АНОТАЦІЯ

Методична розробка «Reading Texts and Practice Exercises» призначена для учнів 8–9 класів закладів загальної середньої освіти. Матеріали орієнтовані переважно на рівні A2–B1 та можуть використовуватися на уроці, для самостійної роботи, повторення лексики, формування читацької грамотності й підготовки до тематичного оцінювання.

Посібник містить 18 авторських англомовних текстів на актуальні для підлітків теми. Після кожного тексту запропоновано шість блоків завдань: запитання за змістом, True/False, multiple choice, заповнення пропусків, робота із синонімами й антонімами, а також завдання на встановлення відповідностей або логічне узагальнення. Наприкінці подано ключі та перелік використаних інтернет-ресурсів.

Тексти та більшість вправ у цій розробці створено спеціально для посібника. Зовнішні освітні ресурси використано як методичні орієнтири щодо рівнів складності, типів завдань і стратегій читання; матеріали не відтворюються дослівно.

МЕТА І ЗАВДАННЯ

Мета розробки — системно розвивати в учнів уміння читати англомовні тексти з різною комунікативною метою, знаходити основну та детальну інформацію, здогадуватися про значення слів із контексту та висловлювати власне ставлення до прочитаного.

• удосконалювати навички skimming, scanning та reading for detail;

• розширювати активний і пасивний словниковий запас;

• формувати вміння встановлювати причинно-наслідкові зв’язки;

• розвивати критичне мислення та мовну здогадку;

• заохочувати учнів до самостійного читання англійською мовою.

МЕТОДИЧНІ РЕКОМЕНДАЦІЇ

Учитель може опрацьовувати один текст протягом одного або двох уроків. До читання доцільно коротко активізувати фонові знання учнів, запропонувати передбачити зміст за заголовком та пояснити лише ключові слова, без яких розуміння тексту буде складним. Під час першого читання учні визначають головну думку, під час другого — шукають деталі та виконують завдання.

Необов’язково виконувати всі шість блоків одночасно. Учитель може добирати вправи відповідно до мети уроку, рівня класу та доступного часу. Відкриті запитання доцільно обговорювати в парах або малих групах.

СТРУКТУРА ПОСІБНИКА

Кожен навчальний розділ має однакову зрозумілу логіку: текст для читання → перевірка загального розуміння → робота з деталями → лексична практика → узагальнення. Така послідовність дозволяє поступово переходити від сприйняття змісту до активного використання мовного матеріалу.

ЗМІСТ

1. A New School Year

2. A Weekend Without Social Media

3. The Science of Sleep

4. A Small Urban Garden

5. Travelling by Train

6. The Life of a Bee

7. How Music Affects Us

8. Smart Use of Technology

9. A Day at the Science Museum

10. Food Waste at Home

11. Learning a New Skill

12. Protecting Local Rivers

13. The Future of Transport

14. Why People Read Stories

15. A Community Sports Day

16. The Power of Curiosity

17. A Safer Online World

18. A Visit to the Mountains

Ключі до вправ

Список використаних джерел

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. A Weekend Without Social Media

Leo used to check his phone before he even got out of bed. Messages, short videos and notifications followed him through breakfast, homework and the evening. One Friday, his older sister challenged him to spend an entire weekend without social media. Leo agreed, although he expected the experiment to be boring.

On Saturday morning, he automatically reached for his phone several times. Instead of opening an app, he went outside with his bicycle. Later he helped his father cook lunch and finished a book that had been lying on his desk for weeks. He noticed that the day seemed longer when he was not constantly switching his attention between different posts.

On Sunday, Leo met two friends in the park. They talked for nearly two hours and planned a football game for the following week. By Sunday evening, Leo did not want to delete social media forever, but he decided to change the way he used it. He turned off unnecessary notifications and created phone-free periods for studying, meals and sleep. The weekend taught him that technology is useful when people control it instead of allowing it to control their time.

A. Answer the questions

1. What challenge did Leo accept?

2. What did he do instead of using social media on Saturday?

3. What did he notice about his day?

4. Which changes did he make after the experiment?

B. True or False

1. Leo used to check his phone before he even got out of bed. T / F

2. Leo decided to delete every social media account permanently. T / F

3. Leo agreed, although he expected the experiment to be boring. T / F

4. Leo spent Saturday morning watching short videos. T / F

C. Choose the correct answer

1. The experiment lasted: a) a weekend b) a month c) one hour

2. Leo finished: a) a book b) a video game c) a school project

3. Afterwards he turned off: a) unnecessary notifications b) his phone forever c) the internet at home

D. Fill in the gaps

Word bank: notifications, attention, bicycle, control

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

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

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

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

E. Vocabulary: synonyms and antonyms

1. boring — uninteresting

2. constantly — again and again

3. useful — useless (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. 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.

4. A Small Urban Garden

Behind a block of flats in one city, there was a small piece of unused land. For years it collected rubbish and weeds. A group of residents decided to change it. They cleaned the area, built simple wooden boxes and filled them with soil. Soon the empty space became a community garden.

At first, the gardeners planted easy crops such as lettuce, onions and herbs. Children painted signs for each box, while older residents shared advice about watering and compost. The garden did not produce enough food for everyone in the neighbourhood, but that was never its only purpose. It gave people a reason to meet, work together and spend more time outdoors.

The project also changed the way some residents thought about waste. Vegetable peelings and dry leaves were collected for compost instead of being thrown away. Rainwater was stored in containers and used on hot days. Within one summer, the area looked greener and attracted butterflies and bees. The residents learned that even a small environmental project can improve a place when many people contribute a little.

A. Answer the questions

1. What was the land like before the project?

2. Which crops did residents plant first?

3. How did the garden help the community besides producing food?

4. How did residents reuse organic waste?

B. True or False

1. Behind a block of flats in one city, there was a small piece of unused land. T / F

2. The garden produced enough food for the entire neighbourhood. T / F

3. They cleaned the area, built simple wooden boxes and filled them with soil. T / F

4. Residents threw vegetable peelings away instead of composting them. T / F

C. Choose the correct answer

1. The unused land first contained: a) rubbish and weeds b) a playground c) a car park

2. Residents collected peelings for: a) compost b) decoration c) fuel

3. The garden attracted: a) bees and butterflies b) only cats c) no wildlife

D. Fill in the gaps

Word bank: compost, residents, rainwater, pollinators

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

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

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

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

E. Vocabulary: synonyms and antonyms

1. unused — not being used

2. improve — make better

3. dry — wet (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. Travelling by Train

When Sofia’s family planned a holiday in another city, they chose to travel by train instead of car. Sofia was disappointed at first because she thought the journey would be slow. However, she changed her mind soon after they left the station. She could walk along the carriage, read comfortably and watch villages and fields through the window.

The train stopped in several towns, and passengers came and went. Sofia noticed that travelling by public transport felt different from sitting in a car. Her father did not have to concentrate on driving, so the family could talk, play a word game and share lunch together. They also arrived near the city centre and did not need to search for parking.

The trip was not perfect. One connection was delayed, and the station was crowded. Still, Sofia decided that train travel had advantages. It could be relaxing, practical and, on many routes, a more environmentally friendly choice than travelling alone by car. She began to understand that the journey itself can become part of the experience.

A. Answer the questions

1. Why was Sofia disappointed before the journey?

2. What could the family do because the father was not driving?

3. What problem occurred during the trip?

4. Which advantages of train travel did Sofia discover?

B. True or False

1. When Sofia’s family planned a holiday in another city, they chose to travel by train instead of car. T / F

2. Sofia’s family travelled by plane. T / F

3. She could walk along the carriage, read comfortably and watch villages and fields through the window. T / F

4. The family had to search a long time for city-centre parking. T / F

C. Choose the correct answer

1. The family travelled by: a) train b) car c) plane

2. The father could relax because he did not have to: a) drive b) buy tickets c) carry bags

3. One disadvantage was: a) a delayed connection b) no windows c) no seats

D. Fill in the gaps

Word bank: carriage, parking, delayed, journey

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

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

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

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

E. Vocabulary: synonyms and antonyms

1. crowded — full of people

2. practical — useful

3. slow — fast (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 Life of a Bee

A honeybee may look small, but its daily work is important. Worker bees leave the hive to collect nectar and pollen from flowers. As they move from one flower to another, pollen can be transferred between plants. This process, called pollination, helps many plants produce seeds and fruit.

Inside the hive, bees have different tasks. Some care for young bees, some clean the hive, and others store food. Bees also communicate. A worker that finds a useful food source can perform movements that give other bees information about its direction and distance.

Bees face several challenges, including loss of flowering habitats, disease and some harmful chemicals. People can help by growing a variety of flowering plants and avoiding unnecessary pesticide use. Even a balcony or a small garden can provide food for pollinators. Protecting bees is not only about honey; it is also connected with healthy ecosystems and many of the foods people eat.

A. Answer the questions

1. What do worker bees collect?

2. How does pollination happen?

3. How do bees share information about food?

4. Name one way people can help pollinators.

B. True or False

1. A honeybee may look small, but its daily work is important. T / F

2. Bees are important only because they make honey. T / F

3. This process, called pollination, helps many plants produce seeds and fruit. T / F

4. Worker bees never communicate about food sources. T / F

C. Choose the correct answer

1. Bees collect: a) nectar and pollen b) stones and leaves c) only water

2. Pollination helps plants produce: a) seeds and fruit b) plastic c) metal

3. People can help by growing: a) flowering plants b) only grass c) no plants

D. Fill in the gaps

Word bank: pollen, pollination, hive, habitats

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

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

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

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

E. Vocabulary: synonyms and antonyms

1. harmful — damaging

2. provide — give

3. healthy — unhealthy (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. 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.

8. Smart Use of Technology

Digital devices are part of everyday life. Students use them to communicate, search for information, create presentations and practise languages. Technology can save time, but using it wisely requires more than knowing how to open an app.

One important skill is checking information. A professional-looking website can still contain mistakes. Before trusting a surprising claim, students should look for the author, publication date and evidence. Comparing information with another reliable source can also prevent misunderstandings.

Another skill is managing attention. Constant notifications make it difficult to focus on one task. Turning off non-essential alerts or putting the phone away for twenty minutes can make homework faster. Finally, responsible users protect their privacy. They think before sharing personal information and use strong, unique passwords. Smart technology use is not about avoiding devices; it is about making deliberate choices so that devices remain useful tools.

A. Answer the questions

1. Why should students check the author and date of online information?

2. How can notifications affect attention?

3. Give one method for protecting privacy.

4. What does “smart technology use” mean in the text?

B. True or False

1. Digital devices are part of everyday life. T / F

2. A professional-looking website is always reliable. T / F

3. One important skill is checking information. T / F

4. Smart technology use means avoiding all digital devices. T / F

C. Choose the correct answer

1. A surprising claim should be: a) checked b) shared immediately c) ignored forever

2. Notifications can reduce: a) focus b) screen size c) battery weight

3. Responsible users protect their: a) privacy b) homework marks c) shoe size

D. Fill in the gaps

Word bank: evidence, attention, privacy, passwords

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

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

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

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

E. Vocabulary: synonyms and antonyms

1. reliable — trustworthy

2. deliberate — intentional

3. strong — weak (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.

9. A Day at the Science Museum

On a rainy Tuesday, Class 9B visited a science museum. Their teacher expected the students to enjoy the robotics hall, but the most popular exhibit turned out to be a simple experiment about bridges. Visitors could build a small bridge from different shapes and test how much weight it could hold.

At first, several groups tried to build the longest bridge possible. Their designs looked impressive but collapsed quickly. Then they examined examples showing how triangles can make structures stronger. After changing their designs, the students were able to support much heavier weights.

The museum visit showed them something that textbooks sometimes hide: science involves testing ideas, making mistakes and trying again. One student said that failure felt less embarrassing when everyone treated it as useful information. On the bus home, the class discussed how engineers improve designs through repeated experiments. The teacher was pleased because the students had learned a scientific habit of mind, not just a collection of facts.

A. Answer the questions

1. Which exhibit became unexpectedly popular?

2. Why did the first bridge designs fail?

3. What shape helped make structures stronger?

4. What scientific lesson did students learn from failure?

B. True or False

1. On a rainy Tuesday, Class 9B visited a science museum. T / F

2. The strongest bridge designs avoided triangles. T / F

3. At first, several groups tried to build the longest bridge possible. T / F

4. The museum visit taught students that mistakes have no value. T / F

C. Choose the correct answer

1. The popular exhibit was about: a) bridges b) space travel c) dinosaurs

2. Triangles made structures: a) stronger b) shorter c) invisible

3. Students learned to: a) test and improve ideas b) avoid mistakes at all costs c) copy one design

D. Fill in the gaps

Word bank: bridges, triangles, collapsed, experiments

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

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

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

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

E. Vocabulary: synonyms and antonyms

1. collapsed — fell down

2. improve — make better

3. simple — complicated (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.

10. Food Waste at Home

Every week, households throw away food that could have been eaten. Sometimes people buy more than they need. In other cases, food is forgotten at the back of the fridge or thrown away because its appearance is not perfect. Reducing food waste can save money and reduce the resources used to produce, transport and store food.

A simple first step is planning. Before shopping, a family can check what is already in the kitchen and make a list. At home, older products can be placed where they are easy to see. Leftovers can often become part of another meal: cooked vegetables may be added to soup, and ripe fruit can be used in a smoothie.

Understanding labels is also useful. Some dates are connected with safety, while others mainly describe quality. Families should follow local food-safety guidance rather than guessing. The goal is not to keep unsafe food, but to avoid throwing away good food unnecessarily. Small habits, repeated every week, can have a noticeable effect.

A. Answer the questions

1. Why is food sometimes wasted at home?

2. What should a family do before shopping?

3. Give one example of reusing leftovers.

4. What is the main goal of understanding food labels?

B. True or False

1. Every week, households throw away food that could have been eaten. T / F

2. The text recommends keeping food even when it is unsafe. T / F

3. Reducing food waste can save money and reduce the resources used to produce, transport and store food. T / F

4. Planning before shopping increases food waste. T / F

C. Choose the correct answer

1. A shopping list can reduce: a) unnecessary buying b) sleep c) reading

2. Ripe fruit may be used in a: a) smoothie b) notebook c) battery

3. Food labels can relate to: a) safety and quality b) music c) transport

D. Fill in the gaps

Word bank: waste, planning, leftovers, quality

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

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

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

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

E. Vocabulary: synonyms and antonyms

1. reduce — make smaller

2. noticeable — easy to see

3. safe — unsafe (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.

11. 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.

12. Protecting Local Rivers

A river can connect many communities. People may use it for recreation, agriculture, wildlife habitats or as part of the local landscape. Because water moves, pollution in one place can create problems far downstream. This is why protecting rivers requires cooperation.

One school environmental club began by studying a stream near their town. Students photographed litter, recorded the types of plants they saw and invited a local expert to explain water quality. They discovered that some problems were easy to notice, such as plastic bottles, while others required scientific testing.

The students organized a clean-up day, but they also wanted to prevent new litter. They created posters, spoke with local residents and asked nearby businesses to provide more bins. Their project did not solve every environmental problem, yet it changed behaviour in a practical way. The students learned that caring for nature includes both direct action and understanding the causes of a problem.

A. Answer the questions

1. Why can pollution affect places far downstream?

2. What did students record near the stream?

3. Why was a clean-up day not enough?

4. What two kinds of action did the project combine?

B. True or False

1. A river can connect many communities. T / F

2. The students solved every river problem with one clean-up day. T / F

3. This is why protecting rivers requires cooperation. T / F

4. The club studied only visible plastic and ignored all other questions. T / F

C. Choose the correct answer

1. The club studied a: a) stream b) desert c) shopping centre

2. Some water problems require: a) scientific testing b) guessing c) painting

3. Students also asked for more: a) bins b) cars c) roads

D. Fill in the gaps

Word bank: pollution, stream, testing, cooperation

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

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

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

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

E. Vocabulary: synonyms and antonyms

1. prevent — stop before it happens

2. practical — useful

3. nearby — distant (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.

13. The Future of Transport

Cities around the world are searching for ways to move people efficiently while reducing noise, traffic and air pollution. There is unlikely to be one perfect solution. Instead, future transport may combine several options: walking, cycling, buses, trains, electric vehicles and shared services.

Technology can make transport more convenient. Real-time information can tell passengers when a bus will arrive, while smart traffic systems can adjust signals when roads become crowded. Electric vehicles can reduce pollution from exhaust pipes, although the environmental impact also depends on how electricity and batteries are produced.

City design matters as much as technology. People are more likely to walk or cycle when routes feel safe and destinations are reasonably close. Reliable public transport can also reduce the need for every journey to be made by private car. The future of transport will therefore depend on engineering, energy, planning and the choices people make every day.

A. Answer the questions

1. Which transport options may be combined in future cities?

2. How can real-time information help passengers?

3. Why are electric vehicles not automatically impact-free?

4. How can city design encourage walking and cycling?

B. True or False

1. Cities around the world are searching for ways to move people efficiently while reducing noise, traffic and air pollution. T / F

2. The text says one single transport solution will work for every city. T / F

3. Technology can make transport more convenient. T / F

4. City design has no influence on transport choices. T / F

C. Choose the correct answer

1. Future transport may use: a) several options b) only private cars c) only bicycles

2. Smart signals can react to: a) traffic b) music c) homework

3. Safe routes can encourage: a) walking and cycling b) more noise c) longer queues

D. Fill in the gaps

Word bank: traffic, electric, planning, cycling

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

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

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

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

E. Vocabulary: synonyms and antonyms

1. efficiently — with little waste

2. convenient — easy to use

3. private — public (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.

14. 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.

15. A Community Sports Day

A local youth centre wanted to organize a sports day, but the volunteers had a problem: they wanted everyone to feel welcome, including people who did not enjoy competitive sport. Instead of planning only races and football matches, they asked teenagers in the neighbourhood for ideas.

The final programme included team games, a walking challenge, table tennis, dance workshops and a simple obstacle course. Some activities were competitive, while others focused on cooperation or learning a new movement. Volunteers also created rest areas and made sure water was available.

On the day of the event, the most successful activity was a mixed-age team challenge. Younger children, teenagers and adults had to solve physical puzzles together. The organizers realized that a community event works best when success has more than one meaning. Winning can be exciting, but participation, cooperation and trying something new can be valuable too.

A. Answer the questions

1. Why did organizers ask local teenagers for ideas?

2. Name two non-traditional activities in the programme.

3. What was special about the mixed-age challenge?

4. What did organizers learn about the meaning of success?

B. True or False

1. A local youth centre wanted to organize a sports day, but the volunteers had a problem: they wanted everyone to feel welcome, including people who did not enjoy competitive sport. T / F

2. The sports day included only competitive races. T / F

3. Some activities were competitive, while others focused on cooperation or learning a new movement. T / F

4. The organizers decided that winning was the only valuable result. T / F

C. Choose the correct answer

1. The centre wanted: a) everyone to feel welcome b) only athletes to attend c) only adults to compete

2. The programme included: a) dance workshops b) car racing c) online exams

3. The mixed-age challenge required: a) cooperation b) silence c) individual competition only

D. Fill in the gaps

Word bank: competitive, cooperation, volunteers, participation

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

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

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

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

E. Vocabulary: synonyms and antonyms

1. welcome — accepted

2. valuable — important

3. success — failure (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.

16. 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.

17. A Safer Online World

The internet allows people to learn, create and communicate, but online spaces also require careful decisions. One basic rule is to remember that information shared online can travel farther than expected. A photo or message sent to one person may later be copied or forwarded.

Strong passwords are another important protection. Using a different password for important accounts limits the damage if one service has a security problem. Two-step verification can add another layer of protection where it is available. Users should also be cautious with unexpected messages that ask them to click a link or provide personal information.

Online safety is not only technical. Respect matters too. Before posting a comment, it is worth asking whether the same words would be acceptable face to face. If something online feels threatening, confusing or inappropriate, young people should speak with a trusted adult rather than trying to manage a serious situation alone. A safer internet depends on both secure habits and responsible behaviour.

A. Answer the questions

1. Why should people think carefully before sharing online?

2. How does using different passwords help?

3. What should users do with suspicious messages?

4. What should a young person do if an online situation feels serious or unsafe?

B. True or False

1. The internet allows people to learn, create and communicate, but online spaces also require careful decisions. T / F

2. Sharing something with one person guarantees it will stay private. T / F

3. Strong passwords are another important protection. T / F

4. Online safety is only a technical issue. T / F

C. Choose the correct answer

1. Shared messages may be: a) forwarded b) guaranteed private c) automatically deleted

2. Two-step verification adds: a) protection b) advertising c) screen brightness

3. For a serious unsafe situation, a young person should contact: a) a trusted adult b) an unknown stranger c) nobody

D. Fill in the gaps

Word bank: privacy, passwords, verification, responsible

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

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

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

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

E. Vocabulary: synonyms and antonyms

1. cautious — careful

2. unexpected — surprising

3. secure — unsafe (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.

18. A Visit to the Mountains

Marta had seen mountains in photographs, but her first real hike surprised her. The path looked easy on the map, yet climbing steadily for two hours required more energy than she expected. Her group moved at a comfortable pace and stopped regularly for water.

As they climbed, the landscape changed. The noise of the road disappeared, the air became cooler and the view opened across the valley. Their guide reminded everyone to stay on marked paths. Shortcuts can damage plants and can also lead hikers into unsafe areas. The group carried all its rubbish back down.

Near the top, clouds covered the view for several minutes. Marta was disappointed, but the wind soon moved them away. She realized that outdoor experiences cannot be controlled like pictures on a screen. Weather changes, plans change and people need to adapt. At the end of the day, she was tired but proud that she had completed the hike responsibly.

A. Answer the questions

1. Why was the hike harder than Marta expected?

2. Why did the guide ask the group to stay on marked paths?

3. What happened near the top?

4. What did Marta learn about outdoor experiences?

B. True or False

1. Marta had seen mountains in photographs, but her first real hike surprised her. T / F

2. The group was encouraged to take shortcuts. T / F

3. As they climbed, the landscape changed. T / F

4. Marta believed outdoor experiences can always be controlled. T / F

C. Choose the correct answer

1. The group stopped regularly for: a) water b) shopping c) games

2. Marked paths help protect: a) people and plants b) phone batteries c) buildings

3. Near the top: a) clouds covered the view b) the road became louder c) the group took a bus

D. Fill in the gaps

Word bank: path, water, weather, adapt

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

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

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

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

E. Vocabulary: synonyms and antonyms

1. steadily — continuously

2. adapt — adjust

3. comfortable — uncomfortable (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.

КЛЮЧІ ДО ВПРАВ

Для відкритих запитань (A) допускаються різні формулювання, якщо відповідь правильно передає зміст тексту. У блоці D учитель перевіряє доречність слова з поданого Word bank. Нижче наведено ключі до завдань із однозначною відповіддю.

1. A New School Year. B: 1 T, 2 F, 3 T, 4 F; C: 1 a, 2 a, 3 a.

2. A Weekend Without Social Media. B: 1 T, 2 F, 3 T, 4 F; C: 1 a, 2 a, 3 a.

3. The Science of Sleep. B: 1 T, 2 F, 3 T, 4 F; C: 1 a, 2 a, 3 a.

4. A Small Urban Garden. B: 1 T, 2 F, 3 T, 4 F; C: 1 a, 2 a, 3 a.

5. Travelling by Train. B: 1 T, 2 F, 3 T, 4 F; C: 1 a, 2 a, 3 a.

6. The Life of a Bee. B: 1 T, 2 F, 3 T, 4 F; C: 1 a, 2 a, 3 a.

7. How Music Affects Us. B: 1 T, 2 F, 3 T, 4 F; C: 1 a, 2 a, 3 a.

8. Smart Use of Technology. B: 1 T, 2 F, 3 T, 4 F; C: 1 a, 2 a, 3 a.

9. A Day at the Science Museum. B: 1 T, 2 F, 3 T, 4 F; C: 1 a, 2 a, 3 a.

10. Food Waste at Home. B: 1 T, 2 F, 3 T, 4 F; C: 1 a, 2 a, 3 a.

11. Learning a New Skill. B: 1 T, 2 F, 3 T, 4 F; C: 1 a, 2 a, 3 a.

12. Protecting Local Rivers. B: 1 T, 2 F, 3 T, 4 F; C: 1 a, 2 a, 3 a.

13. The Future of Transport. B: 1 T, 2 F, 3 T, 4 F; C: 1 a, 2 a, 3 a.

14. Why People Read Stories. B: 1 T, 2 F, 3 T, 4 F; C: 1 a, 2 a, 3 a.

15. A Community Sports Day. B: 1 T, 2 F, 3 T, 4 F; C: 1 a, 2 a, 3 a.

16. The Power of Curiosity. B: 1 T, 2 F, 3 T, 4 F; C: 1 a, 2 a, 3 a.

17. A Safer Online World. B: 1 T, 2 F, 3 T, 4 F; C: 1 a, 2 a, 3 a.

18. A Visit to the Mountains. B: 1 T, 2 F, 3 T, 4 F; C: 1 a, 2 a, 3 a.

СПИСОК ВИКОРИСТАНИХ ДЖЕРЕЛ

1. British Council. LearnEnglish Teens. Reading. https://learnenglishteens.britishcouncil.org/skills/reading

2. British Council. LearnEnglish Teens. A2 Reading. https://learnenglishteens.britishcouncil.org/skills/reading/a2-reading

3. British Council. LearnEnglish Teens. B1 Reading. https://learnenglishteens.britishcouncil.org/skills/reading/b1-reading

4. British Council. LearnEnglish Teens. Reading Zone. https://learnenglishteens.britishcouncil.org/study-break/reading-zone

5. British Council. LearnEnglish Teens. How to read the text. https://learnenglishteens.britishcouncil.org/exams/reading-exams/how-read-text

6. Cambridge English. Activities for Learners. https://www.cambridgeenglish.org/learning-english/activities-for-learners

Примітка. Зазначені ресурси використано як методичні орієнтири для добору рівня складності, стратегій читання та типів вправ. Англомовні тексти й завдання цього посібника є авторською компіляцією, підготовленою спеціально для цієї методичної розробки.

ДОДАТКОВІ ТЕКСТИ ТА ПРАКТИЧНІ ВПРАВИ

Цей блок розширює посібник додатковими сучасними темами та завданнями для роботи на уроці й удома.

19. Volunteering in the Community

Many teenagers want to make their neighbourhood a better place, but they are not always sure where to begin. Volunteering is one practical answer. A student can help at a local library, collect food for families, clean a park, support an animal shelter, or take part in a school charity event.

Volunteering is not only useful for other people. It also teaches important life skills. Teenagers learn to communicate with different people, plan their time, solve small problems and work as part of a team. They may also discover interests that later influence their choice of studies or career.

A successful volunteer does not need to do something enormous. Regular small actions can be very valuable. For example, spending one hour a week helping younger pupils with reading can make a real difference. The most important things are responsibility, respect and willingness to help.

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.

20. The Hidden Value of Public Libraries

A modern public library is much more than a room full of books. Many libraries offer free internet access, quiet study spaces, language clubs, workshops and cultural events. For teenagers, a library can be a comfortable place to prepare homework, meet classmates for a project or discover a new hobby.

Libraries are also important because they give people access to information. Not every family can buy many books or pay for digital services. A library helps reduce this difference by making knowledge available to everyone.

Technology has changed libraries, but it has not made them unnecessary. Many libraries now lend e-books, provide online catalogues and teach visitors how to search for reliable information. In this way, the traditional library has become a bridge between printed culture and the digital world.

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.

21. 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.

22. Weather, Climate and Everyday Choices

Weather describes what the atmosphere is like at a particular time and place. It may be sunny in the morning and rainy in the afternoon. Climate, however, describes typical weather patterns in a region over a much longer period.

Understanding this difference is useful in everyday life. We check the weather forecast before choosing clothes, planning a trip or deciding whether to take an umbrella. Climate information is used for bigger decisions, such as choosing crops, designing buildings or planning water supplies.

Scientists collect information about temperature, rainfall, wind and other conditions. Long-term records help them identify patterns and changes. For students, learning to read weather charts and compare climate data is a useful way to connect geography, science and mathematics with real life.

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.

23. A School Exchange Experience

When Marta joined a one-week school exchange, she was excited but nervous. She had studied English for several years, yet speaking all day with new people felt very different from doing exercises in a classroom.

During the first two days, Marta sometimes searched for words and asked people to repeat sentences. Her host family was patient, and her exchange partner encouraged her to keep talking. By the middle of the week, Marta noticed that she was translating less in her head and responding more naturally.

The exchange also taught her that communication is not about perfect grammar in every sentence. Listening carefully, asking questions and showing interest are equally important. When Marta returned home, she still wanted to improve her English, but she was much more confident about using it.

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.

24. Small Inventions, Big Changes

Not every useful invention is a huge machine or a complicated computer. Sometimes a simple idea can change daily life. The paper clip, the zipper and the reusable water bottle are examples of objects that solve ordinary problems in practical ways.

Inventors usually begin by noticing a need. They ask questions such as: What is inconvenient? What wastes time? What could be safer or easier? Then they create a possible solution, build a model and test it. The first version may not work well, so it is changed and tested again.

This process is called iteration. It is common in engineering and design. For students, invention projects are useful because they combine creativity with logical thinking. A good invention does not have to be expensive or futuristic. It simply needs to solve a real problem effectively.

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.

МЕТОДИЧНИЙ ІНСТРУМЕНТАРІЙ ДЛЯ ВЧИТЕЛЯ

Організація роботи з текстом

Перед читанням варто активізувати фонові знання учнів за допомогою заголовка, ключових слів або короткого запитання. Перше читання спрямовується на розуміння загальної теми, друге - на пошук конкретних деталей. Після читання учні виконують лексичні завдання, формулюють відповіді та переходять до короткого усного чи письмового висловлення.

Диференціація

Учням, яким потрібна підтримка, можна запропонувати банк слів, словник або меншу кількість запитань. Сильнішим учням доцільно додавати порівняння, аргументацію, складання власних запитань і короткий письмовий підсумок.

Формувальне оцінювання

Доцільно оцінювати розуміння основної думки, точність пошуку деталей, роботу з лексикою та здатність обґрунтовувати відповідь. Самооцінювання допомагає учневі побачити власний прогрес і визначити, що ще потребує практики.

Орієнтовна структура уроку

Warm-up - 3–5 хв. Pre-reading vocabulary - 5 хв. First reading for gist - 5 хв. Second reading for detail - 8–10 хв. Exercises - 10–15 хв. Speaking or writing follow-up - 5–7 хв.

КАРТКА САМООЦІНЮВАННЯ УЧНЯ