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UPractice

Reading Comprehension Practice 72

When I was in middle school, I had a fear of public speaking so intense that the mere thought of raising my hand in class made my palms sweat. I would rehearse answers in my head repeatedly, only to stay silent when the teacher asked for volunteers. It wasn’t that I didn’t have opinions or ideas; I simply felt that my voice didn’t carry enough weight to be heard. I preferred to blend into the background, letting others take the spotlight.

That all changed one spring afternoon during an unexpected event that I can only describe as transformative. Our English teacher, Mrs. Green, had assigned the class a group project on a social issue of our choice. My group decided to focus on environmental conservation—a topic I cared deeply about but had never dared to discuss openly. I thought my role would be limited to creating the slides and helping with research, as usual, while someone else would handle the speaking.

But fate had other plans. The day before our presentation, our designated speaker, Sarah, caught the flu and couldn’t come to school. The group panicked. "Who’s going to speak now?" someone asked, their voice tinged with urgency. The others turned to me, and I felt a chill run down my spine. "You know the topic best," they said. "You should do it."

I protested, my voice shaking. "I can’t. I’m not good at speaking in front of people." But there was no alternative. Time was running out, and the presentation couldn’t be postponed. Mrs. Green, who had been observing from her desk, walked over and crouched beside me. "You’re more capable than you think," she said gently. "Trust yourself."

That night, I barely slept. I rehearsed the presentation in front of my mirror, stumbling over my words, imagining the worst-case scenarios. What if I froze? What if my voice cracked? The weight of my classmates’ expectations felt unbearable. By the time morning came, I wasn’t sure if I was ready, but I had no choice.

When our group was called to the front of the class, my hands trembled as I held the notecards. The classroom, normally a familiar space, felt like an arena filled with judgmental eyes. I took a deep breath and began speaking. The first few sentences were shaky, but as I continued, something unexpected happened. The passion I felt for the topic started to overshadow my fear. I spoke about deforestation, pollution, and renewable energy with a conviction I didn’t know I had. My classmates listened intently, and for the first time, I felt like my words mattered.

When I finished, there was a moment of silence, followed by applause. I couldn’t believe it. Mrs. Green smiled and gave me a small nod, as if to say, "I told you so." My classmates congratulated me, saying they hadn’t expected me to speak so confidently. For the rest of the day, I walked through the hallways with a sense of pride I’d never felt before.

That moment marked a turning point. I realized that the fear of speaking wasn’t as powerful as the feeling of being heard. Over the next few months, I began participating more in class discussions, volunteering for small presentations, and even joining the debate club. Each time, the fear was still there, but it grew smaller with every step I took. I learned that confidence isn’t something you’re born with—it’s something you build, one brave act at a time.

Looking back, I’m grateful for that unexpected opportunity. If Sarah hadn’t been absent, if Mrs. Green hadn’t encouraged me, I might have spent years letting fear hold me back. Instead, I found my voice, and with it, the courage to use it.

1. What is the main idea of the passage?





2. What project topic did the narrator’s group choose?





3. Why did the narrator end up presenting for the group?





4. How did Mrs. Green encourage the narrator before the presentation?





5. What can be inferred about the narrator’s feelings during the presentation?





6. What does the narrator mean by 'the passion I felt for the topic started to overshadow my fear'?





7. Why did the narrator feel pride after the presentation?





8. What does the word 'transformative' most likely mean in the context of the passage?





9. How does the author organize the passage?





10. What lesson does the narrator take away from their experience?





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