Reading - Long Text
B2
Cambridge English B2 Exam
Answer questions 1-6 about a text, you are expected to be able to read a text for detail, opinion, tone, purpose, main idea, implication and attitude.
From Horse Cars to Smart Cards
If you complain about a delayed bus or a crowded train, you’re in good company: people have been grumbling about public transport for as long as it has existed. Yet the history of public transport is also a story of cities learning to move millions of strangers efficiently, fairly, and (sometimes) even comfortably. Long before underground railways and contactless payments, most urban travel was done on foot. For those who could afford it, there were private carriages and hired coaches, but these were expensive and limited. The first real step towards “public” transport came when cities introduced shared vehicles that ran on fixed routes and charged standard fares. In the early 1800s, horse-drawn omnibuses began to appear in European and American cities. They were not fast, and they were certainly not smooth, but they offered something new: predictable service for ordinary people. A major improvement arrived with the horsecar (or tram), which ran on rails laid into the road. Because wheels rolled more easily on metal tracks, one horse could pull more passengers than an omnibus could. This small technical change had a big social effect: cheaper fares and wider access. As cities expanded, the demand for reliable commuting grew, and transport companies started to behave like modern businesses, publishing timetables and competing for passengers. However, horses had clear limits. They needed food, rest, and stables, and the streets they worked on were often dirty and crowded. The late 1800s brought electric traction, which transformed urban travel. Electric trams were quicker, cleaner at street level, and could run more frequently. Around the same time, some cities looked for ways to avoid street congestion altogether. London’s Underground, which began with steam trains in the 1860s and later electrified its lines, became a model for metro systems worldwide. Underground railways were expensive to build, but they could carry huge numbers of people without getting stuck behind traffic. In the 20th century, the motor bus became the flexible alternative to rail-based systems. Buses could change routes as neighbourhoods developed, and they required less infrastructure than trams or metros. In many places, buses replaced trams; in others, cities later regretted removing their tram networks and spent decades rebuilding them. Wars, economic crises, and the rise of private car ownership all influenced these choices. When car use increased after the Second World War, public transport in some cities lost passengers and funding, which led to slower services and a poor public image. From the 1970s onwards, environmental concerns and urban congestion pushed many governments to invest again. Public transport began to be seen not just as a service for those without cars, but as a tool for cleaner air and more liveable cities. Ticketing also changed dramatically: paper tickets gave way to magnetic stripes, then smart cards, and now mobile apps. Modern systems collect data to adjust timetables, predict demand, and even inform passengers in real time. Despite all the technology, the central question has stayed the same: who should public transport serve, and who should pay for it? The history of these systems shows that progress is rarely a straight line. Cities try an idea, abandon it, rediscover it, and adapt it—because moving people around is never only an engineering problem; it is a social one too.
Questions
1. What does the writer say about complaints about public transport?
They prove that cities should stop investing in transport.
They are mainly caused by modern technology failing.
They began when underground railways were built.
They have existed for as long as public transport itself.
2. What made early horse-drawn omnibuses an important development?
They replaced walking completely in most cities.
They were faster than later electric trams.
They introduced shared travel with set routes and fixed prices for many people.
They allowed only wealthy passengers to travel comfortably.
3. Why did horse-drawn trams (horsecars) improve transport for passengers?
Trams succeeded mainly because they could go underground.
Passengers preferred trams because they avoided timetables.
Rails reduced resistance so one horse could carry more people, lowering costs.
Horse-drawn trams were cleaner because they produced no street-level pollution.
4. What problem with horses helped drive the move to electric transport?
Horses could not operate on metal rails in winter.
Horses were banned from city centres for safety reasons.
Keeping horses running required space and resources, and streets became unpleasant and crowded.
Horses were too expensive to buy compared with electric motors.
5. Why did buses become especially useful in the 20th century?
They were introduced mainly to reduce air pollution.
They could be rerouted as cities changed and needed less fixed infrastructure than rail.
They were always cheaper to run than every type of tram system.
They carried more passengers than underground trains.
6. What is the writer’s overall message about the development of public transport?
Public transport history is a steady improvement with no major setbacks.
The key to good transport is replacing rail with buses everywhere.
Public transport evolves through repeated experiments shaped by social needs, not just technology.
Ticketing technology is the main reason cities invest in transport.
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
- Read the whole text quickly for its general meaning — the gist.
- 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.
- Read each question or question stem and try to identify the part of the text which it relates to.
- Look for the option that expresses this meaning, probably in other words
- 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
- Check that the option you have chosen is correct by trying to find out why the other options are incorrect.
