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The Unexpected Mentor

When I started my new job at a medium-sized technology company, I expected the usual challenges: learning unfamiliar software, remembering dozens of names, and trying not to look lost in the corridor. What I didn’t expect was that the hardest part would be understanding the company’s culture. Everyone seemed friendly, but there were unspoken rules about who could interrupt whom in meetings, how quickly you were supposed to reply to messages, and even which jokes were acceptable. On my first Monday, my manager introduced me to the team and then hurried off to another meeting. I was left with a laptop, a long list of tasks, and the uncomfortable feeling that I should already know what I was doing. People were busy, headphones on, screens full of charts. I told myself I’d figure it out by observing. After all, asking too many questions can make you look incompetent. By Wednesday, I had made my first mistake. I sent a message to the whole department asking for a file that, as it turned out, was stored in a shared folder everyone used daily. No one was rude, but the silence that followed felt louder than any criticism. Later that afternoon, a colleague called Marta stopped by my desk. She didn’t laugh or lecture me. Instead, she said quietly, “It happens. The folder system here isn’t obvious at first.” Then she showed me where everything was and, more importantly, explained which channels to use for different kinds of questions. Over the next few weeks, Marta became an informal guide. She never acted like she was doing me a favour, which made it easier to accept her help. She also didn’t solve problems for me; she showed me how to solve them. When I struggled to present an idea in a meeting, she suggested I send a short summary beforehand so people could read it in advance. When I worried that I was too slow, she reminded me that speed without accuracy creates more work for everyone. What surprised me most was that Marta wasn’t a manager. In fact, she had joined the company only a year earlier. One day, I asked why she spent time helping new people when she clearly had her own deadlines. She shrugged and said, “Someone did it for me. And if you learn faster, the whole team benefits.” It was a practical answer, not a sentimental one. Looking back, I realise my early fear of appearing incompetent was actually slowing me down. Marta’s approach made the workplace feel less like a test and more like a shared project. I still make mistakes, but now I correct them sooner because I’m not wasting energy pretending I’m perfect. If there’s one lesson I’ve taken from my first month, it’s that the best support often comes from the person who remembers most clearly what it feels like to be new.

Questions

1. What did the writer find most difficult at the beginning of the new job?

2. Why did the writer avoid asking many questions at first?

3. What was the writer’s mistake on Wednesday?

4. How did Marta generally help the writer?

5. What does Marta’s answer suggest about her motivation?

6. What is the writer’s main message in the text as a whole?

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.