”. Check “The weight collected, regardless of use.”: This uses a different test of success from the one in the text. Evidence: “Collecting a large weight of food looks impressive”. Check “The number of different donations accepted without refusals.”: This uses a different test of success from the one in the text.
Learning to organise surplus food
Answer: “An unsuitable large donation had led to some waste.”. Evidence: “Then we received six boxes of an unfamiliar vegetable that nobody at the kitchen knew how to prepare. Some of it was wasted. Now the kitchen sends us a short list before each collection.”. Check “The reusable crates cannot hold mixed vegetables.”: The text does not give this detail. Do not add it. Check “Visitors wanted the kitchen to stop cooking surplus food.”: The text does not give this detail. Do not add it.
Learning to organise surplus food
Answer: “Three.”. Evidence: “We collect surplus food from three market stalls on Wednesday afternoons.”. Check “Four.”: This is the wrong number for the thing asked about. Check “One.”: This is the wrong number for the thing asked about.
Learning to organise surplus food
Answer: “The next day.”. Evidence: “The vegetables go into meals served at the kitchen the next day.”. Check “On the afternoon before they are collected.”: This changes the order of the actions. Check “On the next collection afternoon.”: This mixes up the time of this event with another time. Evidence: “We collect surplus food from three market stalls on Wednesday afternoons.”.
Learning to organise surplus food
Answer: “What food is actually cooked or distributed.”. Evidence: “We are starting to record what is actually cooked or distributed, rather than counting collections alone.”. Check “Only the number and weight of collections.”: This uses a different test of success from the one in the text. Evidence: “rather than counting collections alone.”. Check “Only how much each collection weighs.”: This uses a different test of success from the one in the text. Evidence: “Collecting a large weight of food looks impressive”.