unit 1
TEST FILA A
nome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Reading
TEST
1
Reading – Part 1
Fila A
1 multiple-choice questions. You are
going to read an article about heroes. For
questions 1–8, choose the answer (A, B, C or
D) which you think fits best according to the
text.
‘Heroes’
TESTS
Test 7 Fila A
4
The idea of a hero or heroine has changed
dramatically throughout history. At the time of the
Ancient Greeks, for example, a hero was a demigod.
Stories of heroism served as moral examples and
hero cults that venerated deified heroes such as
Heracles, Perseus and Achilles played an important
role in Ancient Greek religion. The word ‘hero’ in
fact comes from the Greek word meaning ‘hero,
warrior’, literally ‘protector’ or ‘defender’. The word
came to refer to characters who, in the face of
danger and adversity or from a position of
weakness, display courage and the will for
self-sacrifice – that is, heroism – for some greater
good of all humanity. This definition originally
referred to martial courage or excellence but has
been extended to more general moral excellence.
In Anglo-Saxon Britain a hero was definitely
seen as a defender. In times of uncertainty and
invasion, a physical hero was needed, capable of
defending his people from enemies and demons.
The ability to fight and warrior skills were the most
important attributes. As times changed and there
was less fear of foreign invasion, heroes were rebels
against authority, men, like Robin Hood, who
defended the poor against the cruel misuse of
power by those in authority. Heroes and heroines
were those who believed in a cause and were willing
to fight and suffer or risk death to achieve what they
believed to be right. Christopher Columbus was a
hero, Garibaldi too and all the many who ventured
into the unknown in search of new conquests.
What about modern heroes? The modern hero
is less of a physical warrior. In an age of
sophisticated weapons, physical powers are
somehow less convincing. We now have two
distinctive types of hero: the superhero and the
ordinary or ‘accidental’ hero. The superhero is a
type of conventional character, possessing
‘extraordinary or superhuman powers’, dedicated to
protecting the public. Since the debut of the
prototypical superhero Superman in 1938, stories of
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Classe
...................... Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . superheroes – ranging from brief episodic
adventures to continuing years-long sagas – have
dominated comic books and crossed over into
other media, especially films.
Traditionally, a superhero will regularly engage in
physical and strategic combat with a collection of
recurring eccentric and iconic villains. Superheroes
combat threats against humanity, such as aliens and
supernatural or mythological entities, or threats
posed by supervillains. All the computer-generated
graphics and the 3-D possibilities of cinema make
the superhero a real must for modern film genres.
Ordinary or ‘accidental’ heroes are ordinary
people who find themselves in extraordinary
circumstances and act with courage and skill
against great odds, often saving the lives of others.
An example of this kind of hero is the American
pilot who landed his stricken plane on the Hudson
River when all the engines failed, saving the lives of
165 passengers.
Maybe this is the kind of hero we identify with
most. An act of breathtaking bravery that brings a
lump to your throat. We like to think we are all
capable of acting heroically if and when the need
arises. If there is a moral element involved – then
even better –, we want to be on the side of good as
opposed to all the forces of evil. (532 words)
1 For the Ancient Greeks heroes were
A an important moral lesson.
B a religion.
C a type of god.
D religious leaders.
2 The origin of the word ‘hero’ is
A an English word for a Greek hero.
B a Greek word meaning semigod.
C a Greek word meaning someone who
protects or defends.
D a Greek word for fighter.
3 What were the most important characteristics
of an Anglo-Saxon hero, according to the text?
A Supernatural abilities.
B Self-sacrifice.
C Religious beliefs.
D Physical strength and fighting skills.
4 The author gives ‘Robin Hood’ as an example
of which kind of hero?
A One who protects the rights of the
vulnerable.
B One who fights against authority.
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unit 1
TEST FILA A
5 How does the author see the modern hero?
A As a superhero with extraordinary
powers.
B As one of two distinct types.
C As someone without physical skills.
D As an ordinary person.
6 What is meant by ‘computer-generated’ in
paragraph 4?
A Actors created with the help of
computers.
B Films made especially for the computer.
C Special effects in films created by the use
of computers.
D Actions in films highlighted by
computers.
7 What example does the author give of an
ordinary hero?
A An American passenger who is fighting
terrorism.
B A man who saved the Hudson River.
C An American airline that saved 165
passengers.
D An American pilot making an emergency
landing on water.
8 Which definition is closest to the author’s idea
of modern heroism?
A Everyone is a hero.
B Everyone can be a hero.
C Everyone likes to think they might be a
hero in the right circumstances.
D Only truly exceptional people can be
heroes.
Grammar
2 Put the verb in brackets into the correct form.
the latest “Harry
1 ‘(you / see)
Potter” story yet?’ ‘No, but I (read)
a wonderful book about a
new hero called Jonathan at the moment.’
2 My friend (just / buy)
me a
new “Avatar” DVD but it (not work)
so I (take)
it
back to the shop.
3 ‘(you / like)
science fiction
films?’ ‘No, I definitely (prefer)
horror films or thrillers.’
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?’ ‘I (be)
a student. I normally (study)
Modern Languages but at the
moment I (attend)
a course in
Ancient Philosophy.’
5 I (be)
bored! I (think)
I need (take up) ……………
some new hobbies.
6 My mother (be)
a successful
author, she (publish)
seven
books so far.
TEST
1
Fila A
3 Match a beginning (1–6) to an ending (A–F)
and put the verb in brackets into the correct
form.
1 My mother (hate)
2 There (be)
in my class
3 How many swans
4 I (attend)
course this month:
5 I (not buy)
fictions films yet,
6 How many times
horror films,
usually 30 students
a very successful
any science
my brother (buy)
A But I (think)
lots.
about people who
B it (be)
normally (work)
in offices but
(try)
to work on farms.
out of the train
C (you / see)
window?
D she always (leave)
the room
when they (be)
on TV.
E but at the moment 10 (study)
in the library.
F (you / be)
to New York?
Vocabulary
4 Choose the correct option to complete the
sentences.
1 Attendance / Attending has been very good in
the Science Fiction course this year. It is
certainly very success / successful.
2 There is often unwarranting / unwarranted
use of force in horror movies and the plot
is sometimes too complicated to take in /
of / up.
3 ‘Have you just / already / yet seen the film
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5
Test 7 Fila A
C One who has warrior skills.
D One who conquers the unknown.
TESTS
nome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
unit 1
TEST FILA A
nome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
about the frozen planet?’ ‘Yes, in fact I’ve gone
/ been to the cinema twice this week.’
4 Avatar is a truly stricken / striking film
because of all the special effective / effects /
effected.
5 ‘Are you tiring / tired?’ ‘Yes, I’ve taken up /
in / on a new job and I find it really tiring /
tired.’
6 I am feeling rested / restless today. I’ve yet /
already / often finished all my homework and
don’t know what to do next.
TEST
1
Fila A
5 Complete the sentences with the correct
phrasal verb of take.
1 You can use my pen here but please don’t
it
.
2 I’m very tired at the moment so I don’t think I
can
any new jobs.
your
3 The whole class want to
suggestion about a trip to Rome.
4 I really enjoy History although with all those
facts it’s difficult to
everything.
5 The raincoat is too long for me so I’m
it
to the
shop.
6 I need to make a phone call, can you
for me at the bar?
Use of English
Use of English – Part 1
TESTS
Test 7 Fila A
6
6 MULTIPLE-CHOICE CLOZE. For questions
1–12, read the text below and decide
which answer (A, B, C or D) best fits
each gap. There is an example at the
beginning (0).
One of the most famous Hollywood directors,
Martin Scorsese, (0) has chosen to use 3-D
technology for his latest adventure film. Scorsese
is modest about his first attempt in this (1)
format. ‘We were (2)
,’ he says. ‘It was like (3)
a completely new dimension, the
whole picture... I had to take (4)
references to the old 3-D where things came
towards the camera,’ comments the director, who
particularly (5)
a scene where a
menacing Doberman is following the film’s
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‘The shots of the Doberman give me real
!’ says Scorsese.
(6)
‘The more we pushed that shot, the more
we started (7)
. When the nose
comes towards the audience, it is amazingly
(8)
! In 2-D it’s good. In 3-D
it’s better.’
There are dozens of 3-D films coming out.
The one everyone is (9)
in is
Baz Luhrmann’s “The Great Gatsby”. Leonardo
DiCaprio stars in the 3-D remake of the classic
story of the American Dream. One movie critic
who has already (10)
to see
the film says, ‘3-D should be about making you
laugh more, cry more or empathise with your
characters more – and that’s what “The Great
Gatsby” (11)
. Imagine a single
shot of a close-up of a person’s face. A head and
a neck, with a subtle change of expression – a
moment of realisation, a flash of guilt, or even
just a held stare – it is incredibly
(12)
.’
0 A is
B have
C has
D had
1 A excite
B exciting C excited
D excitement
2 A scarring
B scaring C scared
D scarred
3 A taking over
B taking in
C taking on
D taking off
4 A up
B off
C on
D over
5 A likes B is liking
C likened
D like
6 A satisfying
B satisfaction
C satisfied
D satisfy
7 A laughs
B have laughed
C laughed
D laughing
8 A effects
B effectively
C effective
D effectiveness
9 A interest
B interested
C interesting
D uninterested
10 A been
B is being
C goes
D gone
11 A did
C do
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unit 1
TEST FILA A
B is doing
12 A powered
B powerful D does
C powering
D power
Use of English – Part 4
7 KEY WORD TRANSFORMATIONS. Look at
the sentences (1–8). For questions 1–8,
complete the second sentence so that it has
a similar meaning to the first sentence, using
the word given. You must use between two
and five words, including the word given.
Classe
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.
The train
5 In “Avatar” most of the action in the film
happens in another world.
TAKE
Most of the action in the film “Avatar”
.
6 The use of 3-D gives the film a lot of power.
MAKES
The use of 3-D
.
7 A modern hero must be strong and
courageous.
HAVE
A modern hero must
8 The students found the science lessons
fascinating but puzzling.
BY
The students were
the science lessons.
TEST
1
Fila A
.
Writing
8 Write an email to your friend to invite him to
the cinema to see a film you like. Use at least
five of the words in the box.
striking • breathtaking • horror • thriller
• science fiction • western • comedy • character •
loyalty • genre • successful
TESTS
1 There is a meeting in our class today to
discuss a new play.
HAVING
Our class
to discuss
a new play.
2 I have to return this library book before the
end of the week.
TAKE
I have to
before the
end of the week.
3 Jane has gone to the cinema. She went
yesterday too.
SECOND
This is the
to the
cinema this week.
4 It is six o’clock. The train left at five fifty-five.
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7
Test 7 Fila A
nome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .