Practice English Reading Exercises for B1 – Social Dynamics & Personal Growth 10
Reading 1
For each question, choose the correct answer.
The Forgotten Lunch
My name is Jamie, and I’ll never forget the Thursday I left my lunch at home. That morning, my alarm clock didn’t go off, so I had to rush to get ready for school. I grabbed my backpack and ran out the door, completely forgetting the delicious sandwich and the pocket money sitting on the kitchen counter. I didn’t realise my mistake until the bell rang for the midday break. As my classmates hurried to the cafeteria, I opened my bag and felt a sudden wave of panic. My stomach was already making noises, and I had absolutely nothing to eat.
I slowly walked into the busy cafeteria and found an empty seat at a large table. The room was full of the delicious smells of hot meals and fresh fruit. Watching everyone else unwrap their food made me feel incredibly miserable and even hungrier. I felt too embarrassed to ask anyone for money, so I pulled a textbook out of my bag. I pretended to study for a history test, hoping that nobody would notice my empty hands and my sad expression.
However, my plan didn’t work. After a few minutes, a girl from my science class named Sarah sat down next to me. She looked at my open book and then at the empty space in front of me. When she asked why I wasn’t eating, my face turned red, and I quietly admitted the truth. Instead of laughing, Sarah immediately broke her large cheese sandwich in two and handed me half. Before I could even say thank you, another classmate, Mark, passed me a bright red apple. Within minutes, two other students had shared a bag of crisps and a slice of cake with me.
I ended up eating a very strange but absolutely wonderful mix of food that day. As I sat there chatting with my classmates, my embarrassment completely disappeared. I realised that school is much more than just a place to pass exams and learn facts; it is a community where people actually care about each other. Their kindness turned a terrible afternoon into one of my favourite school memories. From now on, I always make sure to pack an extra snack in my bag, just in case someone else has a bad morning!
1 Why did Jamie have no food at school?
(A) He spent his pocket money on something else on the way.
(B) He forgot his lunch and money because he was in a hurry.
(C) He decided he didn’t like the sandwich his parents made.
(D) He accidentally left his entire backpack on the kitchen counter.
2 What did Jamie do in the cafeteria?
(A) He asked his friends if they could lend him some money.
(B) He decided to leave the room and study in the library.
(C) He acted like he was studying to hide his embarrassing problem.
(D) He complained loudly about the smell of the hot meals.
3 What happened when Sarah spoke to Jamie?
(A) She laughed at him for forgetting to bring his food.
(B) She offered to buy him a hot meal from the cafeteria.
(C) She gave him her whole lunch because she wasn’t hungry.
(D) She and some other classmates shared their food with him.
4 How does Jamie feel about the experience now?
(A) He believes he needs to study harder for his history exams.
(B) He appreciates the kind and supportive community at his school.
(C) He wishes his classmates had given him different types of food.
(D) He is still quite embarrassed about what happened that afternoon.
5 What would Jamie write in his diary that evening?
(A) I’m so angry at myself for forgetting my lunch. Sitting in the cafeteria with an empty stomach all day was the worst experience ever.
(B) Today taught me that my classmates are incredibly generous. Their kindness made me realize how important it is to support each other.
(C) I was so embarrassed today when Sarah noticed I didn’t have any food. I’m going to eat lunch outside on my own from now on.
(D) I really enjoyed the mix of food I had today! Tomorrow, I’m going to leave my lunch at home on purpose so I can get more free snacks.
Answer Key & Explanations
1 B – In paragraph 1, the writer explains that his “alarm clock didn’t go off, so I had to rush” and he ran out “completely forgetting the delicious sandwich and the pocket money”.
2 C – In paragraph 2, the writer notes that he “felt too embarrassed to ask anyone for money” so he pulled out a textbook and “pretended to study for a history test, hoping that nobody would notice my empty hands”.
3 D – In paragraph 3, after Jamie admits the truth, Sarah “handed me half” of her sandwich, Mark “passed me a bright red apple,” and “two other students had shared a bag of crisps and a slice of cake with me.”
4 B – In paragraph 4, Jamie reflects on the event, stating that his embarrassment disappeared and he realised school “is a community where people actually care about each other.”
5 B – This option perfectly captures the global meaning and the overall narrative of the text. It summarizes Jamie’s realization that his classmates are kind and generous, and highlights the central lesson about the value of a supportive community.
Reading 2
For each question, choose the correct answer.
Finding the Right Words
For as long as I can remember, English lessons were my biggest nightmare. While my classmates eagerly raised their hands to read out loud, I would sit at the back of the classroom, silently praying the teacher wouldn’t call my name. When I had to read, the letters seemed to jump around the page, and I often mispronounced simple words. I felt incredibly stupid, especially when I heard a few students laughing at my mistakes. Because I was so embarrassed, I tried my best to hide my difficulties and never asked for help.
The situation finally changed during my second year of secondary school. We were studying a classic novel, and my teacher, Mr. Davis, asked me to read a long paragraph. I stumbled over almost every sentence, completely ruining the story. When the bell rang for lunch, Mr. Davis asked me to stay behind. I was terrified he was going to shout at me for being lazy. Instead, he gently asked if the words ever looked mixed up or blurry to me. Before I could stop myself, I burst into tears and confessed everything.
Mr. Davis immediately contacted my parents and arranged a meeting with the school’s learning specialist. A few weeks later, after doing several different tests, I was officially diagnosed with dyslexia. The specialist explained that my brain simply processes language differently and that it had absolutely nothing to do with my intelligence. Honestly, hearing this was a massive relief. For years, I had secretly believed I just wasn’t clever enough to succeed at school.
Since my diagnosis, my academic life has completely transformed. The school now prints my worksheets on pale yellow paper, which stops the letters from moving around, and I am allowed extra time during my exams. Although reading is still quite tiring for me, it is no longer a terrifying experience. I have recently passed all my exams with good grades, and my confidence has grown dramatically. I finally understand that having a learning difficulty doesn’t mean you can’t achieve your goals; you just need to find a different way to reach them.
1 How did the writer feel during English lessons in the past?
(A) Angry that the teacher always asked him to read.
(B) Ashamed because he struggled to read the words correctly.
(C) Amused when his classmates laughed at the story.
(D) Eager to raise his hand and practice reading aloud.
2 What did the writer expect Mr. Davis to do after the reading incident?
(A) Punish him for not doing his homework properly.
(B) Give him a different, easier book to read.
(C) Tell him off for not trying hard enough in class.
(D) Ask him questions about his vision problems.
3 How did the writer feel about his dyslexia diagnosis?
(A) Confused about what the specialist told him to do.
(B) Worried that he would have to complete more difficult tests.
(C) Upset because it proved he was less intelligent than others.
(D) Glad to finally understand the reason for his reading problems.
4 What does the writer say about his current situation?
(A) He finds schoolwork much easier with the right support.
(B) He has completely overcome his reading difficulties.
(C) He achieves the highest exam grades in the whole school.
(D) He prefers taking exams on traditional white paper.
5 What would the writer write in his diary today?
(A) It’s so unfair that I have dyslexia. I’ll never be able to read as fast as my classmates, so there is no point in trying anymore.
(B) Getting diagnosed was scary, but having extra time in exams has solved all my problems. I never get tired of reading now!
(C) I used to think I wasn’t smart, but getting the right help changed everything. School is still a challenge, but I know I can succeed.
(D) Mr. Davis was right to be angry with me for hiding my problem. If I had spoken up sooner, I would have enjoyed English classes more.
Answer Key & Explanations
1 B – In the first paragraph, the writer states that he “mispronounced simple words,” “felt incredibly stupid,” and was “so embarrassed,” which perfectly matches feeling ashamed because he struggled to read.
2 C – The second paragraph mentions that when Mr. Davis asked him to stay behind, the writer was “terrified he was going to shout at me for being lazy,” which means being told off for not trying hard enough.
3 D – In the third paragraph, the writer says that learning his brain processes language differently and has nothing to do with intelligence was a “massive relief,” meaning he was glad to understand the real reason for his problems.
4 A – The fourth paragraph explains that with support like “pale yellow paper” and “extra time during my exams,” his academic life has transformed and he gets good grades, showing schoolwork is easier with the right help.
5 C – This option accurately captures the global meaning and emotional arc of the text: moving from feeling unintelligent and hiding his struggles to getting a diagnosis, receiving practical support, and realizing he can achieve his goals despite the challenges.
Reading 3
For each question, choose the correct answer.
A surprisingly brilliant day offline
When I arrived at school last Tuesday, there was a strange atmosphere in the corridors. Our headteacher announced that the school’s entire internet system was broken and wouldn’t be fixed until the next day. Because mobile phone reception is terrible in our building, it meant we were completely offline. At first, I was horrified. I couldn’t imagine how we would survive without our tablets, and I expected it to be the most boring, difficult day of the school year.
In our first lesson, geography, my teacher usually spends the whole hour clicking through a long digital presentation on the smartboard. Without the internet, he looked completely lost for a few minutes. However, he quickly changed his plan and asked us to move our desks into a large circle. Instead of making us take notes from a screen, he told us a fascinating, real-life story about his own travels in South America. We asked questions and had a brilliant class discussion. The time passed so quickly that I was shocked when the bell rang.
The biggest change, though, happened during the lunch break. Normally, my friends and I sit in the canteen in total silence, staring at our smartphone screens, watching videos or messaging people who aren’t even there. But without a connection, our screens were useless. At first, it was quite awkward. Then, someone found an old deck of playing cards. We spent the next forty-five minutes laughing loudly, playing games, and actually talking to each other face-to-face. I learned things about my classmates that I had never known before.
By the time the final bell rang, I was actually quite sad that the school day was over. The school secretary announced that the Wi-Fi was finally working again, but surprisingly, very few people rushed to check their phones. Walking home, I realised that what I thought was going to be a disaster had actually turned into the best day of the term. I love technology, but I’ve decided that my friends and I need to have a strict “no internet” day at least once a month.
1 How did the writer feel when she heard the internet was broken?
(A) She was excited to spend a day without her tablet.
(B) She was angry because she needed to message her parents.
(C) She believed the school day would be incredibly dull.
(D) She was worried that the headteacher would be upset.
2 What happened in the geography lesson?
(A) The teacher showed the class a video about South America.
(B) The class enjoyed an interesting conversation instead of copying notes.
(C) The teacher struggled to teach the students for the entire hour.
(D) The students had to read a long presentation on the smartboard.
3 What was different about the lunch break?
(A) The students played a game together because their phones didn’t work.
(B) The writer felt uncomfortable and awkward for the whole forty-five minutes.
(C) The students spent the time sending messages to other people.
(D) The writer sat in silence learning new things about her classmates.
4 How did the students react when the internet was fixed?
(A) They were sad that they couldn’t use the Wi-Fi anymore.
(B) They immediately checked the messages they had missed.
(C) They asked the school secretary to turn it off again.
(D) They were not in a hurry to look at their digital devices.
5 What would the writer write in her diary that evening?
(A) Today was a disaster. The Wi-Fi broke, and the teachers had no idea how to teach us without their digital smartboards.
(B) I can’t believe how much I missed my phone today! I’m going to make sure I always have a good internet connection at school.
(C) The internet went down at school today. It was strange at first, but I actually loved communicating properly with my friends and teachers.
(D) We played a fun card game at lunch, but I was so glad when the Wi-Fi was fixed so I could finally message my friends.
Answer Key & Explanations
1 (C) – In paragraph 1, the writer states that she was “horrified” and “expected it to be the most boring, difficult day of the school year,” which matches believing the day would be incredibly dull.
2 (B) – Paragraph 2 explains that instead of making the class take notes from a screen, the teacher told a story and the students “asked questions and had a brilliant class discussion.”
3 (A) – In paragraph 3, the writer notes that because their screens were useless, someone found playing cards and they spent the time “laughing loudly, playing games, and actually talking to each other face-to-face.”
4 (D) – Paragraph 4 explicitly states that when the Wi-Fi was fixed, “surprisingly, very few people rushed to check their phones.”
5 (C) – This diary entry perfectly captures the global meaning and the writer’s narrative arc: starting with the initial shock of losing the internet, but ultimately discovering that face-to-face communication made it the best day of the term.