Практика английского языка: уровень B2. Учебное пособие для старшеклассников

Практика английского языка: уровень B2

Учебное пособие для старшеклассников

Джонас Тичерман

© Джонас Тичерман, 2026

ISBN 978-5-0070-3768-6

Создано в интеллектуальной издательской системе Ridero

Введение

Данная книга предназначена для учащихся уровня B2, прежде всего для старшеклассников, изучающих английский язык. Её основная цель заключается в развитии лексических навыков, навыков чтения и понимания текста, а также в формировании умения использовать изученную лексику в контексте.

Структура книги построена таким образом, чтобы обеспечить последовательное и системное освоение материала. Каждая глава включает четыре основных раздела: текст (Story), список полезной лексики (Useful Words and Expressions), тренировочные упражнения (Exercises) и ответы (Answer Key). Такой формат позволяет сочетать чтение, закрепление словарного запаса и практическое применение знаний.

Тексты в каждой главе написаны на английском языке и соответствуют уровню B2. Они отражают повседневные ситуации, знакомые учащимся, а также темы, связанные с обучением, личным развитием, коммуникацией и принятием решений. Это позволяет не только расширять словарный запас, но и развивать навыки понимания естественного письменного английского языка.

Лексический раздел содержит от 20 до 30 слов и выражений, непосредственно используемых в тексте. Перевод на русский язык помогает быстрее усваивать значение и способствует более эффективному запоминанию.

Система упражнений включает задания на понимание текста, выбор правильного варианта ответа, а также открытые вопросы, требующие развернутого ответа. Такой подход обеспечивает комплексную проверку понимания материала и развитие навыков продуктивной речи.

Книга может использоваться как для самостоятельного изучения, так и в рамках учебного процесса под руководством преподавателя. Она ориентирована на системное развитие языковой компетенции и постепенное повышение уровня владения английским языком.

Автор ставит целью предоставить структурированный и практический материал, который способствует устойчивому развитию языковых навыков и может быть использован в долгосрочной образовательной подготовке.

A New Beginning in a New School

Story

It was a cold Monday morning when Daniel arrived at his new school. The building looked much larger than his previous one, and the long corridors were already filled with students talking, laughing, and walking quickly to their classrooms. Daniel stood near the entrance for a moment, holding his backpack tightly. He felt both nervous and curious about this new beginning.

His family had moved to a different city because of his mother’s job. Everything felt unfamiliar: the streets, the people, and especially the school. Daniel had always been a good student, but starting over in a new environment made him question whether he could fit in easily.

When he entered his classroom, the teacher introduced him briefly. All eyes turned to him, and he felt his face become warm. The teacher pointed to an empty seat near the window. Daniel walked slowly and sat down, trying not to draw attention.

During the first lessons, he noticed that the students already knew each other well. They shared jokes, whispered during breaks, and worked together naturally. Daniel, however, remained quiet. He understood most of what the teacher said, but he was afraid to speak and make mistakes.

At lunchtime, he sat alone in the cafeteria. The noise of conversations surrounded him, but he felt distant from it all. He took out his lunch and tried to focus on eating, although his thoughts were elsewhere. He wondered if he would ever make friends in this place.

Everything changed during the last lesson of the day. The teacher assigned a group task about environmental problems. Daniel was placed in a group with three other students. At first, he did not speak, but he listened carefully to their ideas. When one student suggested a simple solution, Daniel gently added a more detailed explanation based on something he had learned before.

The group became interested in his ideas. For the first time that day, Daniel felt included. They asked him questions, and he answered more confidently. By the end of the lesson, they had finished the task together successfully.

After school, one of the students asked Daniel if he wanted to walk home together the next day. Daniel agreed, feeling a small sense of relief and happiness. The city still felt new and strange, but it no longer felt unfriendly.

That evening, Daniel realized something important: a new beginning is always difficult, but it also brings new opportunities. All he needed was time, patience, and a willingness to open himself to others.

Useful Words and Expressions

unfamiliar — незнакомый

nervous — нервный, взволнованный

curious — любопытный

environment — окружение

fit in — вписаться, адаптироваться

introduce — представлять

attention — внимание

remain quiet — оставаться тихим

cafeteria — столовая

distant — отстранённый

assign a task — назначить задание

group work — групповая работа

solution — решение

explanation — объяснение

confidently — уверенно

opportunity — возможность

experience — опыт

interact — взаимодействовать

unfamiliar place — незнакомое место

make mistakes — делать ошибки

classmates — одноклассники

adjust — адаптироваться

responsibility — ответственность

participate — участвовать

gradually — постепенно

Exercises

Exercise 1: Fill in the blanks

Use words from the vocabulary list.

Daniel felt ______ when he entered the new classroom for the first time.

He wanted to ______ in his new school quickly.

The teacher decided to ______ a group task.

Daniel gave a clear ______ during the discussion.

He began to speak more ______ after some time.

Exercise 2: Multiple Choice

Choose the correct answer.

Why did Daniel move to a new city?

A) Because of his school results

B) Because of his mother’s job

C) Because he wanted to travel

How did Daniel feel at the beginning of the day?

A) Confident and relaxed

B) Nervous and unsure

C) Angry and upset

What task did the teacher assign?

A) An essay about history

B) A group project about environmental problems

C) A mathematics test

What changed Daniel’s experience at school?

A) He got high grades

B) He joined a group discussion

C) He left school early

What did Daniel realize at the end of the day?

A) New beginnings are always easy

B) Friends are not important

C) New beginnings bring opportunities

Exercise 3: Answer the questions (2—3 sentences each)

How did Daniel feel when he first arrived at the school?

Why was it difficult for him to interact with other students?

What role did group work play in his experience?

How did his classmates react to his ideas?

What lesson did Daniel learn by the end of the day?

Answer Key

Exercise 1

nervous

fit in

assign

explanation

confidently

Exercise 2

B

B

B

B

C

Exercise 3 (Sample Answers)

Daniel felt nervous and uncertain when he first arrived at the school. Everything around him was unfamiliar, and he was not sure how to behave or interact with other students. He also felt curious about his new environment.

It was difficult for him because he did not know anyone and felt that other students already had established friendships. He was also afraid of making mistakes when speaking English. This made him remain quiet during most of the day.

Group work gave Daniel an opportunity to express his ideas and participate in discussion. It helped him become more confident and engage with other students. It also changed his initial negative impression of the school.

His classmates reacted positively to his ideas. They became interested in his explanation and started asking him questions. This made him feel included and more confident.

Daniel learned that a new beginning can be challenging but also full of opportunities. He understood that patience and openness are important for adapting to a new environment. He realized that friendships can start unexpectedly.

The Day Everything Went Wrong

Story

It started as an ordinary school day, the kind Daniel had begun to get used to. He woke up early, prepared his backpack, and left the house without rushing. The sky was grey, but nothing suggested that the day would be unusual in any way.

The first problem appeared when he realized he had forgotten his homework on the kitchen table. It was an important assignment in mathematics, and the teacher rarely accepted late submissions. Daniel felt a sudden wave of panic, but there was no time to return home.

At school, things did not improve. During the first lesson, the teacher announced a surprise quiz. Daniel tried to focus, but his mind kept returning to the missing homework. He made several mistakes and finished the quiz earlier than expected, feeling disappointed in himself.

During the break, he went to the cafeteria to calm down. However, while reaching for his lunch, he accidentally knocked over a bottle of juice. The liquid spilled across the table and onto his notebook. Some students nearby laughed quietly, and Daniel felt embarrassed. He quickly cleaned the mess, but his mood worsened.

The next lesson was group work in history. Daniel tried to participate, but his ideas did not come out clearly. He struggled to express his thoughts, and his group members started making decisions without him. He felt invisible, as if his presence did not matter.

By lunchtime, Daniel had begun to think that the entire day was going wrong. He sat alone again, avoiding eye contact with others. Even the food did not taste good. He wondered if something had changed overnight or if he was simply unlucky.

In the afternoon, things reached their peak. The mathematics teacher returned the homework assignment. Daniel had to explain why he had not submitted it. His explanation sounded weak, and the teacher gave him a lower grade with a serious warning. Daniel felt his confidence drop completely.

Walking home after school, Daniel replayed the events of the day in his mind. Everything seemed to have gone wrong in a chain reaction: one mistake leading to another, and another after that. He thought about how easily a normal day could become overwhelming.

However, as he walked further, he began to reflect more calmly. He realized that most of the problems were small on their own. Forgetting homework, spilling juice, or making mistakes in class were not the end of the world. What made the day difficult was how he reacted to each situation.

By the time he reached home, Daniel understood something important. Bad days happen to everyone, but they do not define who we are. What matters is learning to stay calm, recover from mistakes, and try again the next day.

Useful Words and Expressions

ordinary — обычный

forget homework — забыть домашнее задание

panic — паника

assignment — задание

surprise quiz — неожиданная контрольная

focus — сосредоточиться

mistake — ошибка

disappointed — разочарованный

spill — пролить

embarrassed — смущённый

calm down — успокоиться

group work — групповая работа

participate — участвовать

invisible — незаметный

overwhelming — подавляющий

chain reaction — цепная реакция

warning — предупреждение

confidence — уверенность

reflect — размышлять

reaction — реакция

situation — ситуация

improve — улучшаться

recover — восстанавливаться

unlucky — невезучий

define — определять

Exercises

Exercise 1: Fill in the blanks

Daniel forgot his homework and felt a wave of ______.

The teacher announced a surprise ______ in class.

He accidentally ______ juice on his notebook.

Daniel felt ______ after receiving a lower grade.

He tried to ______ after a difficult day.

Exercise 2: Multiple Choice

What did Daniel forget?

A) His lunch

B) His homework

C) His textbook

How did Daniel perform on the quiz?

A) Very well

B) He did not take it

C) He made several mistakes

What happened during the break?

A) He lost his bag

B) He spilled juice

C) He met a friend

How did Daniel feel during group work?

A) Confident and active

B) Invisible and unimportant

C) Excited and energetic

What did Daniel realize at the end of the day?

A) Bad days are normal and do not define a person

B) School is too difficult

C) Mistakes should always be avoided completely

Exercise 3: Answer the questions (2—3 sentences each)

Why did Daniel’s day start badly?

How did small problems affect his mood during the day?

What difficulties did he face during group work?

How did the teacher react to his missing homework?

What lesson did Daniel learn after reflecting on the day?

Answer Key

Exercise 1

panic

quiz

spilled

disappointed

recover

Exercise 2

B

C

B

B

A

Exercise 3 (Sample Answers)

Daniel’s day started badly because he forgot his homework at home. This immediately made him feel stressed, as the assignment was important and required for the lesson. He could not fix the situation before school.

Small problems gradually worsened his mood throughout the day. Each mistake made him feel more frustrated and less confident. As a result, he began to view the entire day negatively.

During group work, Daniel struggled to express his ideas clearly. His teammates started making decisions without him, which made him feel excluded. This reduced his participation even further.

The teacher reacted seriously to his missing homework and gave him a lower grade. Daniel had to explain his situation, but his explanation was not convincing. This added to his disappointment.

Daniel learned that bad days are a normal part of life. He realized that individual mistakes do not define a person’s overall ability. He also understood the importance of emotional control and reflection.

Learning to Live Alone

Story

When Daniel first learned that he would be living alone for a few months, he did not know how to react. His parents had to travel abroad for work, and although it was not the first time he had been separated from them, it was the first time he would be responsible for everything by himself.

At the beginning, the idea seemed exciting. He imagined having complete freedom: choosing what to eat, managing his own time, and enjoying quiet evenings without interruptions. However, when the day of his parents’ departure came, the excitement slowly turned into uncertainty.

The first few days were the most difficult. Daniel had to wake up on his own, prepare breakfast, and make sure he was not late for school. Simple tasks suddenly felt more complicated. He often forgot small things, such as turning off the lights or organizing his school materials.

At school, he tried to maintain his usual routine, but at home everything felt different. The apartment seemed quieter and emptier than before. In the evenings, he would sometimes sit in silence, unsure of how to spend his time. He realized that freedom also required responsibility, something he had not fully understood before.

One evening, he tried cooking dinner for himself. It did not go well. He burned the food slightly and had to throw part of it away. Although it was frustrating, he also felt a sense of independence. He cleaned the kitchen and promised himself to improve next time.

Over the following weeks, Daniel slowly adapted. He started planning his days more carefully, writing simple to-do lists and setting reminders on his phone. He learned to manage his time between schoolwork, household tasks, and rest. Gradually, the chaos began to turn into routine.

He also discovered something unexpected: he began to enjoy his own company. Instead of feeling lonely, he used the quiet moments to think, read, and reflect on his goals. He realized that being alone did not necessarily mean being isolated.

One weekend, he invited a classmate over to study together. It was the first time someone from school had visited his home. They worked on a project, shared ideas, and even laughed about small mistakes. Daniel felt more connected to his new life than before.

By the time his parents returned, Daniel had changed in small but important ways. He was more organized, more confident, and more independent. He no longer saw living alone as something difficult or frightening.

Instead, he understood it as a valuable experience that taught him responsibility, discipline, and self-reliance. It was not just about being without others — it was about learning to take care of himself.

Useful Words and Expressions

live alone — жить одному

responsibility — ответственность

independence — независимость

freedom — свобода

uncertainty — неопределённость

routine — рутина, распорядок

organize — организовывать

manage time — управлять временем

household tasks — домашние дела

adapt — адаптироваться

silence — тишина

lonely — одинокий

isolation — изоляция

reflect — размышлять

goal — цель

to-do list — список дел

reminder — напоминание

confidence — уверенность

independence — самостоятельность

cook — готовить

burn food — сжечь еду

improve — улучшать

routine — режим дня

responsibility — обязанность

self-reliance — самодостаточность

Exercises

Exercise 1: Fill in the blanks

Daniel had to take full ______ for his daily life.

At first, he felt ______ when his parents left.

He started to create a daily ______ to stay organized.

He learned how to ______ his time more effectively.

Over time, he became more ______ and confident.

Exercise 2: Multiple Choice

Why did Daniel live alone?

A) He moved to another city

B) His parents traveled abroad

C) He wanted independence

How did he feel at the beginning?

A) Excited and completely confident

B) Excited but uncertain

C) Angry and frustrated

What problem did he face when cooking?

A) He forgot the recipe

B) He burned the food

C) He had no ingredients

What helped him adapt to living alone?

A) Avoiding responsibilities

B) Creating routines and to-do lists

C) Spending all time with friends

What did Daniel learn from the experience?

A) Living alone is easy

B) Independence requires responsibility

C) School is not important

Exercise 3: Answer the questions (2—3 sentences each)

How did Daniel feel when he first learned he would live alone?

What difficulties did he face in the first few days?

How did his daily routine change over time?

What positive experience did he have with a classmate?

What did he learn from living alone?

Answer Key

Exercise 1

responsibility

uncertain / nervous

routine

manage

independent

Exercise 2

B

B

B

B

B

Exercise 3 (Sample Answers)

Daniel felt both excited and uncertain when he learned he would live alone. He looked forward to freedom but was also aware of the responsibilities it would bring. This created mixed emotions.

In the first few days, he struggled with basic daily tasks such as waking up on time and organizing his schedule. He also forgot small but important things at home. Everything felt unfamiliar and slightly overwhelming.

Over time, Daniel created a structured routine using to-do lists and reminders. He began balancing schoolwork with household responsibilities more effectively. This helped him feel more in control.

He invited a classmate to his home to work on a school project. They collaborated, shared ideas, and even enjoyed the process. This helped Daniel feel more socially connected.

Daniel learned that living alone requires responsibility and discipline. He understood that independence is not just freedom but also self-management. The experience helped him grow more mature and confident.

A Decision That Changed Everything

Story

Daniel had never considered himself a person who made dramatic decisions. He preferred stability, clear routines, and predictable outcomes. However, one unexpected opportunity forced him to think differently about his future.

At school, students in his grade were asked to choose between two academic tracks for the following year: a science-focused program and a humanities-focused program. The decision would influence not only their subjects but also their university direction later on.