Reading

Level B2

Part 5 - Long Text

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Answer multiple-choice questions about a text. You are expected to understand a text for detail, opinion, tone, purpose, main idea, implication and attitude. For questions 1-0 choose the correct answer.

The Quiet Rise of the Repair Café

On a wet Saturday morning, the community hall in my neighbourhood looks unusually busy. People arrive carrying objects that, in a different decade, would already be in a landfill: a kettle that refuses to boil, headphones that only work on one side, a lamp with a loose switch. They are not here to shop or complain. They are here to repair. The event is called a “repair café”, although nobody is pretending it is a real café. There is tea in paper cups and a plate of biscuits, but the main attraction is a row of tables where volunteers with toolboxes sit beside ordinary residents. The volunteers don’t run a business, and they don’t promise miracles. What they offer is time, patience and the confidence to open something up without fear. At first, I assumed the idea was mainly about saving money. With prices rising and wages not always keeping up, fixing a toaster instead of replacing it sounds sensible. Yet the people I spoke to were rarely motivated by cost alone. One woman said she could easily afford a new lamp but disliked the feeling of throwing away something that “still had a life in it”. A student admitted he came because he wanted to learn how to do basic repairs, so he wouldn’t be helpless the next time a cable broke. The organisers explained that the movement began in the Netherlands and spread quickly through Europe. The logic is simple: when we repair more, we buy less, and when we buy less, we waste less. But the organisers were careful not to pretend that a few repaired kettles will solve climate change. They described the cafés as a practical habit that can support bigger changes, such as designing products that are easier to fix and harder to break. Of course, repairing is not always straightforward. Modern devices are often sealed, glued or designed so that the cheapest part is impossible to reach. One volunteer, an engineer, pointed to a cracked plastic clip and said, “This should cost pennies, but it can destroy the whole machine.” Still, even when an item cannot be saved, the process is rarely a failure. The owner learns what went wrong, and the group gains knowledge that can help the next person. By the end of the morning, the hall feels less like a workshop and more like a small lesson in how communities work. People talk to strangers without awkwardness, children watch adults use tools, and nobody is treated like a customer. The repair café does not just fix objects; it quietly challenges the belief that convenience is always the best value. In a world trained to replace first and think later, that is a surprisingly radical message.

Answer the Questions

For each question, choose the correct answer

1. What does the writer suggest about the items people bring to the hall?

  They are brought mainly so people can complain about poor quality.
  They are things that many people would normally throw away.
  They are usually broken beyond any possibility of being fixed.
  They are mostly expensive appliances that need professional servicing.

2. What is the main role of the volunteers at the repair café?

  They accept broken items and take them away to fix later.
  They help people attempt repairs by sharing skills and reassurance.
  They sell replacement parts and recommend new products.
  They repair items quickly while owners wait and pay a small fee.

3. What surprised the writer about people’s reasons for attending?

  Many participants care about learning and reducing waste, not just saving money.
  Most people attend because they cannot afford to buy anything new.
  Nearly everyone comes to repair only electronic devices.
  People are mainly interested in socialising rather than fixing things.

4. What do the organisers say about the environmental impact of repair cafés?

  They only matter environmentally when they focus on large machines.
  They can encourage useful habits, but they are not a complete solution to climate change.
  They will significantly reduce climate change if they become popular enough.
  They are pointless unless governments ban the sale of new appliances.

5. What point does the engineer make about modern devices?

  The main reason devices break is that users do not read instructions.
  Plastic parts are always the best choice because they are inexpensive.
  Small, cheap components can be designed in ways that make whole products fail.
  Devices are becoming easier to open, so repairs are now simpler than before.

6. What is the writer’s overall view of repair cafés?

  They work best as businesses rather than volunteer events.
  They mainly benefit engineers who want to practise their skills.
  They strengthen community spirit while questioning a throwaway culture.
  They are a trendy hobby that will probably disappear soon.

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.

Instructions

Answer multiple-choice questions about a text. You are expected to understand a text for detail, opinion, tone, purpose, main idea, implication and attitude. For questions 1-0 choose the correct answer.

Exercise Details

Author

kmirasprra no

@kmirasprra-no

User Prompt

"Create a B2 Reading & Use of English Long Text exercise following the Cambridge English exam pattern as closely as possible."

Tone: Standard
Level: B2

Created on:

May 27, 2026

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