Practice English Reading Exercises for B1 – Social Dynamics & Personal Growth 6
Reading 1
For each question, choose the correct answer.
A Video for Mr. Davis
When my favourite teacher, Mr. Davis, announced he was retiring at the end of the year, I knew our class had to do something special. He had made science incredibly fun and helped me pass my exams when I was struggling. I decided to take charge and organise a surprise farewell video. I imagined it would be a simple project: everyone would just record a short message on their phones, and I would put them all together. I felt very excited about creating a wonderful memory for him, and I was sure my classmates would feel the same.
However, I quickly discovered that managing my classmates was extremely difficult and took a lot of patience. Even though everyone loved Mr. Davis, getting them to actually record their messages was a nightmare. People kept forgetting or making excuses about having too much homework. I had to chase students down the school corridors every single lunch break, constantly reminding them to send me their videos. After two weeks, I only had five clips. I started feeling incredibly stressed and worried that the whole project was going to be a huge failure.
Eventually, after begging my classmates for days, I managed to collect enough videos. But then the real work began. Sitting at my computer, I realised that editing the footage was much harder than I had expected. Some students had spoken too quietly, while others had filmed their videos in dark rooms. I spent my entire weekend cutting clips, fixing the audio, and adding some soft background music. My eyes were aching, and I went to bed feeling completely exhausted, wondering if the video was actually going to look good.
The big reveal happened on Mr. Davis’s final day during the school assembly. I was shaking with nerves as the headteacher pressed play on the projector. As the video played, the whole hall went quiet. I watched Mr. Davis carefully, and when the film ended, I saw tears of happiness running down his face. He stood up and thanked us, saying it was the best gift he had ever received. Seeing his emotional reaction made all those stressful weeks disappear completely. I realised that doing something meaningful for someone you respect is always worth the hard work.
1 Why did the writer decide to organise the video?
(A) She wanted to practice her video editing skills for a class.
(B) She wanted to show her appreciation to a helpful teacher.
(C) The headteacher asked her to prepare a surprise for the school.
(D) She needed to improve her final grade in her science class.
2 What was the main problem the writer faced at first?
(A) The students didn’t like Mr. Davis enough to participate.
(B) The students recorded videos that were much too long.
(C) It was extremely difficult to make her classmates send their clips.
(D) She couldn’t find the students during the school lunch breaks.
3 What does the writer say about editing the video?
(A) It took less time than collecting the videos from her classmates.
(B) She had to reshoot the videos because the rooms were too dark.
(C) The editing software she used kept crashing on her computer.
(D) She had to fix various mistakes her classmates made while filming.
4 How did the writer feel at the end of the assembly?
(A) Relieved that she wouldn’t have to study science anymore.
(B) Glad she had made the effort despite all the difficulties.
(C) Disappointed that Mr. Davis didn’t say much about the video.
(D) Proud that the headteacher showed the video to the whole town.
5 What would the writer write in her diary that evening?
(A) I really regret offering to make the video. It was far too much work and my classmates were completely unhelpful.
(B) Editing a video is quite easy once you have all the clips, so I definitely recommend it as a quick project for a retiring teacher.
(C) Getting the videos was incredibly stressful, but seeing our teacher cry happy tears made all the effort absolutely worthwhile.
(D) Even though I spent my whole weekend working on the video, Mr. Davis didn’t really seem to like it, which was a shame.
Answer Key & Explanations
1 (B) – In paragraph 1, the writer explains that Mr. Davis “had made science incredibly fun and helped me pass my exams” and she wanted to “do something special” to create a “wonderful memory for him.”
2 (C) – In paragraph 2, the writer states that “getting them to actually record their messages was a nightmare” and she had to constantly chase and remind them to send their videos.
3 (D) – In paragraph 3, the writer describes fixing the footage because “Some students had spoken too quietly, while others had filmed their videos in dark rooms.”
4 (B) – In paragraph 4, the writer reflects on the teacher’s emotional reaction and states, “Seeing his emotional reaction made all those stressful weeks disappear completely. I realised that doing something meaningful… is always worth the hard work.”
5 (C) – This option perfectly captures the global meaning and narrative arc of the text. It summarizes the writer’s initial stress in collecting the videos and the ultimate realization that the emotional reward made the hard work completely worth it.
Reading 2
For each question, choose the correct answer.
Finding My Voice
I have always loved school, especially subjects like history and literature. While I usually got excellent marks in my written exams, I had a massive problem. Whenever a teacher asked the class a question, I would immediately look down at my desk. Even when I was absolutely certain I knew the correct answer, I was simply too shy to raise my hand. I constantly worried that I might say something silly and everyone would laugh at me. As a result, I remained completely silent during class discussions.
My quiet behaviour eventually became an issue. Last month, we received our mid-term reports, and my history teacher, Mr. Clark, wrote that I needed to participate more. He explained that sharing ideas is an important part of learning. Reading his comments made me feel quite disappointed in myself. I realised that my fear was stopping me from fully enjoying my education. Therefore, I decided to set myself a personal challenge: I promised to raise my hand and speak at least once during every history lesson.
The following Monday, Mr. Clark asked the class a complicated question about the ancient Greeks. I knew the answer immediately because I had read a book about it the night before. My heart started beating incredibly fast, and my hands were sweating. For a moment, I wanted to stay quiet, but I remembered my new goal. Slowly, I lifted my arm into the air. When Mr. Clark called my name, all my classmates turned to look at me. I opened my mouth to speak, and although my voice was shaking slightly, I managed to give my answer.
What happened next was totally unexpected. Instead of laughing, the classroom was completely silent. Mr. Clark gave me a huge smile and said my point was absolutely brilliant. He even wrote my idea on the blackboard for everyone to copy. In that moment, a warm feeling of relief washed over me. I suddenly realised that people were interested in what I had to say, and that making a mistake wouldn’t be the end of the world.
Since that day, my confidence has grown dramatically. I still feel a little nervous before I speak, but it is no longer a terrifying experience. Reaching my goal has completely transformed how I feel about school, and I am now actually looking forward to my future class discussions.
1 Why didn’t the writer answer questions during class?
(A) He didn’t know the answers to the teachers’ questions.
(B) He preferred doing written exams instead of speaking.
(C) He was afraid of being judged by his classmates.
(D) He found subjects like history and literature boring.
2 What motivated the writer to change his behaviour?
(A) He failed his mid-term history exam.
(B) His teacher’s feedback made him reflect on his situation.
(C) He wanted to become the best student in his history class.
(D) His parents promised him a reward for participating.
3 How did the writer feel when he first raised his hand?
(A) Confident because he had read about the topic recently.
(B) Disappointed because the teacher didn’t notice him immediately.
(C) Annoyed that all his classmates were staring at him.
(D) Very nervous but determined to achieve his goal.
4 What was the result of the writer’s contribution to the class?
(A) His classmates laughed at his slightly shaking voice.
(B) The teacher praised his idea and used it in the lesson.
(C) The teacher asked him another complicated question.
(D) His classmates copied his answer without understanding it.
5 What would the writer write in his diary that evening?
(A) My history teacher asked me a question today, but I was too shy to answer. I really need to try harder tomorrow.
(B) I was so anxious about speaking today, but I finally did it! The teacher’s positive reaction proved that I have good ideas to share.
(C) Speaking in class was much easier than I expected. I didn’t feel nervous at all, so my new goal is to answer every question.
(D) I finally spoke in class today, but everyone stared at me. I think I will just stick to doing well in my written exams from now on.
Answer Key & Explanations
1 C – In the first paragraph, the writer states he was too shy and “constantly worried that I might say something silly and everyone would laugh at me,” meaning he feared his classmates’ judgment.
2 B – The second paragraph explains that reading Mr. Clark’s comments on his mid-term report made the writer “feel quite disappointed in myself” and realise his fear was stopping his enjoyment, leading him to set a personal challenge.
3 D – In the third paragraph, the writer notes that his heart was beating fast and hands were sweating (showing nervousness), but he “remembered my new goal” and lifted his arm (showing determination).
4 B – The fourth paragraph describes how Mr. Clark “gave me a huge smile and said my point was absolutely brilliant” and “wrote my idea on the blackboard,” indicating high praise and integration into the lesson.
5 B – This option perfectly captures the global meaning and the writer’s emotional journey: acknowledging the initial severe anxiety, celebrating the personal victory of speaking up, and reflecting on the teacher’s encouraging reinforcement that boosted his confidence.
Reading 3
For each question, choose the correct answer.
Learning when to say no
I have always been the kind of person who loves helping others. At school, I usually get good grades, so my classmates often ask me for help with their homework. Last term, things got completely out of control. Because I wanted to be kind to everyone, I agreed to organise the school charity bake sale, design the posters for the drama club, and captain the basketball team. People kept telling me how capable I was, so I felt I couldn’t refuse any of their requests. I thought I was being a great friend and a very useful student.
However, my positive attitude soon became a massive problem. A few weeks before the winter holidays, I suddenly felt completely exhausted. I was staying awake until midnight every night just to finish my own assignments, and I was too tired to perform well in my weekend basketball matches. One morning, I was so stressed about finishing the drama club posters that I actually burst into tears at the breakfast table. My mum sat me down and told me that I was suffering from burnout because I was doing far too much.
She explained that if I kept agreeing to every extra task, my mental health would get worse and my own schoolwork would suffer. I realised she was completely right, but the idea of saying “no” to people made me feel incredibly guilty. The next day, my science teacher asked if I could stay after school to organise the laboratory equipment. My heart beat fast, but I took a deep breath and politely told him that I didn’t have enough free time that week. To my surprise, he wasn’t angry at all; he simply smiled and asked someone else.
That small moment changed everything for me. Over the next month, I slowly practiced turning down requests that I didn’t have the energy for. I discovered that real friends understand when you are too busy, and they don’t get upset with you. Now, I have enough time to relax, read books for fun, and focus on my own goals. I still enjoy helping people, but I have finally learned that protecting my own time and mental health is just as important as being kind to others.
1 Why did the writer agree to do so many extra tasks at school?
(A) She wanted to prove she was the most capable student.
(B) She believed that saying yes made her a kind and helpful person.
(C) She hoped to get better grades by doing extra work for teachers.
(D) She needed to earn money for the school charity bake sale.
2 What happened to the writer just before the winter holidays?
(A) She had to stop playing basketball because of a physical injury.
(B) She had a serious argument with her mum at the breakfast table.
(C) She refused to finish designing the posters for the drama club.
(D) She became extremely tired and stressed by her busy schedule.
3 How did the science teacher react when the writer refused to help?
(A) He warned her that her own schoolwork would suffer.
(B) He got quite angry but gave the job to a different student.
(C) He was completely understanding and accepted her answer.
(D) He tried to make her feel guilty for saying no to him.
4 How does the writer feel about her life now?
(A) She regrets giving up her role in the school drama club.
(B) She refuses to help anyone at school because she is too busy.
(C) She finds it difficult to know who her real friends are.
(D) She is glad she has learned how to balance her time better.
5 What would the writer write in her diary?
(A) I’m so annoyed that nobody asks me for help anymore. I used to be the most popular and capable student in the school.
(B) Saying ‘no’ was frightening at first, but it saved me from burning out. I finally have enough time to look after myself.
(C) I feel terrible for letting my science teacher down today. I need to try harder to fit all these extra tasks into my schedule.
(D) I’ve decided to stop talking to my friends because they asked me to do too much. I’m going to spend all my time relaxing now.
Answer Key & Explanations
1 (B) – In paragraph 1, the text says: “Because I wanted to be kind to everyone, I agreed to…” and “I thought I was being a great friend”, matching the idea that she believed saying yes made her kind and helpful.
2 (D) – Paragraph 2 mentions she “felt completely exhausted”, was “staying awake until midnight”, and was “so stressed… that I actually burst into tears,” which summarizes being extremely tired and stressed.
3 (C) – In paragraph 3, when she told him she didn’t have enough free time, “he wasn’t angry at all; he simply smiled and asked someone else,” showing he was completely understanding.
4 (D) – Paragraph 4 details how she now has “enough time to relax, read books for fun, and focus on my own goals” and has learned that “protecting my own time… is just as important as being kind,” showing she balances her time better.
5 (B) – This diary entry perfectly captures the global meaning and the writer’s narrative arc: recognizing that she was burning out, overcoming the fear/guilt of saying no, and ultimately finding a healthy balance to protect her mental health.