Use of English PRO

The Quiet Return of Repair Cafés

On a wet Saturday morning, the community hall in my neighbourhood looks unusually busy. People arrive carrying objects that, in another decade, might already have been thrown away: a lamp that flickers, a toaster that refuses to pop, a jacket with a broken zip, a radio that only works when you hold it at a particular angle. They queue politely, clutching their items like patients in a waiting room, and then sit down with volunteers who are ready to take things apart. This is a repair café, a pop-up workshop where local residents can bring broken household goods and try to fix them with the help of someone more experienced. The idea began in the Netherlands, but it has spread quickly across Europe, partly because it offers something many people miss: practical skills shared face to face. It also appeals to those who are tired of being told that the only sensible response to a fault is to replace the whole product. The volunteers are not miracle workers, and they make that clear from the start. A repair café is not a free shop, and it is not a guarantee. Sometimes the problem is too complicated, or the spare part is impossible to find, or the item was designed in a way that makes repair almost pointless. Yet even when nothing is fixed, people often leave feeling they have gained something. They have learned why the object failed, what a reasonable repair would involve, and whether it is worth trying again. What surprises first-time visitors is the atmosphere. Instead of the awkward silence you might expect, there is a steady hum of conversation. While one person searches online for a wiring diagram, another explains how to sew a button properly, and someone else offers advice on where to buy a replacement cable. The café becomes a place where knowledge travels quickly, not through formal lessons but through small, confident suggestions. Of course, repair cafés are not only about saving money, although that matters. They are also a response to a wider problem: modern products are often cheap to buy but expensive to maintain. Many are glued shut, use unusual screws, or come with instructions that assume you will never open them. In that context, repairing something can feel like a small act of independence. Still, it would be unrealistic to claim that repair cafés alone will change consumer culture. They run for a few hours a month, depend on volunteers, and cannot compete with the convenience of online shopping. Their real value may be more subtle. By making repair visible and social, they remind people that objects have a life beyond the moment they stop working. And perhaps, after watching a stranger patiently bring a lamp back to life, you think twice before throwing the next one away.

Questions

1. What does the writer emphasise about the people arriving at the community hall?

2. Why does the writer mention the Netherlands in the second paragraph?

3. What point is made about repair cafés in the third paragraph?

4. What is the writer suggesting about the atmosphere at the repair café?

5. According to the fifth paragraph, why can repairing feel like “a small act of independence”?

6. Which statement best summarises the writer’s overall view of repair cafés?

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.