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The Weekend That Wasn’t Really a Break

On Friday afternoon, as I shut down my laptop, I promised myself a quiet weekend. I had worked late all week, my inbox was multiplying like rabbits, and my friend Lena had been sending increasingly dramatic messages about how I was “forgetting what daylight looks like”. So I decided: no emails, no projects, no catching up. Just sleep, a long walk, and maybe a film I wouldn’t need to analyse. The plan lasted exactly twelve hours. On Saturday morning I woke to a message from my neighbour, Mr Patel, asking if I could “quickly” look at his new phone because it was “doing something strange”. Mr Patel is the kind of person who says “quickly” and means “until you miss lunch”. Still, I went downstairs, partly because I didn’t want to be rude and partly because I was curious. His phone, it turned out, wasn’t broken at all; he had simply managed to change the language settings and was convinced it had been hacked. While I was there, Mr Patel mentioned that the community centre was short of volunteers for their local history exhibition. “It’s only for today,” he said, using the same dangerous word again. I laughed and told him I was trying to rest. But then he added, almost casually, that the exhibition included old photographs of the street before the new flats were built. That caught my attention. I have lived here for six years and realised I knew almost nothing about what came before. An hour later I was carrying boxes of posters into the community centre, telling myself it was still a kind of break because it wasn’t office work. The organisers were friendly but clearly stressed. The printer had failed, one speaker had cancelled, and someone had misplaced the labels for the photo display. I offered to help with the labels, thinking it would be a simple task. It wasn’t. The handwriting on the back of the photos was faded, the dates didn’t always match, and two pictures looked almost identical except for a tiny change in the shop signs. As the morning went on, more people arrived than anyone had expected. Some were elderly residents who treated the exhibition like a reunion; others were young families who had come in from the park because it started raining. I spent most of the time listening. One woman pointed at a photo of a bakery and said she still remembered the smell of bread on winter mornings. A teenager, who had clearly been dragged along, suddenly became interested when he recognised his school building in a picture from the 1980s. By late afternoon, I was tired in the way you get when you have been busy but not pressured. When the last visitor left, the main organiser thanked us and said, “You’ve saved the day.” Walking home, I realised I hadn’t thought about my inbox once. My weekend hadn’t been quiet, but it had reminded me that rest isn’t always the same as doing nothing. Sometimes it’s simply doing something that feels useful in a different way.

Questions

1. Why does the writer decide to have a quiet weekend?

2. What does the writer discover about Mr Patel’s phone problem?

3. What persuades the writer to help at the community centre?

4. Why is labelling the photos more difficult than expected?

5. What is suggested about the visitors to the exhibition?

6. What is the writer’s main point in the final paragraph?

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.