Sp Otlight o» Exam Booster Workbook Second Edition Francesca Mansfield Carol Nuttall and Language Testing 123 NATIONAL : GEOGRAPHIC | « e CENGAGE LEARNING ** Learning: Australia + Brazil « Japan « Korea + Mexico + Singapore + Spain « United Kingdom + United States NATIONAL 9 CENGAGE GEOGRAPHIC 4* Learning LEARNING Spotlight on Advanced Exam Booster Workbook © 2015 National Geographic Learning, a part of Cengage Learning With Key (2nd Edition) ALL RIGHTS RESERVED No part of this work covered by the copyright herein may be reproduced, transmitted, stored or used in any form or by Francesca Mansfield, Carol Nuttall and any means graphic, electronic, or mechanical, including but not limited to Language Testing 123 photocopying, recording, scanning, digitising, taping, Web distribution, information networks, or information storage and retrieval systems, Publisher: Gavin McLean except as permitted under Section 107 or 108 of the 1976 United States Publishing Consultant: Karen Spiller Copyright Act, or applicable copyright law of another jurisdiction, without Senior Development Editor: Jen Nunan the prior written permission of the publisher Marketing Manager: Charlotte Ellis Content Project Manager: Tom Relf | For permission to use material from this text or product, submit all requests ;1 i | online at cengage.com/permissscieons Manufacturing Buyer: Eyvett Davis | Further permissions questions can be emailed to :Ị Head of Production: Alissa McWhinnie i‘ permissionrequest@cengage.com ; Cover design: Oliver Hutton Original page design: Oxford Designers & IIlustrators/ ISBN: 978-1-285-84938-6 National Geographic Learning MPS Limited Cheriton House, North Way, Andover, Hampshire, SP10 5BE United Kingdom Compositor: QBS Learning Cengage Learning is a leading provider of customised learning solutions with office locations around the globe, including Singapore, the United National Geographic Liaison: Kingdom, Australia, Mexico, Brazil and Japan Locate our local office at Wesley Della Voila international.cengage.com/region Cengage Learning products are represented in Canada by Nelson Practice Test: Helen Chilton Education Ltd Audio production: Tom Dick and Debbie Productions Visit National Geographic Learning online at ngl.cengage.com Visit our corporate website at www.cengage.com Printed in Greece by Bakis SA 'j: 123456789 10-1817 1615 14 | Contents UNIT TITLE PAGE 1 2 ĐEQHUHDE ;::;sesrisszerrrisesrriserasueaersn 7 2 = Achild’s word « wsss access ewessseniisawess 18 3 Äre you game? 23 4 HUI€KA Qua 31 S Safe aid Sound?’ sae ss same sss s ayes s cae es am ee 39 6 Halevand hearty: ssccissnawecisameviswecsamwes 47 7 Wish you were there 55 8 Making ourmark 63 9 Brushstrokes and blueprints 71 10° The good lite sa sssau sessta sedm is ewa: i sams 79 11 Making ends meet g7 12 Bchind the silver screen 95 13 Getting the message acrosS 103 14 Gaiaslegacy 11 15 Ourglobalvilage 119 16 Endings - and new begimnings 127 Practice TOSt ss ans is aaea asa 9 Seco 24 Suis BE o eee oe 135 Listening sœripfS 160 TRIOPMAHON TUES vse oss wera oo as meme ee số 171 Speaking referencerfiles gwuh tận ents inte near tee ptr —” Pe 8o Outline, ‘Whig set hposppoingg sa tihinngg of ftheeapatst? TRedeen Purganh2 Panga Parag 4 eptiona ‘onteen Wt your esa, n 230-260 wat, nan appropiate se (APPROXIMATELY 40 MINUTES) (15 MINUTES) Listening Speaking You listen to each part twice and write your answers on an © Four parts © There will be two examiners: one who is both interlocutor answer sheet and assessor, and one who is an assessor e Four parts © There will be two or three candidates per group © Each part contains a recorded text or texts and ° You will be expected to respond to questions and to interact in conversational English corresponding comprehension tasks Part 1: Introductory questions e Each part is heard twice A conversation between the interlocutor and each candidate (spoken questions) © There are 30 questions in total Part 1: Multiple choice Part 2: Individual ‘long turn‘ with a brief Three short extracts, from exchanges between interacting An individual ‘long turn’ for each candidate stimuli, with speakers There are two four-option multiple-choice questions response from the second candidate (visual for each extract spoken instructions) Part 2: Sentence completion Part 3: Two-way conversation candidates (written A monologue with a sentence completion task which has eight A two-way conversation between the items You must complete each sentence with information stimuli, with spoken instructions) that you hear in the recording Part 3: Multiple choice involving interacting Part 4: Extension of discussion topics A longer dialogue or conversation questions speakers, with six multiple-choice A discussion on topics related to Part 3 (spoken questions) Part 4: Multiple matching ; M SPEAKING | Five short, themed monologues, with ten multiple-matching questions There are two tasks to complete See the following pages for the Speaking exam tasks: Part 1 14, 45, 123 See the following pages for the Listening exam tasks: Part 2 20, 52, 84, 131 Part 1 12, 67, 99, 131 Part 3 28, 68, 77, 99, 109, 116 Part 2 20, 44, 91, 116 Part 4 36, 61, 93, 99 Part 3 28, 51, 75, 123 —————— — Speaking: sustatning interaction Part 4 36, 60, 82, 107 STEAUNG PAS Siig nteracton Getting started 1 2 3 4 ' | ñ _ Complete the crossword using the clues provided and the words in the box embark generate kick off prompts stimulate provoke trigger establish inaugurate launch found initiate produce Across Down 1 Be the first to get something going 1 Officially make someone your leader 2 Begin a journey, a new life, a career 3 Do something to get a negative or witha special ceremony violent reaction 7 + 4 pt She PI/MRSHibuell hevfangels Se# TEMG ate THEREIN Wik his lines in the play 7 Start something that begins to grow by its own power 6 Pull this to make a loud noise - and 9 Set up and begin a new organisation start a sequence of events 3 BlaVhe-wllltlz—'tÍle game Beginel gins: 40 Make IE; create itandisellt 11 Get it out on the water or out on the shelves 12 To encourage something to happen, develop or improve Reading: reading for specific Answer questions 1-4, using the information in your answers to exercise 1 above information 1 Which writers believe parents should prepare their 1 You are going to read four extracts A—D which are all child for going to school? concerned with children going to school for the first 2 Which writers believe parents should have contact time Read each extract in turn, and decide whether with the school before the child starts to attend? each of these statements about the writer's beliefs is 3 Which writers believe parents should hide their true or false worries from the child? Extract A prepare their child for going 4 Which writers believe it is reasonable for parents to 1 Parents should hide their worries from the child for parents to be worried be worried? to school 2 Parents should Starting school 3 It is reasonable A When a child starts going to primary school, it Extract B is sometimes unclear who feels more nervous — 4 Parents should prepare their child for going the child or their parents And both parties’ fears are justified Of course parents are concerned to school that their offspring may feel they have been 5 Parents should have contact with the school abandoned, or find it difficult to make friends, or not cope with their new surroundings and before the child starts to attend activities However, it is important for the child 6 Parents should hide their worries from the child, that the parents don’t allow their own worry to 7 it is reasonable for parents to be worried, become apparent; worry can be contagious, and may make the child feel he or she is expected orem su sSctrpeuererrecgasfsg-seemfbe=rernece to be fearful The key to a smooth transition is what is done in anticipation of day one at the Extract C school At the very least, tell the child who is 8 Parents should prepare their child for going going to take them there, and give them an idea of how long they will spend away from home to school 9 Parents should have contact with the school B_ What caring parent can be indifferent to their child starting school? It is, after all, a major before the child starts to attend turning point in the lives of both generations 10 Parents should hide their worries from the child Most schools invite the parents to meetings 11 It is reasonable for parents to be worried before the child starts, in order to introduce the parents to the headteacher and teachers — Extract D prepare their child for going particularly the one whose class the child is the school going to be in These meetings are an excellent 12 Parents should have contact with worried opportunity to establish a relationship with to school starts to attend the staff, so the parents can talk about them for parents to be with the child Gaining this familiarity can be 13 Parents should reassuring for the parents, and help them to before the child overcome their nervousness, or at least enable them when talking to the child to focus on the 14 It is reasonable Positive aspects of school, uncoloured by their own worries Both parents and children benefit from some degree of preparation for the child to start school 8