Practice English Reading Exercises for B1 – Career Guidance & Future Planning 5
Reading 1
For each question, choose the correct answer.
Learning the Business of Shoes
When my school announced a weekend entrepreneurship workshop, I signed up immediately. I’ve always been obsessed with fashion, and I was sure I had the perfect idea for a business: selling custom-painted sneakers. I imagined buying plain white shoes, covering them in unique, colourful designs, and selling them to my classmates for a massive profit. I walked into the first session feeling incredibly confident, completely certain that my idea would be the most successful one in the room.
However, my confidence quickly disappeared during our first financial planning lesson. The instructor told us to write down every single expense we would have. When I added up the cost of the plain sneakers, the special waterproof paints, the brushes, and the delivery fees, the total was shocking. Furthermore, I realised it would take me at least five hours to paint just one pair. Even if I sold them at a high price, I wouldn’t make a profit at all. In fact, I would actually be losing money! I felt completely disappointed and considered giving up on the workshop.
Fortunately, my instructor noticed I was upset and suggested I rethink my approach instead of quitting. I still wanted to work with shoes, so I thought about what my classmates really needed. I noticed that many students wore expensive trainers but rarely knew how to keep them looking fresh. That’s when my second idea was born: a professional shoe-cleaning service. I only needed to buy a few brushes and some high-quality cleaning sprays, which were quite cheap. The profit margins were suddenly looking excellent.
On the final day of the workshop, we had a mini market where we presented our businesses. I set up a small chair and cleaned people’s shoes while they waited. It was a huge success, and I had a queue of customers all afternoon! I didn’t become a millionaire, but I made a healthy profit. More importantly, I learned a crucial lesson about business survival. Having a cool, creative idea isn’t enough; you really have to understand the numbers if you want to succeed.
1 How did the writer feel at the beginning of the workshop?
(A) Worried about his lack of business knowledge.
(B) Certain that his plan would make a lot of money.
(C) Annoyed that he had to spend his weekend at school.
(D) Surprised by how many students wanted to buy his shoes.
2 What did the writer discover during the financial planning lesson?
(A) Finding plain white sneakers to buy was quite difficult.
(B) His classmates thought his custom shoes were too expensive.
(C) The waterproof paints were cheaper than he had expected.
(D) He would not earn any money from his original idea.
3 Why did the writer choose to start a shoe-cleaning service?
(A) His instructor told him it was the most profitable idea.
(B) He realised it solved a common problem for a low cost.
(C) He wanted to stop working with fashion and shoes completely.
(D) He already had all the cleaning sprays at his house.
4 What is the most important lesson the writer learned from the experience?
(A) Creative ideas are more important than financial planning.
(B) A business can only survive if the math makes sense.
(C) Cleaning shoes is the best way to become a millionaire.
(D) You should never change your original business plan.
5 What would the writer write in his diary after the workshop?
(A) I’m glad I quit the workshop when my first idea failed. Building a budget was just too stressful for me.
(B) My shoe-cleaning service was popular, but I really wish I hadn’t listened to my instructor and stuck to selling custom sneakers.
(C) I didn’t end up selling painted sneakers, but finding a simpler, cheaper way to run a successful business was a fantastic learning experience!
(D) I made a huge amount of money from selling my custom shoes today! Now I don’t ever need to worry about business costs again.
Answer Key & Explanations
1 B – In the first paragraph, the writer states he felt “incredibly confident, completely certain that my idea would be the most successful one” and expected a “massive profit”.
2 D – The second paragraph explains that after adding up all his costs and time, he realized he “wouldn’t make a profit at all” and “would actually be losing money”.
3 B – The third paragraph shows that he chose this new idea because his classmates “really needed” it to keep their expensive trainers looking fresh, and his supplies “were quite cheap”.
4 B – In the final paragraph, the writer concludes that “Having a cool, creative idea isn’t enough; you really have to understand the numbers if you want to succeed.”
5 C – This option accurately captures the global meaning and emotional arc of the text: moving past the initial failure of the expensive sneaker idea to find practical success and learn a valuable lesson through the cheaper cleaning service.
Reading 2
For each question, choose the correct answer.
My plans for a gap year
By the time I finished my final school exams, I was completely exhausted. While my friends were excitedly packing their bags for university, I just wanted to sleep for a month. I knew I desperately needed a break from studying before starting a long three-year degree. So, I decided I wanted to take a gap year to travel the world. However, when I told my parents about my plan, they were definitely not pleased. They expected me to go straight to university in September.
My parents believed that taking a gap year was just an excuse to be lazy. My dad told me that if I stopped studying now, I would probably never go back to education. Every evening, they left university brochures on my bed, hoping I would change my mind. I tried to explain that I was burned out and unsure about which subject to choose, but they simply saw a gap year as a complete waste of time. We argued about it almost every single day.
I knew I had to prove that my gap year wouldn’t just be a long holiday. One afternoon, I started searching online for structured opportunities and found a fantastic volunteer programme in Costa Rica. Volunteers spend six months helping to teach English in a rural primary school while living with a local family. It wasn’t about lying on a beach; it was a serious commitment that involved learning Spanish, planning lessons, and working hard every day.
I printed out the entire schedule, including safety information and reviews from previous volunteers, and presented it to my parents. I explained how the experience would improve my communication skills and help me become much more independent. As my mother read through the organized daily timetable, her expression changed. She finally understood that this programme would offer real-world experience. My dad agreed that learning a second language would look excellent on my future CV when I eventually apply for jobs.
To my surprise, they agreed to let me go, and they even offered to help pay for my flights. I am so excited about the journey ahead. I’ve realized that a gap year isn’t a year off at all, but rather a year of personal growth. I’m sure I will return ready to face university with a fresh mind.
1 Why were the writer’s parents unhappy at the beginning of the text?
(A) They thought the writer had failed the final school exams.
(B) They wanted the writer to begin university immediately.
(C) They didn’t have enough money to pay for a long holiday.
(D) They were upset that the writer’s friends were leaving.
2 How did the writer’s dad feel about the idea of a gap year?
(A) He was worried the writer would not return to studying.
(B) He thought it was a good time to read university brochures.
(C) He believed it would help the writer choose the right subject.
(D) He wanted the writer to get a lazy job instead of travelling.
3 What did the writer discover about the volunteer programme in Costa Rica?
(A) It was mostly about relaxing on beautiful beaches.
(B) It involved living in a large city by yourself.
(C) It required a lot of effort and learning new things.
(D) It was designed for people who already spoke Spanish.
4 Why did the parents change their minds about the trip?
(A) They realised the flights to Costa Rica would be very cheap.
(B) They saw that the programme was serious and useful for the future.
(C) They wanted the writer to become a professional English teacher.
(D) They liked the idea of visiting Central America themselves.
5 What would the writer write in a blog post about the situation?
(A) I’m so glad my parents forced me to go to university. I see now that taking a year off would have been a lazy choice.
(B) It was difficult to convince my parents, but by showing them a structured plan, they realised my gap year will be a time to learn and grow.
(C) My parents finally agreed to let me go to Costa Rica, but only because I promised to study Spanish at university when I return.
(D) I can’t wait to spend a year relaxing on the beach! It’s exactly what I need after fighting with my parents about my future.
Answer Key & Explanations
1 B – In paragraph 1, the text states that when the writer wanted to travel the world, the parents “were definitely not pleased” because they “expected me to go straight to university in September.”
2 A – Paragraph 2 mentions that the writer’s dad said, “if I stopped studying now, I would probably never go back to education,” meaning he was worried about her not returning to her studies.
3 C – In paragraph 3, the writer explains that the programme “wasn’t about lying on a beach; it was a serious commitment that involved learning Spanish, planning lessons, and working hard every day.”
4 B – Paragraph 4 shows that the parents changed their minds because the mother “understood that this programme would offer real-world experience” and the dad “agreed that learning a second language would look excellent on my future CV.”
5 B – This option captures the global meaning and narrative arc of the text: overcoming the parents’ initial resistance by providing a structured volunteer plan, which proved the year would be about personal growth and not just being lazy.
Reading 3
For each question, choose the correct answer.
Finding a Green Future
My name is Toby, and I have always loved science. However, over the last few years, learning about the environment started to make me feel incredibly sad. Every time I watched the news or read an article about climate change, I felt anxious. It seemed like the planet was in terrible danger, and there was absolutely nothing a normal teenager like me could do to help. When my science teacher announced that a guest speaker was coming to talk about renewable energy, I almost didn’t go. I thought it would just be another depressing warning about global warming.
In the end, I decided to attend the presentation in the school hall. The speaker, a woman named Elena, was an engineer working with solar panels and wind turbines. Instead of talking about how bad the situation was, she focused entirely on solutions. She showed us impressive photographs of massive wind farms in the ocean and explained how new technology is making solar power cheaper than ever before. For the first time in months, I was listening to someone who actually sounded positive about the planet’s future.
As Elena continued speaking, she explained the different jobs available in the renewable energy industry. I had always assumed that you needed to be a brilliant inventor to make a difference. But Elena told us that the industry needs all kinds of people, from scientists and designers to project managers and electricians. Suddenly, a light bulb went on in my head. I realised that fighting climate change wasn’t just about turning off lights at home or recycling plastic. It could actually be a full-time, professional career.
Leaving the hall that afternoon, my mood had completely changed. The anxiety I used to feel was gone, replaced by a strong sense of purpose. I now know exactly what I want to do when I finish school. I am going to study environmental engineering at university so I can work with renewable energy. The problem of climate change is still huge, but I finally feel like I have a real way to fight it.
1 How did Toby feel before the presentation?
(A) Worried that the presentation would give him extra schoolwork.
(B) Upset because he felt powerless to stop environmental problems.
(C) Annoyed that he had to read so many news articles for science class.
(D) Uninterested in learning about global warming and climate change.
2 What surprised Toby about Elena’s talk?
(A) She only showed pictures of wind farms located on land.
(B) She offered the students part-time jobs building solar panels.
(C) She concentrated on fixing problems rather than the negative facts.
(D) She explained that solar power was still too expensive to use.
3 During the presentation, Toby realised that
(A) he needed to be a genius inventor to help the environment.
(B) turning off lights and recycling are the best ways to save the planet.
(C) he would need to become an electrician to get a green job.
(D) the green energy sector requires a wide variety of skills.
4 How does Toby feel about his future now?
(A) He is determined to get a university degree in environmental engineering.
(B) He is still slightly anxious that climate change is impossible to stop.
(C) He is glad he won’t have to study science anymore after finishing school.
(D) He is worried that working in renewable energy will be too difficult.
5 What would Toby write in his diary that evening?
(A) “The talk today was interesting, but I’m still feeling really depressed about the environment. Nothing we do will ever be enough.”
(B) “I used to feel so helpless about global warming, but today I discovered that I can make a real difference through my future job.”
(C) “Elena’s presentation was quite boring because she only talked about how bad climate change is. I wish she had discussed technology.”
(D) “I finally know what I want to do! I’m going to start a recycling project at my school so I don’t have to go to university.”
Answer Key & Explanations
1 B – The text states Toby felt “anxious” and sad because “there was absolutely nothing a normal teenager like me could do to help,” which paraphrases feeling upset and powerless to stop environmental problems.
2 C – In paragraph 2, the text explains that Toby was surprised because “Instead of talking about how bad the situation was, she focused entirely on solutions,” meaning she concentrated on fixing problems.
3 D – Paragraph 3 mentions Toby’s realisation that “the industry needs all kinds of people, from scientists and designers to project managers and electricians,” matching the idea that the sector requires a wide variety of skills.
4 A – Paragraph 4 details Toby’s specific future plans, stating, “I am going to study environmental engineering at university so I can work with renewable energy.”
5 B – This option accurately captures the global meaning and Toby’s emotional shift throughout the text: starting from a place of feeling helpless and depressed to finding motivation and a career path that will let him fight climate change.