Practice English Reading Exercises for B1 – Extracurricular Activities & Clubs 1
Reading 1
For each question, choose the correct answer.
My First Newspaper Article
When I first joined the school newspaper team, I had huge ambitions. I had watched plenty of movies about brave journalists, and I was completely sure I would be writing the front-page news. I imagined myself interviewing the headteacher about important school rules or reporting on the amazing victories of our football team. In my mind, I was already the star reporter, and I couldn’t wait to see my name in large print on the very first page.
However, my excitement quickly disappeared during our first meeting. The student editor, Sarah, handed out the writing tasks for the month. Instead of giving me a serious news story, she asked me to write a review of the daily meals in the school cafeteria. I felt extremely disappointed. I honestly thought it was a joke. Writing about soggy chips and boring sandwiches did not feel like real journalism to me, but I didn’t want to complain, so I quietly accepted the job.
The next day, I sat in the cafeteria with my notebook. I ordered the “special of the day,” which was a strange-looking slice of pizza. As I ate it, I realised that simply complaining about the taste would be very boring to read. Instead, I decided to use my imagination and make the article as funny as possible. I wrote a hilarious description of the pizza, comparing its texture to an old pair of trainers, and gave humorous advice on how to survive the school menu.
When the newspaper was finally published a week later, I was amazed by the reaction. During break time, I saw students reading my article and laughing out loud. Even the cafeteria cooks thought it was funny and joked with me when I went to buy a drink. Sarah, the editor, congratulated me and said it was the most popular piece in the whole paper.
That experience completely changed my attitude. I realised that you don’t need to write about serious, front-page events to be a good journalist. Entertaining people and writing about the everyday things that students actually care about is just as valuable. I am now the newspaper’s official food and entertainment writer, and I wouldn’t trade my job for anything.
1 What did the writer expect to do when he joined the newspaper?
(A) Write about serious, important school topics.
(B) Become the student editor of the paper.
(C) Take photographs of the football team.
(D) Write reviews of popular movies.
2 How did the writer feel about his first writing task?
(A) Relieved because it was an easy topic to write about.
(B) Annoyed that the editor gave him too much work.
(C) Disappointed because he didn’t consider it proper journalism.
(D) Worried that the cafeteria staff would be angry with him.
3 What did the writer decide to do while writing the review?
(A) Ask other students for their opinions on the food.
(B) Complain seriously about the unhealthy school menu.
(C) Compare the school’s pizza to meals from other restaurants.
(D) Make the article humorous and entertaining to read.
4 What happened after the newspaper was published?
(A) The cafeteria cooks refused to serve the writer any more food.
(B) The writer’s article received a very positive reaction from others.
(C) Sarah asked the writer to rewrite the article for the next edition.
(D) The students demanded better food in the school cafeteria.
5 What would the writer write in his diary about his experience?
(A) I’m so glad I refused to write that cafeteria review. Now I finally get to report on the important school news!
(B) It is a shame that nobody liked my funny article. Next time, I will make sure to write a more serious review of the food.
(C) I was initially upset about my assignment, but seeing everyone enjoy my funny review showed me that every role on the paper is important.
(D) Being the official food writer is okay, but I am still hoping to become a real journalist and write for the front page one day.
Answer Key & Explanations
1 A – In the first paragraph, the writer states he was sure he would be “writing the front-page news” and imagined “interviewing the headteacher about important school rules,” matching the expectation to write about serious, important topics.
2 C – The second paragraph explains that the writer felt extremely disappointed because “Writing about soggy chips and boring sandwiches did not feel like real journalism to me.”
3 D – In the third paragraph, the writer says he realised simply complaining would be boring to read, so instead he decided to “make the article as funny as possible.”
4 B – The fourth paragraph describes how students were “laughing out loud,” the cooks joked with him, and the editor called it the “most popular piece,” showing a highly positive reaction.
5 C – This option captures the global meaning and emotional arc of the text: starting with disappointment over the assignment, but ending with the realization that writing entertaining pieces is valuable and every role matters.
Reading 2
For each question, choose the correct answer.
Stepping Out of the Spotlight
When I first joined our school’s drama club, my biggest dream was to stand on stage. Although I have always been quite shy, I loved the idea of performing. I spent weeks practicing my lines for the annual school play, hoping the teacher would give me a small acting part. I really believed that being under the bright lights would finally help me build my confidence and make new friends.
However, when the teacher put the cast list on the wall, my name wasn’t among the actors. Instead, she had assigned me to the technical crew as the lighting designer. I felt incredibly disappointed. During the first few rehearsals, I sat alone at the back of the hall in the dark while the actors laughed and practiced together. I felt completely left out and seriously considered quitting the club altogether.
Despite my frustration, I decided to stay and learn how to use the complicated lighting board. I discovered that the job wasn’t just about switching lights on and off. I had to pay close attention to the script and time my actions perfectly to match what was happening in the story. Even though I was developing a new skill, I still felt that my job was unimportant compared to what the actors were doing in front of the audience.
Everything changed on the opening night of the play. During the most emotional scene, the lead actor suddenly forgot his words and completely froze. The audience was completely silent. Instantly, I decided to change the lights, slowly bringing down the main stage lights and putting a single, dramatic spotlight on him. It made the silence look like a deliberate, emotional pause. A few seconds later, he remembered his line and the play continued perfectly.
After the show, both the actor and the drama teacher rushed over to thank me. They said my quick thinking had saved the entire scene. In that moment, my attitude completely shifted. I realised that the people working quietly behind the scenes are just as essential as the stars of the show. I might not have been visible to the audience, but I finally understood the true value of my role.
1 Why did the writer want to join the drama club?
(A) She was asked by the drama teacher to take part.
(B) She hoped performing would make her more confident.
(C) She wanted to help her friends learn their lines.
(D) She wanted to learn how to operate the stage lights.
2 How did the writer feel during the first few rehearsals?
(A) Surprised by how difficult the acting was.
(B) Annoyed because the actors were too noisy.
(C) Relieved that she didn’t have to perform on stage.
(D) Unhappy because she wasn’t included with the cast.
3 What did the writer discover about lighting design?
(A) It required careful timing with the play’s action.
(B) It was much easier than learning an acting role.
(C) It meant she didn’t have to read the script.
(D) It was the most important job in the drama club.
4 What happened during the play on opening night?
(A) The lighting board suddenly stopped working.
(B) The lead actor asked the writer for help with a line.
(C) The writer used the lights to hide an actor’s mistake.
(D) The audience complained about the dark stage.
5 What would the writer write in her diary after the first performance?
(A) I’m glad the play is over. The lead actor forgot his lines, and it was so stressful. Next year, I definitely won’t be in the drama club.
(B) I didn’t get to act today, but my quick lighting change saved a scene! It made me realise how important the technical crew really is.
(C) The play was a success today, and I finally got to go on stage! I’m so happy I didn’t quit when I was asked to do the lighting.
(D) Operating the lights was surprisingly easy today, but I still feel invisible. I really hope the teacher lets me act in the next school play.
Answer Key & Explanations
1 B – In paragraph 1, the writer states, “I really believed that being under the bright lights would finally help me build my confidence.”
2 D – In paragraph 2, the writer explains that she “sat alone at the back… while the actors laughed and practiced together” and “felt completely left out.”
3 A – In paragraph 3, the writer mentions, “I had to pay close attention to the script and time my actions perfectly to match what was happening in the story.”
4 C – In paragraph 4, when the lead actor forgot his words and froze, the writer changed the lights to a single spotlight, which “made the silence look like a deliberate, emotional pause,” effectively covering up his mistake.
5 B – This option successfully captures the global narrative and emotional arc of the text: transitioning from feeling left out as a non-actor to understanding and taking pride in the vital importance of behind-the-scenes work.
Reading 3
For each question, choose the correct answer.
The Power of Words
When my English teacher suggested I join the school debate team, I thought it was a brilliant idea. I have always been quite a talkative person, and my friends often joke that I can argue with anyone about anything. In my mind, a debate was simply a loud argument where the person who spoke the fastest and loudest would easily win. I didn’t bother to read the competition materials or practise my speeches, feeling completely confident that my natural speaking skills would be enough to defeat my opponents.
However, my first official debate was a complete disaster. As soon as I stood up in front of the audience, my mind went completely blank. The topic was about the environment, but I had no actual facts or statistics to share. Instead of shouting confidently like I had imagined, I just froze and looked at my feet. Meanwhile, the girl from the other team was incredibly calm. She didn’t raise her voice at all, but she presented clear, well-researched arguments. Unsurprisingly, the judges gave her team the highest score, and I felt terribly embarrassed.
After that awful experience, I realised I had completely misunderstood what debating actually meant. It wasn’t about getting angry or talking over people. It was about logic, careful research, and, most importantly, listening closely to what the other team was saying so you could answer them properly. I decided to change my attitude immediately. For the next two weeks, I spent hours in the school library reading articles, writing down useful evidence, and practising my delivery in front of a mirror.
When the day of my second debate arrived, I was nervous but much better prepared. This time, when it was my turn to speak, I didn’t rely on my emotions. I used the facts I had researched to support my opinions. When my opponent spoke, I listened carefully and respectfully pointed out the mistakes in his argument. It felt amazing to finally win a match using clear logic instead of just shouting.
Looking back, joining the debate team has been one of the most useful experiences of my life. It has taught me how to communicate effectively and respect other people’s opinions. I now understand that a calm, well-informed voice is much more powerful than a loud one.
1 Why did the writer think he would be successful at debating?
(A) Because he enjoyed reading about many different topics.
(B) Because he believed his loud voice and natural ability would help him.
(C) Because his English teacher had trained him to speak very fast.
(D) Because he had easily defeated his friends in previous arguments.
2 What happened during the writer’s first debate match?
(A) He became angry with the calm girl on the other team.
(B) He forgot his speech because the audience was making too much noise.
(C) He was unable to speak properly because he was totally unprepared.
(D) He spoke too quickly about the environmental statistics he had learned.
3 How did the writer prepare for his second debate?
(A) He practised arguing with his friends loudly in the library.
(B) He focused on finding factual information and evidence to use.
(C) He asked the other team for advice on how to listen properly.
(D) He tried to learn how to speak with more emotion in his voice.
4 During his second match, the writer
(A) used emotional stories to win the judges’ votes.
(B) ignored his opponent’s speech to focus on his own facts.
(C) became too nervous to speak and almost lost his confidence.
(D) responded to his opponent using reason and clear evidence.
5 What would the writer text to a friend about the debate team?
(A) I thought debating was just about being loud, but I’ve learned that careful research and logic are what really win arguments.
(B) The debate team is okay, but I prefer to just argue with people normally because doing research in the library takes too much time.
(C) I won my first match because I’m naturally good at talking, but the second match was much harder because the other team had better facts.
(D) Debating is incredibly easy! All you have to do is stay calm and speak quietly, even if you don’t know much about the topic.
Answer Key & Explanations
1 B – The text states in the first paragraph that the writer thought a debate was a “loud argument” and felt confident that his “natural speaking skills would be enough to defeat my opponents.”
2 C – In paragraph 2, the writer explains that his “mind went completely blank” and he just “froze” because he “had no actual facts or statistics to share.”
3 B – In paragraph 3, the writer states he spent hours “reading articles, writing down useful evidence” to prepare for the next match.
4 D – In paragraph 4, the writer explains that he “used the facts,” and when his opponent spoke, he “listened carefully and respectfully pointed out the mistakes in his argument.”
5 A – This option perfectly captures the global meaning and narrative arc of the text: starting out thinking debating was just loud arguing, failing, and then learning that research and logic are the true keys to success.