Practice English Reading Exercises for B1 – Music, Singing & Audio Production
Reading 1
For each question, choose the correct answer.
Finding the Magic in the Maths
I’ve been singing and writing my own pop songs in my bedroom since I was ten. I usually just play a few simple chords on my guitar and sing whatever comes to my mind. My friends always told me my songs were catchy, but I wanted to take my music to the next level. I decided to take a class in music theory because I thought learning about how music works would instantly make me a better songwriter. I imagined I would be writing hit songs in no time.
However, the reality of the class was completely different from what I had expected. Instead of playing instruments and being creative, we spent hours staring at books. We had to memorise complex scales and learn how different chords were built using numbers. To me, it didn’t feel like music at all; it felt exactly like a difficult maths lesson. Whenever I went home to write a new song, my mind was so full of rules that I couldn’t think of any fun melodies. My creativity completely disappeared, and I seriously considered quitting the class.
Everything changed during our fourth week when my teacher, Mr Harris, noticed I was struggling. Instead of giving me more exercises to do, he asked me to name my favourite song by The Beatles. When I told him it was ‘Yesterday’, he printed out the sheet music for it. Together, we looked at the chords the band used and applied the theory we had been studying. He explained how a sudden, unexpected chord change was the exact reason why the song sounded so emotional and beautiful.
Suddenly, the complicated maths made perfect sense. I realised that music theory wasn’t a strict set of rules meant to stop my creativity, but a set of useful tools to help me express my feelings. Understanding the science behind my favourite song made the subject incredibly fascinating. Now, I actually look forward to my theory classes. I am currently using the new chord patterns I’ve learned to write a brand new pop song, and it is definitely the most interesting piece of music I have ever created.
1 Why did the writer decide to take a music theory class?
(A) He wanted to become famous and write songs for his friends.
(B) He hoped it would improve his skills as a songwriter.
(C) He needed to learn how to play the guitar properly.
(D) He was asked to perform catchy songs for his classmates.
2 How did the writer feel about the theory class at first?
(A) Frustrated because it was preventing him from writing music.
(B) Surprised because it was much easier than his school maths lessons.
(C) Bored because he spent too much time playing different instruments.
(D) Anxious because he couldn’t memorise the lyrics to his songs.
3 What did Mr Harris do to help the writer?
(A) He gave the writer more scales to practise at home.
(B) He taught the writer how to play a Beatles song on the guitar.
(C) He asked the writer to perform an emotional song for the class.
(D) He used a famous song to show how the theory actually worked.
4 How does the writer feel about music theory now?
(A) He thinks it is still too mathematical to be enjoyable.
(B) He believes it provides a good way to improve his singing voice.
(C) He sees it as a helpful way to create better music.
(D) He prefers using it only when listening to classical music.
5 What would the writer say in his music blog?
(A) I really regret taking this theory class. It has completely ruined my love for pop music, and I think I’ll just stick to playing basic guitar chords.
(B) I thought learning chords and scales would be boring, but seeing how they work in my favourite songs has totally changed my mind. I’m writing better songs than ever!
(C) Mr Harris is a great teacher, but I still don’t understand why The Beatles are so popular. Their music is far too complicated for me to play.
(D) If you want to write a hit song, you have to follow strict mathematical rules. Creativity isn’t as important as knowing exactly which notes to play.
Answer Key & Explanations
1 B – In paragraph 1, the writer states he “wanted to take my music to the next level” and thought learning theory would “make me a better songwriter.”
2 A – In paragraph 2, the writer explains that his mind was “so full of rules that I couldn’t think of any fun melodies” and his “creativity completely disappeared”, which shows frustration at not being able to write music.
3 D – Paragraph 3 explains that Mr Harris printed out the sheet music for ‘Yesterday’ and they “applied the theory we had been studying” to see why the song sounded so good.
4 C – In paragraph 4, the writer realises that music theory is a “set of useful tools to help me express my feelings” and is using it to write “the most interesting piece of music I have ever created.”
5 B – This option captures the global meaning and emotional arc of the text: the writer initially found the maths/scales boring and restrictive, but applying them to a favorite song made the subject fascinating and improved his songwriting.
Reading 2
For each question, choose the correct answer.
Learning to Scratch
I’ve been a huge fan of hip-hop music since I was ten. Whenever I watched videos of famous DJs performing, I was amazed by how they could make the record player sound like a completely new instrument. They used a technique called “scratching,” moving the vinyl record back and forth to create cool rhythms. It looked so effortless that I decided I wanted to do it too. After saving up my pocket money for months, I finally bought a second-hand turntable and a mixer, feeling certain I’d be a great DJ in no time.
However, my first attempt was a complete disaster. I put on one of my favourite records, placed my hand heavily on the vinyl, and pushed it backwards and forwards just like I’d seen on TV. Instead of a cool rhythm, the needle jumped off the record with a horrible loud noise. It sounded absolutely awful, like a cat crying! I tried again, but the result was exactly the same, and I even worried I might damage the vinyl. I sat on my bedroom floor feeling incredibly disappointed, wondering if my equipment was broken.
I soon realised the equipment was fine; the problem was me. I started watching online tutorials for beginners and discovered that scratching is actually very complicated. Firstly, I learned that you must use an extremely light touch on the record, or the needle will always jump. More importantly, I found out about the “crossfader” – a small switch on the mixer that controls the volume. To make the proper scratching sound, you have to move the record with one hand while rapidly opening and closing the crossfader with your other hand.
It sounded impossible, but I refused to give up. I spent the next few months practising in my room every evening. At first, my hands just wouldn’t work together, and my brain felt confused. It was incredibly frustrating to make the same mistakes again and again. But slowly, my coordination improved and my movements became more natural. One afternoon, I finally managed to do a basic scratch perfectly, and it sounded incredibly cool! It takes a lot of patience to learn, but turning an annoying noise into a real hip-hop melody is the best feeling in the world.
1 Why did the writer decide to buy a turntable?
(A) He wanted to invent a new musical instrument.
(B) He believed that scratching would be simple to learn.
(C) He was invited to perform with some famous DJs.
(D) He had a lot of extra pocket money to spend.
2 What happened when the writer first tried to scratch?
(A) He accidentally broke his favourite record.
(B) He realised that his new equipment was broken.
(C) He pushed the record too gently to make a sound.
(D) He made a horrible noise because the needle jumped.
3 What did the writer learn from watching online tutorials?
(A) It is important to press down hard on the record.
(B) Scratching requires moving a switch and the record together.
(C) A DJ only needs to use one hand to scratch properly.
(D) He needed to buy a new mixer with a crossfader.
4 How did the writer feel during his months of practice?
(A) He found it easy to make his hands work together.
(B) He was frustrated but determined to keep trying.
(C) He was so annoyed that he almost gave up.
(D) He thought his mistakes actually sounded quite cool.
5 What would the writer say about his experience of learning to scratch?
(A) “I thought it would be easy, but it’s actually impossible. I’m going to sell my turntable and give up.”
(B) “The most important thing is having expensive equipment. If your turntable is cheap, the needle will always jump.”
(C) “It takes a lot of time and patience to get the coordination right, but the result is definitely worth the effort.”
(D) “I didn’t need to practice much because I watched so many videos. Now I can play just like the famous DJs.”
Answer Key & Explanations
1 B – The text says, “It looked so effortless that I decided I wanted to do it too,” meaning he thought it would be easy to learn.
2 D – In the second paragraph, the writer states, “the needle jumped off the record with a horrible loud noise.”
3 B – The text explains that “you have to move the record with one hand while rapidly opening and closing the crossfader [a small switch] with your other hand.”
4 B – In the fourth paragraph, he mentions that it was “incredibly frustrating” but he “refused to give up” and kept practising.
5 C – This option perfectly captures the global meaning of the text: the journey from thinking it was easy, discovering how hard the physical coordination is, and finally feeling that the hard work was rewarding when it sounded cool.
Reading 3
For each question, choose the correct answer.
Finding Our Harmony in Italy
When my music teacher announced that our school choir was going on a tour to Italy, I immediately signed up. I had only ever sung in our small school hall, so the idea of performing in famous, historic cathedrals sounded like a dream. Furthermore, I had never travelled abroad without my parents, so I was really looking forward to experiencing a different culture and eating authentic Italian pizza with my friends.
However, the journey was much more difficult than I had imagined. To save money, the school hired a coach to drive us all the way from England to Italy. After two days on the road, everyone was exhausted and annoyed. Small arguments began to break out among the choir members. People complained about the uncomfortable seats, who was playing their music too loudly, and the lack of decent food. By the time we reached our hotel, the group was divided, and our team spirit had completely disappeared.
The next morning, we arrived at a massive cathedral in Florence for our first concert. Walking inside, I felt incredibly small. The stone walls were decorated with beautiful paintings, and the ceiling was higher than I had ever seen. As we stood in our rows, I felt nervous. But as soon as our conductor lowered his hands and we sang our first chord, something magical happened. The sound bounced off the ancient walls and echoed perfectly around the huge building. It wasn’t just a group of angry teenagers anymore; it was a single, heavenly voice.
We sang with more emotion than we ever had during our rehearsals back home. Looking out into the crowd, I actually saw a few people wiping tears from their eyes. They couldn’t understand our English lyrics, but the beauty of the harmony had touched them. When we finished, the applause was deafening. Afterwards, as we got back on the coach, there were no more arguments. The shared experience of creating such powerful music had brought us all back together. I learned that when you are working towards a beautiful goal, silly disagreements simply do not matter anymore.
1 Why did the writer want to go on the choir tour?
(A) She wanted to travel to Italy to eat pizza with her family.
(B) She was excited to perform in large, historic buildings.
(C) She needed to practice singing outside of the school hall.
(D) She was asked to lead the school choir by her teacher.
2 What happened during the bus journey to Italy?
(A) The coach broke down because it was a cheap one.
(B) The students had to share their decent food with others.
(C) The choir members fell out over minor issues.
(D) The choir practiced their music too loudly on the coach.
3 How did the writer feel when the choir started singing in the cathedral?
(A) Annoyed because the sound kept bouncing off the stone walls.
(B) Nervous that the audience would notice their mistakes.
(C) Disappointed that the ceiling was too high for a good sound.
(D) Amazed by the way their voices blended together in the space.
4 What did the writer realise after the concert finished?
(A) Creating something beautiful helped the group forget their problems.
(B) Singing in English is the best way to make an audience cry.
(C) The audience was much louder than the choir had expected.
(D) The choir should have practiced more during rehearsals.
5 What would the writer write in her diary about the trip?
(A) “The coach journey was awful and ruined the entire trip. I wish I had just stayed home instead of singing with an angry group.”
(B) “Singing in famous cathedrals was a dream, but I was quite disappointed that the locals didn’t understand the words we were singing.”
(C) “Although the long journey tested our patience, the magic of singing together in such stunning places made us closer than ever.”
(D) “The Italian audience was a bit strange because they cried during our happy songs, but it was still a fun experience with my friends.”
Answer Key & Explanations
1 B – The text states in the first paragraph that “the idea of performing in famous, historic cathedrals sounded like a dream,” which explains her excitement and initial motivation.
2 C – In paragraph two, the writer notes that because everyone was exhausted, “small arguments began to break out among the choir members” over things like seats and music, meaning they fell out over minor issues.
3 D – In paragraph three, she describes the experience as “magical” because the sound “echoed perfectly around the huge building,” transforming them into a “single, heavenly voice.”
4 A – Paragraph four explains that there were no more arguments after the performance, and the writer learned that “when you are working towards a beautiful goal, silly disagreements simply do not matter anymore.”
5 C – This option perfectly synthesizes the global narrative: the trip started with a difficult, frustrating journey that caused arguments, but the powerful experience of singing in the cathedral unified the group and made the trip incredibly special.