Английский язык для школьников: рассказы и практика. Учимся понимать и говорить по-английски

© Том Сториз, 2026

ISBN 978-5-0070-4263-5

Создано в интеллектуальной издательской системе Ridero

Введение

Данная книга представляет собой учебно-методический сборник текстов, предназначенных для учащихся средней школы с уровнем владения английским языком B1. Основная цель издания заключается в развитии навыков чтения, расширении активного словарного запаса и формировании умения понимать и использовать естественные языковые конструкции в контексте повседневных ситуаций.

Материал книги организован в виде отдельных глав, каждая из которых посвящена определённой жизненной ситуации, знакомой школьникам или потенциально значимой для них. Тематика охватывает учебную деятельность, межличностное общение, семейные обязанности, личный опыт, а также ситуации, связанные с преодолением трудностей и формированием навыков самостоятельности.

Каждая глава включает связный текст, написанный в естественном и доступном стиле, после которого представлены лексические единицы и устойчивые выражения с переводом на русский язык. Также в структуру включены речевые модели для практического использования, вопросы для рефлексии и задания на закрепление материала. Такой подход позволяет не только развивать понимание текста, но и стимулирует формирование навыков самостоятельного высказывания.

Особое внимание уделяется постепенному усложнению языкового материала и использованию лексики, характерной для реальных коммуникативных ситуаций. Это обеспечивает возможность практического применения изученных конструкций в устной и письменной речи.

Данное пособие может использоваться как в рамках школьного обучения, так и для самостоятельной работы учащихся. Оно ориентировано на системное развитие языковой компетенции и формирование уверенности при использовании английского языка в различных контекстах.

The Day I Forgot My Homework

It was one of those mornings when everything felt a bit rushed. My alarm didn’t go off on time, so I woke up later than usual. I jumped out of bed, got dressed in a hurry, and skipped breakfast because I was already running late. My mother called after me, asking if I had everything for school, but I just nodded and said yes without really thinking.

On the way to school, I sat on the bus and tried to go through my day in my head. Math first, then English, and after that history. Suddenly, I felt a strange feeling in my stomach. I had a small notebook in my backpack, but I couldn’t remember putting my English homework inside it. I opened my bag quickly and started searching through my things. Books, pens, a half-eaten snack, old papers… but no homework.

That’s when I realized the truth — I had completely forgotten to do it.

My heart started beating faster. I thought about what I should do. Should I tell the teacher the truth? Should I try to copy something from a classmate before the lesson starts? Or maybe I could say I left it at home and bring it tomorrow? But none of these options felt right.

When I arrived at school, I saw my friends standing near the classroom. They were talking and laughing, completely relaxed. I wished I could feel the same. One of them asked me if I was ready for the English lesson, and I just smiled nervously and said, «Of course.»

The lesson started a few minutes later. Our teacher walked in, placed her books on the table, and said, «Please take out your homework.» That moment felt like everything slowed down. I could hear papers moving, chairs shifting, and then… silence. I was just sitting there, looking at my empty hands.

The teacher noticed me and asked calmly, «Where is your homework?»

I felt my face getting hot. For a second, I thought about lying, but I knew I couldn’t. So I told her the truth. I explained that I had forgotten it at home and didn’t manage to do it.

She looked at me for a moment, and I couldn’t tell if she was disappointed or just thinking. Then she said something I didn’t expect. «Thank you for being honest. Please try to bring it tomorrow.»

I felt both relieved and a little embarrassed at the same time. The rest of the lesson wasn’t as bad as I expected. I still had to listen carefully and take notes, but at least I wasn’t hiding anything anymore.

After school, I walked home thinking about what happened. It wasn’t just about forgetting homework. It was about responsibility and how small mistakes can create stressful moments. I decided that next time, I would check my homework before leaving home, even if I was in a hurry.

When I got home, I opened my notebook and started working on the assignment immediately. This time, I didn’t wait until the last minute.

And strangely, I felt more focused than usual, as if that morning had quietly changed something in the way I think about my schoolwork.

Here are some useful expressions you might have noticed:

to be in a hurry — торопиться

to skip breakfast — пропустить завтрак

to go through the day in my head — мысленно представить свой день

to have a strange feeling — испытывать странное чувство

to search through my things — искать среди своих вещей

to realize the truth — осознать правду

my heart started beating faster — сердце начало биться быстрее

to tell the truth — говорить правду

to feel nervous — чувствовать себя нервно

to take out homework — достать домашнее задание

to look at someone calmly — спокойно посмотреть на кого-то

to feel relieved — чувствовать облегчение

at the same time — одновременно

to take notes — делать записи

to manage to do something — успеть что-то сделать

to think about responsibility — думать об ответственности

to feel embarrassed — чувствовать себя смущённым

to check something carefully — внимательно проверять что-то

in a hurry — в спешке

to change the way you think — изменить способ мышления

You can use patterns like these in your own speech:

I usually forget about… — Я обычно забываю о…

I felt nervous when… — Я чувствовал себя нервно, когда…

I didn’t manage to… — Мне не удалось…

I decided to… because… — Я решил… потому что…

It was difficult to… — Было трудно…

I realized that… — Я понял, что…

Next time I will… — В следующий раз я…

I was surprised when… — Я был удивлён, когда…

I think it is important to… — Я думаю, важно…

I felt better after… — Я почувствовал себя лучше после…

Now think about your own experience:

1. Have you ever forgotten your homework?

Yes, I have. It usually happens when I am in a hurry in the morning and don’t check my bag carefully. I felt nervous when the teacher asked me about it, but I told the truth.

2. How do you feel when you are not prepared for a lesson?

I feel stressed and a bit embarrassed because I know I should have prepared earlier. For example, I try to stay calm, but my heart starts beating faster.

3. What do you usually do when you make a mistake?

I try to tell the truth and fix the situation. I think it is better to be honest because it helps me learn from my mistakes.

4. Do you think responsibility is important for students? Why?

Yes, I do. Responsibility helps students stay organized and avoid problems. For example, if I check my homework every day, I feel more confident.

5. What helps you stay organized?

I use a small planner and write down my tasks. It helps me manage my time better and not forget important things.

6. How do you prepare for school in the morning?

I usually check my backpack and make sure I have everything I need. This simple habit helps me avoid stressful situations.

Complete the sentences:

I was in a hurry, so I decided to ______ my breakfast.

When I opened my bag, I realized I forgot my ______.

My heart started beating faster because I felt ______.

The teacher asked me to ______ my homework.

Next time, I will check everything more ______ before leaving home.

A New Student in My Class

It was a normal Monday morning, the kind of day when everything feels predictable. Students were slowly entering the classroom, putting their bags next to their desks, and talking about homework or weekend plans. I was sitting near the window, half-listening to my classmates and thinking about the first lesson.

Then the door opened.

Our teacher came in, and behind her was a new student. He looked a bit nervous, holding his backpack tightly in one hand. He didn’t say anything at first, just looked around the room as if he was trying to understand where he had arrived. The teacher smiled and said, «This is Alex. He is joining our class today.»

For a moment, the room became quiet. Everyone was looking at him. I noticed he was wearing a simple grey hoodie and seemed unsure where to sit. The teacher asked if anyone had a free seat, and I realized the desk next to me was empty.

«Here,» I said, maybe a little too quickly.

He walked over and sat down. «Thanks,» he said quietly.

The lesson started, but I could feel that he was still uncomfortable. He kept looking at his notebook without writing much, and sometimes he glanced around the classroom. I remembered how strange it felt when I was new in a place, so I tried to make things easier for him.

During a short break, I turned to him and asked, «Where are you from?»

«From another city,» he answered. «My family moved here last week.»

We talked a little more. At first, the conversation was slow and a bit awkward, but then it became more natural. He told me he liked football and video games, and I told him about our school and teachers. It turned out we had more in common than I expected.

In the next lesson, our teacher asked us to work in pairs. Without thinking too much, I turned to Alex. He looked surprised but also a bit relieved.

We worked on the task together. At some point, he didn’t understand one of the questions, so I explained it. He listened carefully and nodded. Then he smiled and said, «Okay, I get it now.»

That small moment made everything easier. It felt like the distance between us was slowly disappearing.

By the end of the day, he didn’t look as nervous as in the morning. Before leaving, he said, «Thanks for today. It was not as scary as I thought.»

I smiled and said, «First days are always a bit strange.»

On my way home, I thought about how quickly things can change. In the morning, he was a stranger sitting in a new classroom. By the afternoon, he was just another student I could talk to.

And I realized that sometimes, even a small conversation can make a big difference in how someone feels in a new place.

Here are some useful expressions you might have noticed:

a normal morning — обычное утро

to enter the classroom — войти в класс

to put a bag next to the desk — поставить сумку рядом с партой

to feel predictable — чувствовать предсказуемость

to be half-listening — слушать вполуха

a new student — новый ученик

to look around the room — оглядываться по комнате

to feel nervous — чувствовать нервозность

to hold something tightly — крепко держать что-то

to be unsure where to sit — не знать, где сесть

a free seat — свободное место

to feel uncomfortable — чувствовать себя некомфортно

a short break — короткая перемена

to make conversation — завести разговор

to have something in common — иметь что-то общее

to work in pairs — работать в парах

to explain a question — объяснить вопрос

to feel relieved — чувствовать облегчение

to make things easier — сделать ситуацию проще

a small moment — небольшой момент

to make a difference — изменить ситуацию

You can use patterns like these in your own speech:

I noticed that… — Я заметил, что…

At first, I felt… — Сначала я чувствовал…

It turned out that… — Оказалось, что…

I decided to… — Я решил…

He/She seemed to… — Он/она казался (ась)…

I started to talk about… — Я начал говорить о…

We worked together on… — Мы работали вместе над…

I explained that… — Я объяснил, что…

By the end of the day… — К концу дня…

It made me realize that… — Это заставило меня понять, что…

Now think about your own experience:

1. Have you ever met a new student in your class?

Yes, I have. At first, the new student seemed quiet and nervous. I tried to talk to them during the break because I know how difficult the first day can be.

2. How do you usually feel when you are in a new place?

I usually feel a bit uncomfortable and unsure of what to do. For example, I need some time to look around and understand how things work.

3. Do you find it easy to make new friends? Why?

Sometimes yes, sometimes no. It depends on the situation, but I try to start a conversation because it makes everything easier.

4. What do you usually talk about when you meet someone new?

I usually talk about school, hobbies, or music. It helps to find something in common and feel more relaxed.

5. How can teachers help new students feel comfortable?

Teachers can introduce them to the class and help them find a seat. This makes the first day less stressful.

6. Why is it important to help new students?

It is important because they might feel lonely at first. A small friendly action can make a big difference in their experience.

Complete the sentences:

When the new student entered the room, everyone ______ at him.

I noticed he seemed a bit ______ and quiet.

We started to make conversation during the short ______.

It turned out that we had something in ______.

By the end of the day, he felt more ______ and relaxed.

The Teacher Who Changed My Opinion

I used to think that school subjects were just something you had to survive. You learn the material, pass the test, and forget everything a week later. That was my honest opinion for a long time, especially when it came to literature. I didn’t see the point of analyzing stories or discussing characters. It all felt a bit unnecessary.

Then we got a new teacher.

Her name was Mrs. Carter. On the first day, she didn’t start with rules or textbooks. Instead, she asked a simple question: «What is the last thing that made you feel something strongly?» The classroom became quiet. It wasn’t the kind of question we expected.

Some students mentioned movies, others talked about music or arguments with friends. I didn’t answer at first. I wasn’t sure what she wanted to hear. But she didn’t rush anyone. She just waited, as if silence was part of the lesson.

In the following weeks, something slowly changed. Instead of just reading texts, we started talking about them like they were real situations. She asked us what we would do if we were in the character’s place. At first, it felt strange. I was used to finding «correct answers,» not personal opinions.

One day, we read a short story about a boy who had to choose between telling the truth and protecting a friend. Normally, I would just summarize the plot and move on. But this time, Mrs. Carter asked, «What would you do?»

The classroom got louder. Everyone had an opinion. Some said honesty is always the most important thing. Others thought friendship matters more. When she looked at me, I hesitated, but then I said, «I think it depends on the situation. I would probably try to protect my friend, but I would also feel guilty.»

She nodded and said, «That’s a very honest answer. There is no single correct choice here.»

That moment stayed with me.

Over time, I started paying more attention in her lessons. I realized that literature wasn’t just about old stories. It was about understanding people, their decisions, and even yourself. I found myself thinking about characters outside of class, comparing them to real situations in life.

Once, after a difficult discussion, I stayed a bit after class. I asked her why she teaches this way. She smiled and said, «Because I don’t want students to just memorize ideas. I want them to think.»

That sentence sounded simple, but it changed how I looked at school.

I started participating more, even when I wasn’t completely sure of my answer. I stopped worrying so much about being right and started focusing on what I actually thought.

Looking back, I realize that my opinion about school didn’t change overnight. It happened slowly, lesson by lesson, question by question. And it all started with a teacher who didn’t give us easy answers, but instead asked the kind of questions that stay in your mind long after the lesson ends.

Here are some useful expressions you might have noticed:

to survive school subjects — «пережить» школьные предметы

to pass the test — сдать тест

to forget everything — всё забыть

to see the point of something — понимать смысл чего-то

to feel unnecessary — казаться ненужным

to ask a simple question — задать простой вопрос

to become quiet — становиться тихим

to rush someone — торопить кого-то

in the following weeks — в следующие недели

to feel strange — чувствовать себя странно

to be used to something — быть привычным к чему-то

to find correct answers — находить правильные ответы

to have an opinion — иметь мнение

to hesitate for a moment — на мгновение сомневаться

to depend on the situation — зависеть от ситуации

to feel guilty — чувствовать вину

to stay with someone — остаться в памяти

to pay more attention — уделять больше внимания

to think about something outside class — думать о чём-то вне уроков

to participate more — больше участвовать

to worry about being right — переживать из-за правильности

to focus on ideas — сосредоточиться на идеях

to change your opinion — изменить своё мнение

You can use patterns like these in your own speech:

I used to think that… — Раньше я думал, что…

At first, I didn’t understand… — Сначала я не понимал…

I started to realize that… — Я начал понимать, что…

It felt strange to… — Было странно…

I would probably… — Я бы, наверное…

I hesitated because… — Я сомневался, потому что…

I think it depends on… — Я думаю, это зависит от…

That moment changed… — Этот момент изменил…

I became more interested in… — Я стал больше интересоваться…

I stopped worrying about… — Я перестал переживать о…

Now think about your own experience:

1. Have you ever had a teacher who changed the way you think?

Yes, I have. One teacher made lessons more interactive and asked us to express our opinions. It helped me realize that learning is not only about memorizing facts.

2. What subjects do you enjoy most at school? Why?

I enjoy subjects where I can discuss ideas, like literature or history. I like them because they help me understand people and real-life situations.

3. Do you prefer memorizing or discussing ideas?

I prefer discussing ideas because it helps me remember information better. When I explain my opinion, I understand the topic more deeply.

4. How do you feel when a teacher asks for your opinion?

At first, I feel a bit nervous, but then I try to speak honestly. I think it is important to share ideas even if they are not perfect.

5. What makes a good teacher in your opinion?

A good teacher explains things clearly and also makes students think. For example, asking questions instead of only giving answers is very helpful.

6. How has your opinion about school changed over time?

My opinion changed because I started to see school as more than just tests. I now understand that it can help me develop thinking skills.

Complete the sentences:

I used to think that school subjects were ______ to survive.

The teacher asked a very ______ question on the first day.

At first, I felt ______ when discussing my opinion.

I realized there was no single ______ answer.

That lesson changed the way I ______ about school.

My First Day at a New School

I still remember that morning very clearly, even though it was a few years ago. Everything felt slightly unfamiliar, like I was stepping into a place where I didn’t fully belong yet. My bag felt heavier than usual, and I kept checking it, making sure I had everything I needed. It was my first day at a new school.

On the way there, I tried to stay calm. I told myself it was just another school, just another classroom, just another group of students. But deep inside, I knew it wasn’t that simple. Changing schools always feels like starting over, even if you don’t want it to.

When I arrived, I stood near the entrance for a moment, watching other students walk in groups, laughing and talking easily. They all seemed to know exactly where to go. I, on the other hand, was trying to find my classroom without looking lost. I finally saw a sign with the room number and walked in.

The classroom was already half full. Conversations stopped for a second when I entered, and I suddenly felt like everyone noticed me. The teacher smiled kindly and said, «You must be new. Please introduce yourself.»

That was the moment I had been quietly preparing for all morning.

I walked to the front of the class. My voice felt a little shaky at first, but I said my name, where I came from, and something small about myself. It didn’t feel very impressive, but I finished without stopping, which already felt like a small success.

Then I had to choose a seat. I didn’t want to sit alone, but I also didn’t know anyone. After a short moment of hesitation, I sat near the middle of the room next to a student who looked friendly.

She turned to me and said, «Hi, I’m Emma.»

That simple sentence made things easier.

During the first lesson, I tried to focus on what the teacher was saying, but I also kept noticing small details — how the classroom worked, how students interacted, how quickly everyone understood the routine. I felt a bit slow at first, like I was always one step behind.