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.
The Quiet Return of Repair Cafés
On a rainy Saturday morning, the community hall in my neighbourhood looks unusually busy. People arrive carrying lamps with loose wires, jackets with broken zips and toasters that have stopped working for no clear reason. They are not here to buy anything. Instead, they queue for a table where volunteers with toolboxes and sewing kits are waiting. A hand-written sign reads: “Repair Café — learn, fix, don’t bin.” Repair cafés began as small local projects, but in the last few years they have spread rapidly across many European towns. The idea is simple: rather than throwing away a damaged item, you bring it to a free session where someone helps you repair it. The volunteer doesn’t usually do the job silently while you watch. The point is that you take part, ask questions and leave with the confidence to try again at home. At first, I assumed the people who came were mainly those trying to save money. That is certainly part of the story; replacing a kettle can be cheap, but replacing a winter coat or a laptop is not. Yet, after speaking to several visitors, I realised the motivation often goes beyond the price tag. Many were frustrated by products that seem designed to fail quickly, or by brands that make spare parts difficult to obtain. Others simply disliked the feeling of throwing away something that could still be useful. The volunteers, meanwhile, are not professional repair workers in most cases. Some have technical jobs, but many are retired engineers, hobbyists or people who learned basic skills from family members. One woman told me she comes every month because she enjoys the problem-solving: “It’s like a puzzle, but you get a real-life reward.” The atmosphere is surprisingly social — strangers swap stories while waiting, and children watch with the kind of curiosity that rarely appears when a new gadget is unboxed. However, repair cafés are not a magic solution to modern waste. They cannot always fix complex electronics, and they depend on donated time and materials. There is also a legal grey area: if a repaired item breaks later and causes damage, who is responsible? Organisers usually ask visitors to sign a form accepting the risk, but the question shows that even a friendly local initiative has to fit into a complicated world. Still, it is hard not to see repair cafés as a quiet protest against a culture of constant replacement. They offer something practical — a working lamp, a stitched sleeve — but also something less measurable: a reminder that everyday objects are not automatically disposable. In a society that often treats convenience as the highest value, the simple act of taking an hour to fix a toaster can feel strangely radical.
Questions
1. What does the writer emphasise about the people arriving at the community hall?
They are bringing items to be donated to charity.
They are mostly volunteers who have come to offer help.
They are attending a market to find second-hand goods.
They come to fix items rather than purchase replacements.
2. What is presented as a key aim of repair cafés in the second paragraph?
They aim to raise money for community projects through repairs.
They encourage people to buy higher-quality products.
They mainly exist to provide cheap replacement parts.
Visitors are expected to learn by taking part in the repair process.
3. What did the writer realise after talking to visitors?
Many people are motivated by more than just saving money.
Most visitors prefer repairing because it is faster than shopping.
People mainly bring expensive items like laptops and phones.
Visitors usually blame themselves for damaging products.
4. What does the writer suggest about the volunteers?
They are paid professionals hired by the local council.
They prefer to work alone without talking to visitors.
They are often skilled amateurs who enjoy the challenge and social side.
They are trained to repair only electronic devices.
5. What difficulty is mentioned regarding repair cafés?
They cannot always deal with complicated electronics and face questions about responsibility.
They are unable to repair clothing because sewing is too specialised.
They are unpopular with children, who find them boring.
They refuse to repair items unless the owner provides brand-new parts.
6. Overall, what is the writer’s attitude towards repair cafés?
Supportive: the writer sees them as practical and meaningful, even if limited.
Critical: the writer thinks they are pointless in a modern economy.
Uncertain: the writer cannot decide whether they are helpful or not.
Negative: the writer believes they encourage people to keep broken items.
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.
