Reading Mastery
Test 2 · Parts 5–7
A second exam-style reading set that marks every answer instantly and shows you the exact line that proves it.
Reading for detail and opinion
Read the text and answer questions 31–36, choosing the answer (A, B, C or D) that fits best. Two marks each.
Strategy, tips & common traps
What it tests: detail, opinion, feeling, reference, and meaning in context.
- Read the whole text first; the questions follow the order of the text.
- Find the exact line that proves your answer before you choose.
- Watch for options that repeat words from the text but change the meaning.
- For “how did the writer feel” questions, look for feeling words and tone.
When I told my friends I had got a summer job at the local garden centre, most of them laughed. They were planning to spend July and August by the pool, and here I was, about to spend my holidays watering plants and carrying bags of soil. Looking back, though, taking that job was one of the best decisions I have ever made.
The first week was, I admit, a disaster. I knew nothing about plants, and I managed to kill an entire shelf of cactuses by watering them far too much. My manager, Mrs. Doyle, did not shout. Instead, she handed me a battered old book about plant care and told me to read a chapter each evening. To my surprise, I actually found it interesting, and within a month I could tell customers exactly which flowers would survive in a shady garden.
What I had not expected was how much I would enjoy talking to people. At school I had always been quiet, the sort of person who dreaded speaking in front of the class. But behind the counter, helping a nervous beginner choose their first houseplant, I forgot to be shy. The customers were not judging me; they simply wanted advice, and I had it to give.
The job was not always pleasant. On hot days the greenhouse felt like an oven, and there was one regular customer who complained about everything, no matter what I did. At first he upset me, but Mrs. Doyle taught me not to take it personally. “Some people,” she said, “just need someone to listen.” After that, I let his complaints wash over me, and eventually even he started to smile.
By the end of the summer, something had changed. I had earned my own money for the first time, which felt strangely powerful. But more than that, I had discovered that I was capable of far more than I had believed. The shy boy who could not imagine giving up a summer by the pool had, it turned out, been hiding a person who could handle responsibility, learn quickly, and talk to strangers all day long.
When September came, I did not want it to end. Mrs. Doyle offered me a weekend job during term time, and I accepted without hesitation. My friends, tanned and bored, asked me whether I regretted wasting my summer. I just smiled. They would never understand that, while they had been relaxing, I had been busy becoming someone new.
Following the article
Six sentences have been removed from the article below. Choose from sentences A–G the one that fits each gap (37–42). There is one extra sentence you do not need. Two marks each.
Strategy, tips & common traps
What it tests: how sentences connect — reference words, linkers, and the flow of ideas.
- Read the whole article first so you understand the story.
- Track words like this, however, instead, their — they point back to something.
- Check the sentence before and after each gap; the missing line must link to both.
- The extra sentence is meant to look tempting — leave it until the end.
When fourteen-year-old Amara Singh suggested keeping bees on the roof of her school, most of her teachers thought she was joking. 37 Two years later, the school’s rooftop is home to three busy beehives and produces enough honey to sell at the local market.
Amara’s idea did not come from nowhere. She had read that bee populations were falling dramatically, with serious consequences for the food we eat. 38 She was determined to do something about it, however small.
Persuading the school was not easy. Some staff worried that the bees would sting students, while others doubted that teenagers could manage such a project responsibly. 39 Slowly, their objections began to fade.
The first months were a steep learning curve. Amara and her small team had to study how to care for the hives, when to harvest the honey, and how to keep the bees calm. 40 Their patience was eventually rewarded with their first jar of golden honey.
The project has had effects nobody predicted. Teachers now use the hives in science lessons, and the school garden has bloomed as the bees pollinate the flowers. 41 Even students who were once frightened of insects have become fascinated by them.
Amara is now training younger students to take over when she leaves. 42 Whatever she does next, she has already proved that one determined teenager can change the world around her, one hive at a time.
Scanning for detail
Read about four teenagers who taught themselves a new skill. For questions 43–52, choose from the people (A–D). The people may be chosen more than once. One mark each.
Strategy, tips & common traps
What it tests: finding specific information and paraphrased detail quickly.
- Read the questions first, then scan the texts for the detail.
- The answer usually paraphrases the question rather than repeating its words.
- People can be chosen more than once, so don’t expect an even spread.
- Re-read the exact sentence before you commit.
A — Nadia, guitar
I taught myself to play the guitar during a long, boring summer when all my friends were away on holiday. With nothing else to do, I picked up my brother’s old guitar and started watching free lessons online. The first few weeks were genuinely painful — my fingers were so sore from pressing the strings that I could hardly hold a pen — but I kept at it. Slowly, it began to sound like actual music. Now I play in a band with friends, and I can’t imagine life without it. My only regret is that I didn’t start years earlier; imagine how good I’d be by now.
B — Leo, coding
When I told my parents I wanted to learn to code, they were not impressed — they saw it as a waste of time that would distract me from my schoolwork. I taught myself anyway, mostly late at night, and after months of effort I built a simple phone app of my own. It wasn’t always smooth: once, I lost weeks of work because I forgot to save a file properly, which was heartbreaking. These days, though, I’m the person classmates come to when their own projects won’t work, and helping them might be the part I enjoy most.
C — Mia, drawing
I started drawing as a way to relax whenever I felt stressed about exams. For a long time I kept it completely to myself — I didn’t show my sketchbooks to anyone, not even my closest friends, because I was sure they wouldn’t be any good. I improved mainly by copying pictures I admired, and only later did I begin to develop a style that felt like my own. To my amazement, people now actually pay me to draw portraits of them and their pets. It still feels strange that something I once hid in a drawer has become a small source of income.
D — Sam, cooking
I learned to cook out of necessity, really. Both my parents work long hours, and someone had to put food on the table for my younger sisters. My early attempts were terrible — I once set off every smoke alarm in the house and nearly decided cooking just wasn’t for me. What kept me going was my grandmother, who phoned me every Sunday with a new recipe and refused to let me give up. Now I cook for the whole family most evenings, and far from being a chore, it has become the part of the day I find most relaxing.
English Refresher · B2 First for Schools · Test 2 · Reading Parts 5–7