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The Comeback Season

At the start of last winter, I promised myself I would get “properly fit”. Not the kind of fit where you buy expensive trainers, take one photo for social media, and then reward yourself with a huge pizza. I meant the serious version: regular training, a realistic plan, and a reason to keep going when it was raining and my sofa looked like the best invention in human history. So I joined a local running club. The first evening was a shock. I had imagined a friendly jog and a short chat afterwards. Instead, the coach handed out sessions like a maths teacher giving homework. There were warm-ups, timed intervals, and a long list of words that sounded innocent until you tried them: “tempo”, “threshold”, “recovery”. The club members, however, were not terrifying superheroes. They were ordinary people: a nurse, a taxi driver, a retired engineer, a student, and several parents who looked permanently tired. My first few weeks were a battle between enthusiasm and reality. On good days, I felt proud simply for turning up. On bad days, I kept checking my watch and wondering how a single minute could last so long. I also learned a humbling lesson: improving is not the same as feeling comfortable. The coach kept repeating that progress often feels messy. Some sessions went badly for no obvious reason, while others surprised me. I began to understand that sport is not only physical; it is mental, too. Halfway through the season, the club organised a 10-kilometre race. I didn’t have a dramatic goal like winning, but I did want to finish without stopping. The night before, I slept badly, convinced that I had forgotten how to run. At the start line, the faster runners chatted calmly, as if they were waiting for a bus. I tried to copy their confidence, but my stomach disagreed. When the race began, I started too quickly, which is a classic beginner mistake. By kilometre four, my breathing sounded like I was carrying a piano. Then something changed. A woman from the club ran alongside me and said, “Relax your shoulders. You’re doing fine.” It was such a simple comment, but it pulled me out of my panic. I slowed down slightly and focused on steady steps. I didn’t suddenly feel amazing, yet I felt in control again. I finished the race, tired but pleased, and the time was better than I expected. Later, I realised the best part was not the number on the clock. It was the moment when I chose not to give up. Since then, I’ve noticed how sport quietly affects other parts of life. I plan my week more carefully. I eat with a bit more sense, not because I’m trying to be perfect, but because training makes the consequences obvious. I also sleep earlier, which I used to consider impossible. Most importantly, I’ve stopped thinking of sport as a test I might fail. Instead, it has become a practice: you show up, you learn, and you try again. That idea, more than fitness itself, is what makes me believe this will be a lasting change.

Questions

1. What does the writer mean by getting “properly fit” in the first paragraph?

2. What surprised the writer about the running club on the first evening?

3. What lesson did the writer learn during the first few weeks of training?

4. Why did the writer struggle during the race around kilometre four?

5. What effect did the club member’s comment have on the writer?

6. Overall, what message does the writer communicate about sport?

About Reading Long Text — Cambridge English B2

This Cambridge English B2 Reading Long Text exercise gives you a text followed by 6 multiple-choice questions. Read carefully and choose the best answer for each question.

It tests detailed reading: understanding detail, opinion, tone, purpose, main idea, implication and the writer's attitude.

Frequently Asked Questions

How many questions are in this B2 Long Text exercise?

There are 6 multiple-choice questions based on the text.

What does Reading Long Text test?

Detailed comprehension — detail, opinion, tone, purpose, main idea, implication and attitude.

How can I improve at Long Text questions?

Read the text before the questions, then find the part that each question refers to and answer from the text rather than your own opinion.

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What to do

In this part, you read a text and then answer six multiple-choice questions about it. Each question gives you four options to choose from. Only one is correct.

Some options may state facts that are true in themselves but which do not answer the question or complete the question stem correctly; others may include words used in the text, but this does not necessarily mean that the meaning is correct; yet others may be only partly true.

Leave your own opinions and ideas at the door. You might be an expert in the topic – if anything, this is a disadvantage! You have to read the text for what the writer says, not what you assume they say.

Always question your answers – overconfidence is especially dangerous in this part of the exam.

Strategy

  1. Read the whole text quickly for its general meaning — the gist.
  2. The questions follow the order of the text, although the last question may refer to the text as a whole or ask about the intention or opinion of the writer.
  3. Read each question or question stem and try to identify the part of the text which it relates to.
  4. Look for the option that expresses this meaning, probably in other words
  5. Make sure that there is evidence for your answer in the text and that it is not just a plausible answer you think is right
  6. Check that the option you have chosen is correct by trying to find out why the other options are incorrect.