At the University of Maryland, a historic campus farm remains a classroom
About this practice test
Listen to the C2 Daily News report “At the University of Maryland, a historic campus farm remains a classroom” and answer 8 comprehension questions.
What you’ll practice
Understanding detail
Follow specific information and examples.
Interpreting ideas
Identify main points and inferences.
Evaluating arguments
Assess claims, evidence, and limitations.
What to expect:
8 questions with explanations to review after submission.
Study the questions and tasks
Work through the material below, or start the interactive practice above to complete an attempt. Try the exercises before opening any answer or transcript sections, then use them to review your work.
- Practice level
- C2. Try this level if you can follow the instructions and understand most of the language; choose an earlier level if you need more support.
- Question formats
- Single choice
How to approach this practice
Read the questions, then listen before opening the transcript. Notice names, numbers and any corrections the speaker makes.
News lesson for this practice
Read the complete article and use its text or audio alongside these exercises: At the University of Maryland, a historic campus farm remains a classroom.
At the University of Maryland, a historic campus farm remains a classroom
Read a transcript excerpt
The University of Maryland’s campus farm in College Park, Maryland, holds two roles at once. It is a remnant of the university’s agricultural-school roots, and it remains a place where students learn. Its continued use gives the site a connection to the institution’s past as well as a role in its present. That combination matters because a campus landscape can carry history without being confined to it. Here, the farm…
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Question 1 · Single choice
Choose one answer.
Where is the farm located?
Return to the passage, recording or visual- College Park, Maryland
- Baltimore, Maryland
- An unspecified rural location
- A site outside Maryland
Check answers and explanations
- Answer
- College Park, Maryland
The opening sentence identifies the city, state, and university.
The University of Maryland’s campus farm in College Park, Maryland, holds two roles at once.
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Question 2 · Single choice
Choose one answer.
What does the recording say a campus farm can offer in general?
Return to the passage, recording or visual- A setting for encountering agriculture physically
- A replacement for every classroom subject
- A fixed curriculum shared by all universities
- A guarantee of specific student activities
Check answers and explanations
- Answer
- A setting for encountering agriculture physically
It can place agriculture in a physical learning environment.
In general, campus farms can make agriculture a subject encountered in a physical setting rather than only through classroom discussion.
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Question 3 · Single choice
Choose one answer.
According to the explanation, how do learners engage in experiential learning?
Return to the passage, recording or visual- Through direct activity or observation
- By studying institutional origins exclusively
- By following a prescribed farm program
- Through discussion alone
Check answers and explanations
- Answer
- Through direct activity or observation
The account defines it through direct activity or observation.
The term “experiential learning” describes this broader approach: learners engage with a subject through direct activity or observation.
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Question 4 · Single choice
Choose one answer.
What does the recording say the farm’s current use does for its historical connection?
Return to the passage, recording or visual- It links institutional history with students’ present experience.
- It removes the farm’s association with agriculture.
- It makes the university’s origins impossible to interpret.
- It establishes the farm’s founding date.
Check answers and explanations
- Answer
- It links institutional history with students’ present experience.
The present use makes the historical connection part of student experience.
A place associated with the university’s agricultural beginnings continues to have an educational purpose, linking the institution’s history to student experience today.
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Question 5 · Single choice
Choose one answer.
What does the farm maintain for the university while serving a current purpose?
Return to the passage, recording or visual- A visible connection to its agricultural beginnings
- A complete record of every student’s education
- An account of when the farm was established
- A comprehensive map of its programs
Check answers and explanations
- Answer
- A visible connection to its agricultural beginnings
The sentence emphasizes a visible historical connection alongside present use.
For the university, the farm maintains a visible connection to its agricultural beginnings while serving a current purpose.
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Question 6 · Single choice
Choose one answer.
What does the account leave unspecified about the farm?
Return to the passage, recording or visual- Its location and institutional connection
- Its founding time, study topics, and program organization
- Its relationship to the university’s past
- Its role as a place for student learning
Check answers and explanations
- Answer
- Its founding time, study topics, and program organization
The final paragraph names three details the account does not provide.
The verified account establishes that dual role, but does not specify when the farm began, what students study there, or how its programs are organized.
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Question 7 · Single choice
Choose one answer.
Which phrase describes the farm’s role in the recording’s concluding sentence?
Return to the passage, recording or visual- A historical remnant and a living classroom
- A museum and a research laboratory
- A former classroom and a new residence
- A symbolic landmark without an educational function
Check answers and explanations
- Answer
- A historical remnant and a living classroom
The closing phrase pairs a historical remnant with active learning.
The central point is therefore straightforward: in College Park, the University of Maryland’s farm is both a historical remnant and a living classroom.
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Question 8 · Single choice
Choose one answer.
What is the stated result of learning at a historically tied site?
Return to the passage, recording or visual- Institutional history can become concrete and present.
- Students are guaranteed to study agriculture.
- The site becomes the defining feature of every education.
- The past is separated from current education.
Check answers and explanations
- Answer
- Institutional history can become concrete and present.
The recording says such learning can make institutional history concrete.
For students, learning at a site with historical ties can make institutional history tangible: the past is present in a place still used for education.
What to review next
Listen again to difficult sections, then open the transcript to check what you heard. Repeat a useful phrase aloud and try the recording once more without the text.
A focused practice result shows how you did on these tasks. Use several activities across skills to decide what to study next; one practice score does not certify an overall CEFR level.
Before you practise: a worked example
Listen for the final information, especially when a speaker corrects or changes an earlier statement.
Example transcript: “Let’s meet at five — actually, half past five would be better.” What is the final suggested time?
The final suggested time is 5:30. Actually signals a correction; the first time is replaced by the later suggestion.
This teaching example is separate from the scored questions. After your test, compare any mistakes with the explanation and revisit the topic before trying again.