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.

A Simple Plan to Read Better

When I started my new job, I thought the hardest part would be learning the computer system. I was wrong. The hardest part was reading long emails quickly. My manager wrote messages with lots of details, and I often missed one important line. I felt embarrassed, so I tried to hide the problem. I would say, “Sorry, I was busy,” when the truth was that I had read the email twice and still felt unsure. One day, a colleague called Marta noticed. She didn’t laugh or act surprised. She simply said, “Do you want a trick that helps me?” Marta explained that she is dyslexic and that reading can take her more time, especially when the text is crowded. She told me something I had never heard before: reading difficulties are not the same as being careless or unintelligent. They are just a different way the brain processes written information. Marta showed me how she changes the way text looks. First, she increases the font size and adds more space between lines. Then she uses a simple font and avoids bright white backgrounds, because they can feel tiring. She also breaks long messages into smaller parts. If an email has five tasks, she copies them into a list and ticks them off one by one. “If it’s not in a list,” she said, “it can disappear in my head.” At first, I worried that these changes would slow me down. In fact, the opposite happened. I stopped rereading the same paragraph again and again. I also began to ask for clearer messages when something was confusing. Instead of saying, “I don’t get it,” I learned to say, “Can you put the actions in bullet points?” People usually agreed, because it helped everyone, not only me. A week later, my manager sent a very long email about a new project. Normally, I would have panicked. This time, I opened it, copied the key tasks into a checklist, and replied with short questions about two unclear points. My manager answered quickly and thanked me for being organised. That was the moment I realised something important: asking for a clearer format is not a special favour. It is a practical way to work well. Now I still read slowly sometimes, but I don’t feel ashamed. I have a system, and I use it. The biggest change is not the font or the spacing. The biggest change is that I stopped pretending. When you stop hiding, you can finally focus on what the text is actually saying.

Answer the Questions

For each question, choose the correct answer

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

  Writing detailed messages to the manager.
  Understanding long emails quickly.
  Remembering colleagues’ names.
  Learning the computer system.

2. How did the writer react at first to the problem?

  They blamed Marta for noticing.
  They immediately told the manager and asked for help.
  They stopped reading emails and waited for phone calls.
  They tried to hide it and gave other excuses.

3. What point does Marta make about dyslexia?

  Dyslexia is caused by using computers too much.
  Dyslexia can be cured by reading more books.
  Reading difficulties do not mean a person is stupid or lazy.
  Only children can be dyslexic.

4. Why does Marta turn email tasks into a list?

  Because it helps her keep track of actions without losing them.
  Because lists make emails look more professional.
  Because ticking boxes is faster than reading.
  Because her manager demands every email is rewritten.

5. What happened when the writer asked for bullet points?

  People usually agreed because it made things clearer for everyone.
  The writer was told to work alone.
  The manager became angry and stopped sending emails.
  People refused because it took too much time.

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

  Technology always makes reading problems worse.
  Managers should write shorter emails to save time.
  You should never admit you have a difficulty at work.
  Clear formats and honest communication can make reading at work easier.

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

mauro micaela

@mauro-micaela

User Prompt

"Create a Part 5 with a simple text for a dyslexic learner"

Tone: Standard
Level: B2

Created on:

Apr 23, 2026

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