Practice English Reading Exercises for B1 – Social Dynamics & Personal Growth 7
Reading 1
For each question, choose the correct answer.
Learning to Listen
When I saw the grade on my English literature essay, my heart sank. I had spent my entire weekend researching the topic and writing what I thought was my best piece of work all year. Seeing a ‘C’ written in red ink at the top of the page was a huge disappointment. Several of my classmates were celebrating their high marks, which made me feel even worse. My initial reaction was that my teacher, Mr. Thompson, had made a mistake or was just being completely unfair.
Instead of complaining to my friends or throwing the essay in the bin, I took a deep breath. I knew that getting angry wouldn’t change my grade. I decided to wait until the end of the lesson when the classroom was quiet. I walked up to Mr. Thompson’s desk and politely asked if he had some spare time to discuss my work. I explained that I was disappointed but really wanted to understand where I had gone wrong. He looked impressed by my approach and agreed to meet me during the lunch break.
When we sat down together, I felt quite nervous, but Mr. Thompson was very kind. He asked me to read through his comments carefully. As he explained his feedback, I suddenly realised the problem. Although I had included plenty of interesting facts, I hadn’t actually answered the specific question he had asked. My paragraphs were disorganised, and my arguments lacked a clear conclusion. It was hard to hear at first, but I could see that his criticism wasn’t personal at all; it was just honest advice to help me improve.
That meeting completely changed my attitude towards receiving feedback. I learned that constructive criticism is a valuable tool, not something to be upset about. I used Mr. Thompson’s advice to plan my next literature assignment much more carefully, focusing on answering the exact question. When I received an ‘A’ for that essay a few weeks later, I felt incredibly proud. I now know that asking for help professionally is always better than just getting angry.
1 How did the writer feel when he first saw his essay grade?
(A) He was embarrassed because his classmates saw his low mark.
(B) He was convinced that the teacher had judged his work incorrectly.
(C) He was annoyed that he had to spend his whole weekend studying.
(D) He felt relieved that he didn’t get the lowest mark in the class.
2 What did the writer do immediately after the lesson finished?
(A) He complained to his friends about the teacher.
(B) He threw his literature essay in the bin.
(C) He requested a private conversation with his teacher.
(D) He arranged to meet his teacher at the end of the school day.
3 During the meeting, the writer realised that
(A) Mr. Thompson’s comments were meant to be a personal attack.
(B) he had completely forgotten to include any interesting facts.
(C) his essay failed to address the main topic of the assignment.
(D) Mr. Thompson wanted him to rewrite the entire essay immediately.
4 How did the experience affect the writer’s future work?
(A) He realised he no longer needed to ask for help from teachers.
(B) He used the feedback to achieve a much better result on his next task.
(C) He decided to focus only on getting ‘A’ grades in literature.
(D) He felt upset every time he received constructive criticism.
5 What would the writer write in his diary about the experience?
(A) It’s so unfair. I worked all weekend on my essay, and Mr. Thompson just gave me a ‘C’ because he doesn’t like my writing style.
(B) Asking to discuss my grade was nerve-wracking, but understanding the teacher’s feedback was incredibly useful for my future studies.
(C) I got a ‘C’ on my essay today, so I just threw it away. There’s no point asking Mr. Thompson for help because he never listens.
(D) I am thrilled I got an ‘A’ on my assignment today! It proves that if you get angry and argue with the teacher, they will eventually change your mark.
Answer Key & Explanations
1 B – The text states in paragraph 1 that his “initial reaction was that my teacher… had made a mistake or was just being completely unfair,” which matches being convinced the teacher judged his work incorrectly.
2 C – Paragraph 2 explains that he “waited until the end of the lesson” and “politely asked if he had some spare time to discuss my work,” which means he requested a private conversation.
3 C – In paragraph 3, the writer notes that he “hadn’t actually answered the specific question he had asked,” meaning his essay failed to address the main topic.
4 B – Paragraph 4 details how he “used Mr. Thompson’s advice to plan my next literature assignment” and “received an ‘A’ for that essay,” showing he used feedback to achieve a better result.
5 B – This option captures the global meaning and emotional arc: feeling nervous to ask for a meeting, but ultimately learning that receiving constructive criticism professionally leads to academic improvement.
Reading 2
For each question, choose the correct answer.
The Right Choice
It was a typical Tuesday afternoon when I stayed late at school to finish a science project. Walking down the empty hallway towards the exit, I noticed a small, brown leather wallet lying on the floor near the lockers. I picked it up and opened it to see if there was an ID card. Inside, there was no name, but I couldn’t believe my eyes—it was full of cash. I had never held so much money in my hands before, and my heart started beating fast.
Immediately, a strong temptation took over my mind. For the past three months, I had been trying to save up enough of my pocket money to buy the latest video game. With the cash in my hands, I realized I finally had enough to buy it on my way home. I thought about how easy it would be to just put the wallet in my backpack. After all, nobody was around to see me, and the owner hadn’t left any contact details inside.
However, as I walked towards the school exit, my steps got slower. I started thinking about the person who had lost the money. They were probably looking everywhere for it and feeling incredibly stressed. I imagined how terrible I would feel if I lost all my savings. With a heavy sigh, I turned around and walked straight to the main office. I handed the wallet to the school secretary, explaining exactly where I had found it.
Just as I was turning to leave, a boy from the year below me rushed into the office, looking completely panicked. He asked the secretary if anyone had handed in a brown wallet. When she showed it to him, his face lit up with extreme relief. He explained that the money was for his upcoming school trip, and he had been terrified of telling his parents he had lost it. He thanked me repeatedly, looking like he was about to cry with happiness.
Walking home that afternoon, I didn’t have the new video game, but I felt surprisingly fantastic. Seeing the genuine relief on that boy’s face gave me a feeling of pride that no game could ever provide. I learned that having a clear conscience and doing the right thing is actually worth much more than any amount of money.
1 Why did the writer’s heart start beating fast in the hallway?
(A) He thought he saw someone running toward him.
(B) He discovered a very large amount of money.
(C) He recognized the ID card inside the wallet.
(D) He realized he was late for his science project.
2 What did the writer think about doing at first?
(A) Leaving the wallet on the floor by the lockers.
(B) Trying to find the owner’s phone number inside.
(C) Keeping the money to buy something he wanted.
(D) Asking his friends if they had dropped some cash.
3 Why did the writer change his mind and go to the office?
(A) He considered how upset the owner must be feeling.
(B) He saw the owner crying in the school hallway.
(C) The school secretary called him into the room.
(D) He realized a teacher had seen him pick it up.
4 How did the boy feel when he saw his wallet?
(A) Surprised that all of his money was still there.
(B) Worried that he would miss his school trip.
(C) Annoyed that he had to tell his parents about it.
(D) Extremely glad that someone had handed it in.
5 What would the writer write in his diary that evening?
(A) I wish I had kept the money. That boy didn’t even say thank you, and now I can’t buy my new video game!
(B) I’m so happy I returned the wallet. Seeing how relieved the boy was made me feel much better than buying a game.
(C) Finding a wallet was an exciting adventure, but the school secretary didn’t believe my story, which was really annoying.
(D) I learned today that you should never bring large amounts of cash to school, especially if it’s to pay for a school trip.
Answer Key & Explanations
1 (B) – In paragraph 1, the writer states: “Inside, there was no name, but I couldn’t believe my eyes—it was full of cash. I had never held so much money in my hands before, and my heart started beating fast.”
2 (C) – In paragraph 2, the writer explains his temptation: “With the cash in my hands, I realized I finally had enough to buy it [the video game] on my way home.”
3 (A) – In paragraph 3, the writer turns around because he imagines the owner’s feelings: “They were probably looking everywhere for it and feeling incredibly stressed. I imagined how terrible I would feel if I lost all my savings.”
4 (D) – In paragraph 4, when the secretary shows the boy the wallet, “his face lit up with extreme relief” and he “thanked me repeatedly”.
5 (B) – This option perfectly captures the global meaning and the writer’s final reflection in paragraph 5. It summarizes the initial temptation of the game versus the greater emotional reward of returning the wallet and doing the right thing.
Reading 3
For each question, choose the correct answer.
A Clean Change of Heart
I have always struggled with waking up early. Last month, after arriving late to my morning classes for the third time in a row, my headteacher finally lost his patience. Instead of giving me a standard detention in a classroom, he handed me a completely different punishment. I was ordered to spend two hours after school helping our school caretaker, Mr. Clarke, clean the building. I felt incredibly annoyed and thought the headteacher was being completely unfair. I just wanted to go home and play video games.
When the final bell rang, I slowly walked to the cafeteria to meet Mr. Clarke. He handed me a large plastic bag and a pair of gloves. As we started walking down the main corridor, I couldn’t believe my eyes. Usually, I just walk past the rubbish without paying attention. However, actually looking for it made me realise how much mess my classmates left behind. There were empty crisp packets shoved under heaters and half-eaten apples dropped on the stairs. It was disgusting to see how carelessly people treated our school.
For the next two hours, we swept the floors and emptied dozens of heavy bins. My arms began to ache, and I felt absolutely exhausted. While we were working, Mr. Clarke explained that he does this exact routine every single day. He didn’t seem angry, but he looked incredibly tired. Suddenly, I felt a deep sense of guilt. I remembered all the times I had left plastic bottles on the cafeteria tables because I was too lazy to find a bin. I finally understood how disrespectful my own behaviour had been.
By the time I finished my punishment, my entire attitude had changed. Although my official duties were over, I couldn’t stop noticing the rubbish around me. The very next day, instead of ignoring a sweet wrapper on the playground, I picked it up and threw it away. Now, I regularly stay behind for a few minutes after lunch to clear the tables, and I even encourage my friends to do the same. Being late was definitely a mistake, but learning to respect my environment was a highly valuable lesson.
1 Why did the writer have to help the school caretaker?
(A) He wanted to earn some extra money after school.
(B) He had repeatedly failed to arrive at school on time.
(C) He was caught dropping rubbish in the cafeteria.
(D) He offered to help because he felt sorry for Mr. Clarke.
2 What surprised the writer when he started cleaning?
(A) The heavy plastic bag that Mr. Clarke gave him to carry.
(B) The fact that his classmates were eating apples on the stairs.
(C) The friendly way Mr. Clarke spoke to him in the corridor.
(D) The amount of rubbish hidden around the school building.
3 While working with Mr. Clarke, the writer realised that
(A) his own past actions had been thoughtless and rude.
(B) he needed to apologize to the headteacher for being late.
(C) the school needed to buy more bins for the cafeteria.
(D) he wanted to get a part-time job as a cleaner.
4 What is the writer’s current habit regarding rubbish?
(A) He forces his classmates to stay behind and clean the tables.
(B) He actively cleans up the school without being asked to.
(C) He officially volunteers to help Mr. Clarke every afternoon.
(D) He makes sure he never eats sweets on the playground.
5 What would the writer write in his diary today?
(A) Mr. Clarke is so strict! I had to clean the whole school because I was late, and I am definitely going to complain to the headteacher.
(B) Sweeping the floors was the most difficult thing I’ve ever done. I’ve promised myself I will never arrive late for my morning classes again.
(C) Getting a punishment was awful, but seeing how much mess we make completely changed my mindset. I actually want to keep our school clean now.
(D) I’m so glad I helped clean the cafeteria today. My friends finally joined me, but I still wish I had more time to play video games.
Answer Key & Explanations
1 B – In the first paragraph, the writer states that “after arriving late to my morning classes for the third time in a row, my headteacher finally lost his patience,” which matches repeatedly failing to arrive on time.
2 D – The second paragraph explains that he “couldn’t believe my eyes” when he realised “how much mess my classmates left behind,” including wrappers shoved under heaters.
3 A – The third paragraph describes the writer feeling a “deep sense of guilt” because he remembered leaving bottles on tables, realizing “how disrespectful my own behaviour had been.”
4 B – In the fourth paragraph, the writer notes that he “picked it up and threw it away” and now will “regularly stay behind for a few minutes after lunch to clear the tables,” showing he cleans up voluntarily.
5 C – This option accurately captures the global meaning and emotional arc of the text: starting with a negative view of the punishment, but ultimately experiencing a profound shift in attitude toward personal responsibility and keeping the school clean.