A school garden began as an (17) .......... idea suggested by a small group of pupils. The project involved parents as well. The work was usually shared. They began by visiting the area at different times of day and discussing how the space might be used. Their plans had to take account of shade, safety and the limited time available during lessons. Their teachers expected the project to be enjoyable, but they did not anticipate how much (18) .......... it would create across the school. Pupils who had been quiet in class became more (19) .......... when they were asked to plan a planting area or keep a record of rainfall.
The garden also became a useful way of discussing (20) .......... questions without relying only on textbooks. Weather made the work schedule occasionally (21) .........., but that uncertainty helped pupils see why gardeners have to adapt. Each group was given clear (22) .......... for a small section of the space, and they soon learned that different tasks were (23) ........... By the end of the year, the project was widely regarded as a (24) .......... example of learning beyond the classroom.
A school garden began as an (17) .......... idea suggested by a small group of pupils. The project involved parents as well. The work was usually shared. They began by visiting the area at different times of day and discussing how the space might be used. Their plans had to take account of shade, safety and the limited time available during lessons. Their teachers expected the project to be enjoyable, but they did not anticipate how much (18) .......... it would create across the school. Pupils who had been quiet in class became more (19) .......... when they were asked to plan a planting area or keep a record of rainfall.
The garden also became a useful way of discussing (20) .......... questions without relying only on textbooks. Weather made the work schedule occasionally (21) .........., but that uncertainty helped pupils see why gardeners have to adapt. Each group was given clear (22) .......... for a small section of the space, and they soon learned that different tasks were (23) ........... By the end of the year, the project was widely regarded as a (24) .......... example of learning beyond the classroom.
Question 17
USUAL
Exam guide & reading text▾
A school garden project — Part 3: Word Formation
"A school garden project" focuses on Word Formation (Part 3), where a base word in capitals must be transformed to fit a gap in the text. Cambridge tests prefixation, suffixation, internal changes and negative forms. Before writing, identify the word class required (noun, adjective, adverb or verb) and whether the sentence needs a negative or comparative form. Spelling accuracy matters — an otherwise correct stem with a typo scores zero.
A school garden began as an (17) .......... idea suggested by a small group of pupils. The project involved parents as well. The work was usually shared. They began by visiting the area at different times of day and discussing how the space might be used. Their plans had to take account of shade, safety and the limited time available during lessons. Their teachers expected the project to be enjoyable, but they did not anticipate how much (18) .......... it would create across the school. Pupils who had been quiet in class became more (19) .......... when they were asked to plan a planting area or keep a record of rainfall.
The garden also became a useful way of discussing (20) .......... questions without relying only on textbooks. Weather made the work schedule occasionally (21) .........., but that uncertainty helped pupils see why gardeners have to adapt. Each group was given clear (22) .......... for a small section of the space, and they soon learned that different tasks were (23) ........... By the end of the year, the project was widely regarded as a (24) .......... example of learning beyond the classroom.