МЕТОДИЧНІ РЕКОМЕНДАЦІЇ

ENGLISH FOR EVERYDAY GROWTH

Читання, навчання та особистий розвиток учнів 8–9 класів

КТМ

Розробила:
Коліда Тетяна Миколаївна
вчитель англійської мови

Львів
2026

АНОТАЦІЯ

Матеріал «ENGLISH FOR EVERYDAY GROWTH» є тематичною частиною авторської системи вправ для учнів 8–9 класів. Добірка містить англомовні тексти рівня A2–B1 та практичні завдання, спрямовані на розвиток читання, словникового запасу, критичного мислення й уміння висловлювати власну думку англійською мовою.

МЕТОДИЧНІ РЕКОМЕНДАЦІЇ

Перед читанням доцільно активізувати фонові знання учнів за допомогою заголовка та ключових слів. Перше читання спрямовується на розуміння загальної думки, друге - на пошук деталей. Після читання учні виконують лексичні, тестові та творчі завдання. Матеріали можна використовувати для індивідуальної, парної, групової та самостійної роботи.

ЗМІСТ ДОБІРКИ

1. A New School Year

2. The Science of Sleep

3. How Music Affects Us

4. Learning a New Skill

5. Why People Read Stories

6. The Power of Curiosity

7. Why Learning from Mistakes Matters

1. A New School Year

September always feels like a fresh start for fourteen-year-old Emma. This year she moved to a new school because her family changed apartments. On the first morning, she was nervous and arrived twenty minutes early. The building seemed huge, and she worried that she would get lost between lessons. Fortunately, a student named Mia noticed her looking at the school map and offered to help.

During the first week, Emma discovered that the school was not as frightening as she had imagined. Her English teacher encouraged students to work in pairs, so Emma quickly learned several classmates’ names. At lunch, Mia introduced her to two friends from the school drama club. Emma had never acted on stage, but she enjoyed telling stories and decided to attend a meeting.

By Friday, Emma still missed her old classmates, yet she felt more confident. She understood that starting somewhere new can be uncomfortable, but small acts of kindness can make a big difference. She also learned that asking for help is not a sign of weakness; sometimes it is the quickest way to become part of a new community.

A. Answer the questions

1. Why did Emma move to a new school?

2. Who helped Emma on her first morning?

3. Which club did Emma decide to visit?

4. What did Emma learn about asking for help?

B. True or False

1. September always feels like a fresh start for fourteen-year-old Emma. T / F

2. Emma refused to speak to anyone during her first week. T / F

3. The building seemed huge, and she worried that she would get lost between lessons. T / F

4. By Friday, Emma wanted to return to her old school immediately. T / F

C. Choose the correct answer

1. Emma arrived early because she was: a) nervous b) angry c) late

2. Mia introduced Emma to friends from the: a) drama club b) chess club c) swimming team

3. By Friday Emma felt: a) more confident b) more frightened c) completely bored

D. Fill in the gaps

Word bank: community, confident, kindness, stage

1. Complete with a word from the box: __________.

2. Find in the text the word connected with “confident” and write it here: __________.

3. Complete with a word from the box: __________.

4. Find in the text the word connected with “stage” and write it here: __________.

E. Vocabulary: synonyms and antonyms

1. huge — very large

2. confident — sure of yourself

3. weakness — strength (opposite)

F. Match the ideas

Match the beginning (1–4) with the best ending (A–D).

1. The main character or group

2. One important detail

3. The text suggests

4. The final idea

A. faces a situation that requires a decision.

B. shows how the problem is handled.

C. a practical lesson that can be used in real life.

D. summarizes what was learned from the experience.

2. The Science of Sleep

Sleep is not simply a period when the body “switches off”. While we sleep, the brain remains active. It organizes information, supports memory and helps the body recover from the day. Teenagers especially need regular sleep because their brains and bodies are still developing.

Many students stay awake late because of homework, games or messages. The problem is that losing sleep can make concentration more difficult the next day. A tired student may read the same paragraph several times without remembering it. Lack of sleep can also affect mood and make ordinary problems feel more stressful.

Healthy sleep habits do not need to be complicated. Going to bed and waking up at similar times can help the body develop a routine. It is also useful to reduce bright screens before bedtime and keep the room quiet and comfortable. A short evening routine — preparing clothes, putting away the phone and reading a few pages of a book — can signal that the day is ending. Good sleep does not replace studying, but it can make learning more effective.

A. Answer the questions

1. Name two things the brain does during sleep.

2. Why can lack of sleep make studying harder?

3. What regular habit can support sleep?

4. Why can an evening routine be useful?

B. True or False

1. Sleep is not simply a period when the body “switches off”. T / F

2. The brain becomes completely inactive during sleep. T / F

3. Teenagers especially need regular sleep because their brains and bodies are still developing. T / F

4. Changing sleep times every day is recommended. T / F

C. Choose the correct answer

1. Sleep supports: a) memory b) only muscles c) nothing in the brain

2. Tired students may find it hard to: a) concentrate b) drink water c) walk

3. A helpful habit is: a) a regular sleep schedule b) bright screens at bedtime c) changing bedtime daily

D. Fill in the gaps

Word bank: memory, routine, screens, concentration

1. Complete with a word from the box: __________.

2. Find in the text the word connected with “routine” and write it here: __________.

3. Complete with a word from the box: __________.

4. Find in the text the word connected with “concentration” and write it here: __________.

E. Vocabulary: synonyms and antonyms

1. regular — consistent

2. difficult — hard

3. quiet — noisy (opposite)

F. Match the ideas

Match the beginning (1–4) with the best ending (A–D).

1. The main character or group

2. One important detail

3. The text suggests

4. The final idea

A. faces a situation that requires a decision.

B. shows how the problem is handled.

C. a practical lesson that can be used in real life.

D. summarizes what was learned from the experience.

3. How Music Affects Us

Music can change the atmosphere of a room within seconds. A fast rhythm may make people feel energetic, while a quiet melody can help them relax. Scientists study how music is connected with attention, memory and emotion, but the effect is not exactly the same for every person.

Some students like listening to music while they study. For simple or repetitive tasks, background music may feel pleasant. However, songs with lyrics can distract people when they are reading or writing because the brain is processing words from two sources at once. This is why some learners prefer instrumental music or silence when a task requires deep concentration.

Music is also strongly connected with memory. A song heard during a particular holiday or school event can bring back detailed memories years later. People often create playlists for exercise, travel or relaxation because they associate certain sounds with certain activities. The important point is to notice your own response and choose music that supports, rather than interrupts, what you are trying to do.

A. Answer the questions

1. How can fast and quiet music affect people differently?

2. Why can songs with lyrics distract some students?

3. How is music connected with memory?

4. What should a learner consider when choosing study music?

B. True or False

1. Music can change the atmosphere of a room within seconds. T / F

2. Songs with lyrics always improve reading concentration. T / F

3. Some students like listening to music while they study. T / F

4. Music affects every person in exactly the same way. T / F

C. Choose the correct answer

1. Lyrics may distract during: a) reading and writing b) sleeping c) walking

2. Some learners prefer: a) instrumental music b) only loud songs c) constant notifications

3. A song can bring back: a) memories b) weather c) passwords

D. Fill in the gaps

Word bank: rhythm, lyrics, instrumental, memory

1. Complete with a word from the box: __________.

2. Find in the text the word connected with “lyrics” and write it here: __________.

3. Complete with a word from the box: __________.

4. Find in the text the word connected with “memory” and write it here: __________.

E. Vocabulary: synonyms and antonyms

1. relax — become calm

2. distract — take attention away

3. quiet — loud (opposite)

F. Match the ideas

Match the beginning (1–4) with the best ending (A–D).

1. The main character or group

2. One important detail

3. The text suggests

4. The final idea

A. faces a situation that requires a decision.

B. shows how the problem is handled.

C. a practical lesson that can be used in real life.

D. summarizes what was learned from the experience.

4. Learning a New Skill

When Daniel decided to learn basic photography, he expected quick progress. He watched several videos and then became frustrated because his first pictures looked ordinary. His uncle, who enjoyed photography, told him to choose one small skill at a time instead of trying to learn everything in a weekend.

Daniel began with composition. For one week, he focused on where he placed the main subject in each photo. The next week, he experimented with light. He took pictures of the same object in the morning, at midday and in the evening. Comparing the results helped him understand more than simply reading about light.

After a month, Daniel’s photos were still not perfect, but they were clearly better. More importantly, he had learned how progress works. Practice is most useful when it has a clear goal and when learners look at their mistakes. He started keeping a small notebook with one thing that worked and one thing to improve after each practice session. This habit made learning feel manageable and motivating.

A. Answer the questions

1. Why was Daniel frustrated at first?

2. What skill did he practise first?

3. How did he study the effect of light?

4. What did he write in his notebook after practice?

B. True or False

1. When Daniel decided to learn basic photography, he expected quick progress. T / F

2. Daniel tried to master every photography skill at the same time for a month. T / F

3. Daniel began with composition. T / F

4. Daniel learned only by reading and never compared his own photos. T / F

C. Choose the correct answer

1. Daniel learned: a) photography b) cooking c) driving

2. He practised one small skill: a) at a time b) once a year c) only online

3. His notebook recorded: a) what worked and what to improve b) only prices c) other people’s names

D. Fill in the gaps

Word bank: progress, composition, light, mistakes

1. Complete with a word from the box: __________.

2. Find in the text the word connected with “composition” and write it here: __________.

3. Complete with a word from the box: __________.

4. Find in the text the word connected with “mistakes” and write it here: __________.

E. Vocabulary: synonyms and antonyms

1. frustrated — annoyed by difficulty

2. manageable — possible to handle

3. better — worse (opposite)

F. Match the ideas

Match the beginning (1–4) with the best ending (A–D).

1. The main character or group

2. One important detail

3. The text suggests

4. The final idea

A. faces a situation that requires a decision.

B. shows how the problem is handled.

C. a practical lesson that can be used in real life.

D. summarizes what was learned from the experience.

5. Why People Read Stories

People have told stories for thousands of years. Today, stories appear in novels, films, games, comics and even short online videos. Although the formats change, people still enjoy following characters through problems, choices and discoveries.

Stories can entertain us, but they can also help us imagine experiences different from our own. A reader may enter another historical period, country or way of life. This does not mean that every story is completely accurate, so fiction should not replace factual sources. However, it can encourage curiosity and make readers want to learn more.

Reading stories also requires active thinking. Readers predict what may happen, notice clues and connect new information with earlier events. When a character makes a difficult decision, readers may compare that choice with what they would do. For this reason, discussing a story with classmates can produce many reasonable interpretations, provided that ideas are supported by evidence from the text.

A. Answer the questions

1. Where can stories appear today?

2. How can fiction encourage learning?

3. What kinds of thinking happen while reading a story?

4. When are different interpretations reasonable?

B. True or False

1. People have told stories for thousands of years. T / F

2. The text says fiction should replace factual sources. T / F

3. Stories can entertain us, but they can also help us imagine experiences different from our own. T / F

4. Readers do not need evidence when discussing interpretations. T / F

C. Choose the correct answer

1. Stories can appear in: a) many formats b) only books c) only films

2. Fiction can encourage: a) curiosity b) sleepiness only c) less thinking

3. Readers often: a) predict events b) avoid clues c) forget earlier events

D. Fill in the gaps

Word bank: characters, fiction, clues, evidence

1. Complete with a word from the box: __________.

2. Find in the text the word connected with “fiction” and write it here: __________.

3. Complete with a word from the box: __________.

4. Find in the text the word connected with “evidence” and write it here: __________.

E. Vocabulary: synonyms and antonyms

1. accurate — correct

2. encourage — motivate

3. different — similar (opposite)

F. Match the ideas

Match the beginning (1–4) with the best ending (A–D).

1. The main character or group

2. One important detail

3. The text suggests

4. The final idea

A. faces a situation that requires a decision.

B. shows how the problem is handled.

C. a practical lesson that can be used in real life.

D. summarizes what was learned from the experience.

6. The Power of Curiosity

Curiosity begins with questions. Why does the sky change colour at sunset? How does a bicycle stay balanced? Why do some words sound similar in different languages? A curious person does not need to know the answer immediately. The important step is noticing something and wanting to understand it.

In school, students sometimes worry that asking a question will show that they do not know enough. In fact, useful questions can deepen learning for the whole class. A good question may reveal a connection, challenge an assumption or lead to a new experiment. Teachers also use questions to understand how students are thinking.

Curiosity becomes especially powerful when it is combined with patience. The first answer found online may be incomplete or wrong, so learners need to compare sources and test ideas. Keeping a list of questions can turn everyday observations into small research projects. Knowledge grows not only from answers, but from learning how to ask better questions.

A. Answer the questions

1. What is the first step of curiosity?

2. Why can questions help a whole class?

3. Why should learners not trust the first online answer automatically?

4. How can a question list become useful?

B. True or False

1. Curiosity begins with questions. T / F

2. Curious learners should accept the first answer they find online. T / F

3. Why do some words sound similar in different languages? T / F

4. Asking questions always shows that a student knows too little. T / F

C. Choose the correct answer

1. Curiosity often begins with: a) questions b) answers only c) grades

2. A useful question can: a) reveal a connection b) stop learning c) replace evidence

3. Good research requires: a) patience b) the first search result only c) no comparison

D. Fill in the gaps

Word bank: curiosity, questions, sources, research

1. Complete with a word from the box: __________.

2. Find in the text the word connected with “questions” and write it here: __________.

3. Complete with a word from the box: __________.

4. Find in the text the word connected with “research” and write it here: __________.

E. Vocabulary: synonyms and antonyms

1. assumption — something accepted without proof

2. compare — look for similarities and differences

3. better — worse (opposite)

F. Match the ideas

Match the beginning (1–4) with the best ending (A–D).

1. The main character or group

2. One important detail

3. The text suggests

4. The final idea

A. faces a situation that requires a decision.

B. shows how the problem is handled.

C. a practical lesson that can be used in real life.

D. summarizes what was learned from the experience.

7. Why Learning from Mistakes Matters

People often feel disappointed when they make a mistake. At school, a wrong answer may seem like failure, but mistakes can be useful information. They show us what we do not understand yet and where we need more practice.

Strong learners usually do more than look at the correct answer. They compare it with their own work and ask why the mistake happened. Perhaps they misunderstood the question, forgot a rule, worked too quickly or used an ineffective strategy. When the reason becomes clear, it is easier to improve.

This attitude is useful outside school too. Athletes, musicians, engineers and artists all learn through repeated attempts. Progress does not mean never making mistakes. It means noticing them, understanding them and using that knowledge to make the next attempt better.

A. Answer the questions

1. What is the main idea of the text?

2. Name two important details from the text.

3. What example does the author give?

4. Why is this topic useful for teenagers?

5. What can a reader learn from the text?

B. True or False

1. The text presents a real-life topic. T / F

2. The author gives at least one example. T / F

3. The text says learning is unnecessary. T / F

4. The topic can be connected with everyday life. T / F

C. Choose the correct answer

1. The text is mainly: a) informative b) an advertisement c) a joke

2. The author wants readers to: a) understand the topic b) buy something c) ignore the issue

3. The best summary is: a) practical ideas can improve understanding b) nothing can change c) details are unimportant

D. Fill in the gaps

Complete five sentences with suitable words from the text.

1. __________ 2. __________ 3. __________ 4. __________ 5. __________

E. Vocabulary

Find three useful words in the text and write a synonym or short definition for each. Then choose two words and write their antonyms.

F. Think and write

1. Write a 4–5 sentence summary.

2. Give your opinion about the topic and one reason.

3. Write one question you would like to discuss with a classmate.

ВИКОРИСТАНІ ДЖЕРЕЛА

British Council LearnEnglish Teens - Reading materials and methodological ideas.

British Council LearnEnglish Teens - A2 Reading and B1 Reading.

Cambridge English - Activities for Learners.

Тексти та вправи в добірці авторськи опрацьовані й адаптовані для учнів 8–9 класів.