Practice English Reading Exercises for B1 – Study Methods, Tech & Distance Learning 3
Reading 1
For each question, choose the correct answer.
Finding My Fingers
I have always enjoyed writing, but until recently, creating long school essays was a painful experience. While my classmates could quickly type their assignments, I used a method known as “hunt and peck.” I would slowly search for each letter and press the keys using just my two index fingers. As the amount of homework increased in my second year of high school, this slow habit became a massive problem. I realised that if I didn’t learn how to type properly, I would spend my entire weekend staring at a computer keyboard instead of relaxing with my friends.
Determined to improve, I signed up for a free online touch-typing course. I honestly thought it would be quite easy, but the reality was completely different. The program forced me to keep my fingers resting on the middle row of keys and strictly prohibited me from looking down. During the first week, I felt incredibly frustrated. My hands felt stiff and awkward, and I was making far more spelling mistakes than I ever did using my old, two-finger method. I was typing so slowly that I seriously considered quitting the course altogether.
However, my older brother convinced me to keep trying. He suggested I use the typing games included in the software rather than just doing the boring, repetitive exercises. This advice changed everything. As I played games where I had to type words quickly to stop digital spaceships from crashing, I stopped thinking about where the individual letters were. My brain and fingers started working together naturally. Soon, I was confidently looking straight at the screen while my hands moved across the keyboard without any hesitation.
Last week, I had to write a complex five-page history essay, which usually would have taken me all evening. This time, my fingers flew across the keys, and I finished the whole assignment in just two hours. I tested my speed online and discovered that I had actually doubled my typing rate. Although relearning a basic skill was an annoying challenge at first, it was absolutely worth the effort. By spending a few weeks practicing, I have saved myself hundreds of hours of future homework time, leaving me with much more free time.
1 Why did the writer decide to take a touch-typing course?
(A) He wanted to compete with his classmates’ typing speeds.
(B) He needed to find a way to finish his increasing homework faster.
(C) He wanted to write longer essays for his history class.
(D) He was tired of making spelling mistakes in his assignments.
2 How did the writer feel during the first week of the course?
(A) Annoyed because the software kept crashing.
(B) Surprised by how quickly his hands learned the new positions.
(C) Frustrated because he was performing worse than before.
(D) Bored because the daily exercises were too easy for him.
3 What helped the writer improve his typing skills the most?
(A) Asking his older brother to type his essays for him.
(B) Memorizing the exact location of every letter on the keyboard.
(C) Staring closely at his hands while he was typing.
(D) Using entertaining activities within the program to practice.
4 What was the result of the writer’s recent history essay assignment?
(A) He completed the work much faster than he normally would.
(B) He received a better grade on the essay than his classmates.
(C) He realized that history was his favorite subject to write about.
(D) He had to rewrite the essay because he typed too fast.
5 What would the writer write in a blog post about his experience?
(A) I really regret wasting time on that typing course. My old two-finger method was much more reliable for writing long essays.
(B) Breaking my bad typing habits was difficult and annoying at first, but doubling my speed has made schoolwork so much easier!
(C) If you want to type faster, just look at the keyboard and practice using your two index fingers every day.
(D) The online typing games were fun, but unfortunately, they didn’t help me type my history essays any faster.
Answer Key & Explanations
1 B – The first paragraph states that “As the amount of homework increased… this slow habit became a massive problem” and he realised he needed to learn so he wouldn’t spend his entire weekend staring at a keyboard.
2 C – In the second paragraph, the writer states, “I felt incredibly frustrated” because he was “making far more spelling mistakes than I ever did using my old, two-finger method.”
3 D – The third paragraph explains that his brother suggested he “use the typing games included in the software,” which was the advice that “changed everything” and helped his fingers work naturally.
4 A – The fourth paragraph mentions that the essay “usually would have taken me all evening,” but this time he “finished the whole assignment in just two hours.”
5 B – This option accurately captures the global meaning and emotional arc of the text: moving from the frustrating, difficult process of relearning how to type, to the ultimate reward of a doubled typing speed and easier homework.
Reading 2
For each question, choose the correct answer.
Level up: how I finally learned French
I have always found learning foreign languages incredibly difficult. While my friends seemed to remember new French words easily, I just couldn’t make them stick in my memory. My teacher always gave us long lists of vocabulary to learn for our weekly tests, but staring at a piece of paper for hours simply didn’t work for me. I was getting the lowest marks in the class, and I was feeling completely frustrated with the whole subject. I knew I had to find a different way to study before the final exam.
One evening, my older sister suggested that I download a language learning app on my smartphone. Honestly, I didn’t think it was a good idea. I assumed it would just be an electronic version of my boring school textbook. However, as soon as I opened it, I was surprised by its bright colours and friendly cartoon characters. It didn’t look like a serious educational tool at all; instead, it looked exactly like one of the fun mobile puzzle games I usually play in my free time.
I decided to give it a try and completed a quick five-minute lesson. Immediately, the app rewarded me with digital coins and a loud cheering sound. I was told that if I practised every single day, I would build a ‘streak’ and earn even more points. Without even realising it, I became completely addicted to the system. I stopped caring about my French grades and focused entirely on beating my high score and moving up the app’s leaderboard. Whenever I had a free moment on the bus or waiting for a friend, I would open the app to play just one more level.
A few weeks later, it was time for my final French exam at school. When I turned over the test paper, I couldn’t believe my eyes. I knew almost every single word on the page. Without even trying to study, I had accidentally memorised over 500 new French words just by playing the game on my phone. When the teacher returned our tests, I got the highest mark in the class. It just shows that learning doesn’t have to be a painful task; sometimes, all you need is a bit of fun to succeed.
1 Why was the writer feeling frustrated with French?
(A) She was spending too much time talking to her friends.
(B) Her traditional study methods were not helping her remember words.
(C) The teacher refused to give her lists of vocabulary to read.
(D) She didn’t want to take the weekly tests at school anymore.
2 What did the writer think when she first opened the app?
(A) She was disappointed that it didn’t look like a normal textbook.
(B) She found the mobile puzzle games too difficult to understand.
(C) She was shocked by the high cost of downloading it to her phone.
(D) She was amazed that it resembled something she played for fun.
3 How did the app change the writer’s behaviour?
(A) She became more competitive about getting good grades at school.
(B) She started playing to collect rewards rather than to study.
(C) She spent less time travelling on the bus with her friends.
(D) She decided to share her digital coins with her classmates.
4 What is the writer’s attitude towards her exam result?
(A) She is annoyed that the final test was too easy.
(B) She is surprised that she learned so much without realizing it.
(C) She hopes the teacher will give her more difficult vocabulary next time.
(D) She feels embarrassed about getting the highest mark in the class.
5 What would the writer text her sister after the exam?
(A) The app you told me about was awful! It was exactly like my boring textbook, and I failed my test again.
(B) Thank you so much! I was just trying to get a high score on that app, but I actually learned enough French to come top of the class.
(C) I finally beat my high score on the puzzle game, but I spent so much time on it that I forgot to revise for my French exam!
(D) The app was fun, but I think staring at vocabulary lists for hours is still the best way to prepare for a big test.
Answer Key & Explanations
1 B – In paragraph 1, the writer states that “staring at a piece of paper for hours simply didn’t work for me” and she couldn’t make the words stick in her memory, which means her traditional study methods were not helping.
2 D – Paragraph 2 mentions that the app “didn’t look like a serious educational tool at all” but instead “looked exactly like one of the fun mobile puzzle games,” matching her amazement at its resemblance to a game.
3 B – In paragraph 3, the writer explains that she “stopped caring about my French grades and focused entirely on beating my high score and moving up the app’s leaderboard,” showing she was motivated by the rewards.
4 B – Paragraph 4 shows the writer “couldn’t believe my eyes” because “without even trying to study, I had accidentally memorised over 500 new French words,” which paraphrases her surprise at learning without realizing it.
5 B – This text perfectly captures the global meaning and the writer’s narrative arc: starting with the sister’s recommendation, getting hooked on the high scores (gamification), and achieving an unexpected top mark as a result of accidentally learning the vocabulary.
Reading 3
For each question, choose the correct answer.
Failing a Test and Bouncing Back
My name is Jamie, and until last month, I had always been a pretty good student. I usually got decent marks without having to try too hard. So, when my history teacher handed back our mid-term exam papers, I expected to see another good grade. Instead, I stared in shock at the large red ‘F’ at the top of the page. It was the first time I had ever failed a test in my life. I was absolutely devastated and immediately pushed the paper to the bottom of my bag, hoping nobody would ever see it.
For the whole weekend, I felt miserable. I didn’t want to tell my parents because I thought they would be incredibly disappointed in me. I considered throwing the test away and pretending it had never happened. However, I knew there was a retake the following week, and ignoring the problem wouldn’t make it disappear. I finally realised that if I wanted to pass, I had to be brave and admit that I was struggling.
On Monday morning, I waited until the end of the history lesson and nervously approached my teacher, Mr. Davis. My hands were shaking, but I quietly asked him for some advice. To my surprise, he wasn’t angry at all. He smiled kindly and explained that failing one test didn’t mean I wasn’t clever. He noticed that I was just reading the textbook like a novel, which isn’t the best way to remember facts. Together, we sat down and created a detailed study schedule, breaking the topics into small, manageable pieces.
Following Mr. Davis’s advice, I completely changed how I studied at home. Instead of just looking at the pages, I started writing my own notes and creating flashcards to test my memory. I followed my new schedule strictly, studying for just thirty minutes a day instead of trying to learn everything the night before.
When the day of the retake arrived, I felt calm and prepared. A few days later, Mr. Davis handed back the tests, and I had passed with a very high mark! Looking back, failing that exam was actually a valuable experience. It taught me that making mistakes is normal, and asking for help is the best way to bounce back.
1 How did Jamie feel when he received his history test?
(A) Confident because he had studied very hard.
(B) Shocked because he was used to getting good marks.
(C) Angry because the teacher gave him the wrong grade.
(D) Relieved that the difficult exam was finally over.
2 What did Jamie decide to do over the weekend?
(A) He threw his exam paper into the bin.
(B) He asked his parents to help him with his revision.
(C) He started studying for the retake immediately.
(D) He realised he needed to face his difficult situation.
3 When Jamie spoke to his teacher, Mr. Davis
(A) was annoyed that Jamie hadn’t read the textbook.
(B) told Jamie he needed to try to be more clever.
(C) showed him a better way to organise his learning.
(D) gave Jamie less history homework to do.
4 How did Jamie’s study habits change?
(A) He spent hours studying the night before the exam.
(B) He began actively checking what he could remember.
(C) He stopped writing notes and focused only on reading.
(D) He studied for more than an hour every single day.
5 What would Jamie write in his diary now?
(A) “I passed the retake, but I’m still angry at Mr. Davis for giving me an F the first time.”
(B) “I’ve learned that if you get a bad grade, the best thing to do is hide it from your parents.”
(C) “Failing was awful, but learning how to study properly and ask for advice made me a better student.”
(D) “I got a great mark on the retake! Now I know that I don’t need to use a study schedule anymore.”
Answer Key & Explanations
1 B – The text states in the first paragraph that Jamie “usually got decent marks” and “stared in shock” when he saw the failing grade, which paraphrases being shocked because he was used to getting good marks.
2 D – In paragraph 2, Jamie says that despite wanting to ignore it, he “realised that if I wanted to pass, I had to be brave and admit that I was struggling,” matching the idea that he needed to face his difficult situation.
3 C – Paragraph 3 explains that Mr. Davis helped Jamie create a “detailed study schedule, breaking the topics into small, manageable pieces” and explained that reading the book like a novel wasn’t effective. This means he showed him a better way to organize his learning.
4 B – In paragraph 4, Jamie mentions that he started “creating flashcards to test my memory,” which means he began actively checking what he could remember.
5 C – This option accurately captures the global meaning and Jamie’s emotional arc: moving from the devastation of failure to the realization that making mistakes, asking for help, and learning new study methods leads to success.