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Taken from: https://englishpracticetest.net/the-reluctant-hero-b2-english-reading-test/

The reluctant hero

The most endearing thing about Aaron Green – and there are many – is his refusal to accept how famous he’s about to become. ‘I can walk down the street and not be hassled, which is really nice. I kind of hope that continues and I’m sure it will,’ he says earnestly. He seems genuinely to believe that the job won’t change his life. ‘There’s nothing fascinating about my life, and there’s absolutely no reason why that should start happening.’ You can only wish him well.

How lovely if this turned out to be true, but the chances are it won’t, and he must know this. Aaron has been cast as the hero in the latest fantasy blockbuster that will hit our screens next year. The first photo of him in his costume was released last week to an Internet frenzy.

After an award nomination for his last film, Aaron is having the biggest year of his life, but it hasn’t gone to his head. ‘It’s nice if your work is praised, but it’s all very new to me, this,’ he (line 11) says. ‘I really like working in this profession and exploring its possibilities. Who knows what the future holds? We could dream about what might happen next, but there’s not much point. I’m just enjoying my job and want to do well in it in the future, but that’s kind of it, really No big hassles.’

Of all the characters in his last film, which is based on a true story about a group of university students who start an influential blog, Aaron’s character is the one who emerges as most likeable. But he insists that the plot is not as straightforward as it might appear. ‘What’s wonderful about this film is that everyone feels they are the good guy. I don’t think anyone in the cast felt they were playing the villain. It was just a group of human beings that had different opinions.’

It’s a typically thoughtful answer from the 27-year-old, who seems to be a bit of a worrier and prefers to avoid watching himself on screen. Doubtless he doesn’t care for interviews either, but he is so open and engaging that you wouldn’t know it. He felt ‘a heightened sense of responsibility’ playing a real-life person in his last film, but had no contact with the person concerned. ‘These people are living and breathing somewhere – of course that has a great effect on the care with which you approach your work. I kept wondering if he’d come and see the film, if he’d recognise himself in my performance or be angered by it.’

His performance has a vulnerability about it that is almost painful to watch. Does he seek out those parts or do directors see that quality in him? ‘I don’t know, I think it’s probably a bit of both. I certainly have that unwillingness to lose naivety; to lose that childlike way of looking at the world. I find it a very real and profound theme in my life and, talking to other people my age, I think it’s universal.’

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1. True/False/Justify
Aaron Green believes that his rising fame will not change his life significantly.

True / False

Justify your answer with a phrase from the text.

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2. Multiple Choice àConceptual Understanding: Character Development
What is the main reason Aaron Green finds his last role challenging?

a) He had to act alongside famous actors.
b) His character was very different from his personality.
c) He played a real-life person, which added responsibility.
d) The film was based on a fantasy story.

3. Inference Question àConceptual Understanding: Theme & Perspective.
Why does Aaron describe his last film as “not as straightforward as it might appear”?

4. Text-Based Short Answer
According to the article, what aspect of Aaron’s performance makes it “painful to watch”?

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1. Skimming for Main Ideas – Before answering questions, students should read the first and last sentences of each paragraph to get a sense of the article’s overall theme and structure.

2. Scanning for Key Details – When answering factual questions, students should identify keywords in the question (e.g., "fame," "performance," "real-life role") and look for related words or phrases in the text.

3. Making Inferences – For conceptual questions, students should consider the tone and word choice (e.g., Aaron’s “thoughtful” answers, his reluctance to embrace fame) to deduce implied meanings.

4. Summarizing & Paraphrasing – To enhance comprehension, students should rephrase key ideas in their own words before answering, ensuring they truly understand the text rather than copying sentences.

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Taken from: https://englishpracticetest.net/survival-adventure-camp-b2-english-reading-test/#google_vignette

Survival adventure camp

Last summer, I took part in a survival adventure camp in the mountains. It was run by Survive! Adventure Club, and the idea behind it was to give teenagers like me a taste of what it’s like to survive in the wild. There were no luxuries such as showers or shops which you find on other adventure camps. That might have bothered some people – not me, though. Our guides were experienced and reassured us they’d be with us every step of the way. They provided tips to help us make informed decisions about things like where to camp, how to make meals from food we’d find ourselves, and how to get around without maps.

The experience began at the Survive! Adventure Club headquarters at the base of the mountains. There, we were divided into teams for the camp. The teams weren’t based on age and experience but on our performance in a number of team-building tasks, which was a way for the leaders to put us together based on individual skills and personalities, to ensure a good mix in each team. We were led through a series of fun activities, such as making a raft which floated on water and taking part in a quiz. The activities were aimed at helping us make the most of our strengths, in addition to building confidence before the real survival adventure began.

Once we’d decided that we still wanted to take part after the day’s activities, our first night was spent in the cabins at the club’s headquarters. We had a proper bed for the night but the evening meal was down to us – I knew there’d be some kind of challenge for us! Our survival expert, Hans, gave us a lesson on finding food, such as plants, in the wild. He warned us that not everything that looks good is safe to eat, and explained that it’s vital to identify what you’re looking at. Hans not only pointed out what was edible or should be left alone, but also taught us to build a campfire and provided cooking tips. He told us we should see our imaginations, as cooking in the wild was different to cooking at home.

Next morning the real survival adventure began. We’d been advised to take well-fitting hiking boots, warm clothing and waterproofs. I appreciated the advice because as we soon found out, the weather in mountainous regions can be highly unpredictable. After an initial steep climb, we spent the rest of the morning identifying wildlife and learning to navigate using nature alone. We learned to determine where we were heading and what time it was. We put our cooking skills to the test at lunchtime, which was trickier than we’d imagined, though we eventually came up with something we could all eat! When evening fell, we had to locate a spot to put up our tents in. Although we’d been told there was nothing dangerous in the nearby forest, we still kept away from the edges, which put us at ease.

Over the next two days, we made a shelter, learned to treat minor injuries and built a bridge. I was put in charge of the latter and although I hadn’t done anything like it previously and wasn’t particularly keen to be given the responsibility, I discovered a new skill in engineering, which I never thought I’d be good at. The tasks were all fascinating and I’d like to do more of that kind of thing.

It was a wonderful adventure. I had no idea what to expect when I signed up and I wasn’t an outdoors kind of person, so why I thought it was a good idea, I’m not sure! I don’t regret it, though and I’m pleased I didn’t quit, even when things got tougher than I ever thought they would. I always knew I was in the capable hands of the leaders and we had such good fun. I hope to be back again at some point in the future!

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1.      Inference Question à Conceptual Understanding: Personal Growth & Challenge.
What does the writer’s initial uncertainty about signing up for the camp suggest about their mindset before the experience?

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2.      Multiple Choice à Conceptual Understanding: Survival Skills & Teamwork.
Why were the teams formed based on performance in team-building tasks rather than age or experience?
a) To ensure a fair mix of skills and personalities
b) To make the experience more challenging for younger participants
c) To separate inexperienced campers from experienced ones
d) To allow participants to choose their own groups

3.      Text-Based Short Answer
What was the purpose of the survival expert Hans’s lesson on food? Mention two key points he emphasized.

4.      True/False/Justify
The writer expected to enjoy every part of the camp experience from the start.

4. True / False

5. Justify your answer with a phrase from the text.

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1.      Predicting & Previewing – Before reading, students should analyze the title and subheadings to predict what the text will be about. This helps activate prior knowledge about outdoor survival experiences.

2.      Skimming & Scanning – Encourage students to skim for main ideas in each paragraph before diving into details. When answering specific questions, scanning for keywords (e.g., "team-building," "food," "cooking," "shelter") allows them to locate relevant sections efficiently.

3.      Making Inferences – HL students should read between the lines by identifying shifts in tone and attitude, particularly in the writer’s change from doubt to confidence. Discussions about the writer’s transformation can help students develop critical thinking skills.

4.      Analyzing Structure & Themes – Ask students to identify the structure of the text (introduction, challenge, resolution) and discuss the themes of resilience, teamwork, and personal growth. This prepares them for Paper 2’s extended response tasks requiring analysis beyond surface-level comprehension.