A museum has begun lending replica objects to schools so that students can handle items that would normally remain behind glass. At first, curators were reluctant to (1) .......... the collection out of the building, even though every object had been made to withstand regular use. Their concerns began to (2) .......... once teachers described how the replicas changed classroom discussions.
The programme has since (3) .......... into a wider service. Schools can borrow small boxes on themes such as trade, transport or local crafts, and each box is designed to (4) .......... up questions rather than provide a final answer. The museum asks teachers to (5) .......... note of how students respond, especially when an object challenges an assumption they had not noticed before.
Some items are deliberately ordinary: a ticket, a measuring tool or a piece of packaging. The aim is to show that historical evidence can (6) .......... from unexpected places. Staff have also had to (7) .......... with the practical issue of returning objects on time. So far, the scheme has (8) .......... up well to frequent use, which has encouraged the museum to plan a larger collection.
Teachers are free to adapt the activities to the age and interests of their classes. Some use the replicas as a starting point for writing, while others ask students to compare what an object suggests with what its label actually confirms.
A museum has begun lending replica objects to schools so that students can handle items that would normally remain behind glass. At first, curators were reluctant to (1) .......... the collection out of the building, even though every object had been made to withstand regular use. Their concerns began to (2) .......... once teachers described how the replicas changed classroom discussions.
The programme has since (3) .......... into a wider service. Schools can borrow small boxes on themes such as trade, transport or local crafts, and each box is designed to (4) .......... up questions rather than provide a final answer. The museum asks teachers to (5) .......... note of how students respond, especially when an object challenges an assumption they had not noticed before.
Some items are deliberately ordinary: a ticket, a measuring tool or a piece of packaging. The aim is to show that historical evidence can (6) .......... from unexpected places. Staff have also had to (7) .......... with the practical issue of returning objects on time. So far, the scheme has (8) .......... up well to frequent use, which has encouraged the museum to plan a larger collection.
Teachers are free to adapt the activities to the age and interests of their classes. Some use the replicas as a starting point for writing, while others ask students to compare what an object suggests with what its label actually confirms.
Question 1
Exam guide & reading text▾
Museum object-lending scheme — Part 1: Multiple Choice Cloze
"Museum object-lending scheme" is a Cambridge C1 Proficiency Multiple Choice Cloze (Part 1) practice exam. This task tests your command of collocations, idiomatic expressions, phrasal verbs and fixed phrases in context. Read the full text carefully before choosing each option — the correct answer often depends on what naturally follows the surrounding words, not grammar alone. Eliminate distractors that are grammatically possible but semantically wrong, and watch for subtle register shifts between formal and informal usage.
A museum has begun lending replica objects to schools so that students can handle items that would normally remain behind glass. At first, curators were reluctant to (1) .......... the collection out of the building, even though every object had been made to withstand regular use. Their concerns began to (2) .......... once teachers described how the replicas changed classroom discussions.
The programme has since (3) .......... into a wider service. Schools can borrow small boxes on themes such as trade, transport or local crafts, and each box is designed to (4) .......... up questions rather than provide a final answer. The museum asks teachers to (5) .......... note of how students respond, especially when an object challenges an assumption they had not noticed before.
Some items are deliberately ordinary: a ticket, a measuring tool or a piece of packaging. The aim is to show that historical evidence can (6) .......... from unexpected places. Staff have also had to (7) .......... with the practical issue of returning objects on time. So far, the scheme has (8) .......... up well to frequent use, which has encouraged the museum to plan a larger collection.
Teachers are free to adapt the activities to the age and interests of their classes. Some use the replicas as a starting point for writing, while others ask students to compare what an object suggests with what its label actually confirms.