242182238-New-Exam-Objective-Chapter-1.pdf

Objective FirstStudent’s Book with answers

Annette Capel Wendy Sharp Fourth Edition

B2

Objective First Fourth Edition is offi cial preparation for the revised Cambridge English: First exam, also known as First Certifi cate in English (FCE). It has been fully updated in line with the revised exam.

Its short units offer a wealth of varied texts and recordings,thorough training in exam skills, solid language development and lively class discussion.

Key features of the Objective First course:

Vocabulary sections informed by the English Vocabulary Profi le, part of the English Profi le project, ensure that students learn the words and meanings they require at B2 level.

A student’s CD-ROM provides extra practice of language and topics covered in the Student’s Book, and includes wordlists which may be used either with or without defi nitions.

24 units, each focusing on a different stimulating topic, make preparing for Cambridge English: First a manageable task.

Complete Cambridge English: First practice tests are available online.

Regular Exam Folders provide systematic exam preparation and practice, covering each paper in detail.

Writing Folders every two units give practice in writing skills and exam technique for the range of skills needed for Paper 2.

Corpus Spots use examples from the Cambridge Learner Corpus to highlight common learner errors and train students to avoid them.

Windows® XP, Windows® Vista, Windows® 7 or Windows® 8Mac® OS X 10.5, 10.6, 10.7 or 10.8

Objective First Student’s B

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Objective CEFR level: Cambridge English exam:

C2 Cambridge English: Proficiency (CPE)

C1 Cambridge English: Advanced (CAE)

B2 Cambridge English: First (FCE)

Cambridge English: First (FCE) for Schools

B1Cambridge English: Preliminary (PET)

Cambridge English: Preliminary (PET) for Schools

A2Cambridge English: Key (KET)

Cambridge English: Key (KET) for Schools

B2 English Profile www.englishprofile.org

© Cambridge University Press 2014

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1 U N I T 1 fa S H I o N m aT T e r S 11

1.1

1b

1a

2a

2b

3a

4b

Fashion matters4a

3b

Speaking1 How important is fashion to you? What sort of

clothes do you prefer to wear? Do you ever have to wear things you don’t really like? If so, when, and why? Talk with a partner.

2 Describe what people in the class are wearing today. Then list topic vocabulary in sets like these.

Clothes: suit, sweatshirt, Footwear: boots, sandals, Jewellery: bracelet, earrings, Headgear: hood, helmet, Materials: woollen, leather, Appearance: casual, smart,

3 Work in pairs. Choose a pair of photos, for example 1a and 1b. Describe what each person is wearing and say something about their appearance.

4 In the same pairs, compare the two people in your photos. These examples may help you.

The one on the left is younger than the one on the right.This girl’s clothes are not as stylish as the other one’s.This man seems to be less serious than the man in the suit.

5 As a class, summarise what you said about the people.

Listening6 021 You will hear some short recordings, where five

of the people in the photos talk about what they like to wear. Say who is speaking in each case.

Here is an example. Speaker 1 is the man in photo b. Look at his photo as you listen.

In this transcript of what Speaker 1 says, some words and phrases are highlighted. This is to show that parts of an exam recording may make you think that other answers are possible. This is why you must listen carefully and check when you listen a second time. I’m not a suit man. Even for work, I can get away with casual stuff, though I still like my clothes to look smart. I love shopping – my favourite place is Paul Smith in Covent Garden. I bought a really nice woollen shirt there recently. Clothes are important to me, but they need to be comfortable as well as stylish.

031 Now listen to the other four speakers and match the correct photo to each speaker. Compare answers with someone else when you have finished.

Speaker 2 Speaker 3 Speaker 4 Speaker 5


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Phrasal verbs with go

8 Complete the sentences with a phrasal verb with go. Use the correct form of go and an adverb or preposition from the box.

go + ahead back for in on over up

example: That new shop has some great swimwear. I went in there yesterday for the first time.

a The prices of leather bags have a lot recently.

b Why are you looking at me like that? What’s ?

c The design company the applicant with the best portfolio.

d I to the same shoe shop but there were no more pairs in my size.

e You’ll need to all the figures in the report to check they’re correct.

f Can I wear your necklace tonight? – Sure, !

9 Now complete this letter with some of the phrasal verbs from . More than one answer may be possible.

1 What advice would you give the writer? Discuss in pairs.

VocabularyPhrasal verbs

Phrasal verbs are used in spoken and written English, especially in informal situations. You already know some basic phrasal verbs: for example, you wake up in the morning and put on your clothes. These phrasal verbs are at A1 and A2 level. However, the ones you will need to learn at B2 will be harder than these because their meaning will be less obvious. Objective First will give you regular help in learning phrasal verbs. In your vocabulary notebook you can organise them• by topic, e.g. phrasal verbs for Fashion and clothes • by main verb, e.g. phrasal verbs with go• by particle (adverb or preposition), e.g. phrasal verbs

with out

In the recordings there are several examples of phrasal verbs. For example, Speaker 1 says:Even for work, I can get away with casual stuff.Be careful with word order: three-part phrasal verbs like the example are never separated. Two-part phrasal verbs containing an adverb have a flexible word order when used with a noun object, but if the object is a pronoun, it always comes between the verb and the adverb. example: I tried on the red jacket. / I tried the red jacket on.

I tried it on.

7 Listen to Speakers – again and tick the phrasal verbs you hear. Then match them to definitions a–i.

add tocut downdress upfit in with

go outkeep up withpull onput together

save upslip onstand outtake back

a be easy to see or noticeb create something by joining or combining

different thingsc return somethingd wear smarter clothes than usuale keep money for something in the futuref reduceg put something on quicklyh go somewhere for entertainmenti understand something that is changing fast

Dear Jayne

Last night, Maria, Sally and I (1) clubbing. I was late back from work, so I just (2) some black jeans and a sparkly T-shirt, but the other two really (3) ! Maria chose a stunning purple dress and sprayed her hair pink. Sally (4) the most outrageous outfi t – red leather shorts, a bright green top and knee-length boots with stars on. When we got there, they both (5) on the dance fl oor and I looked very ordinary in comparison.

Honestly, I can’t (6) them – they’re so fashion-conscious. What would you do in my position?

Now complete this letter with some of the phrasal verbs from . More than one

some black jeans

Corpus spotMany phrasal verbs contain irregular verbs. Be careful with past tense forms – the Cambridge Learner Corpus shows that exam candidates often make mistakes with these.I took off my coat and sat down.NOT I taked off my coat and sat down.


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1.


2 These comparison structures are used with adjectives.

-er than more … than the most …the -est less … than the least …

a Why do we say younger than but less serious than; and the youngest but the most underweight?

b Which common adjectives can we either add -er/-est to or use more/most with?

c What are the spelling rules for forming the comparative and superlative of words like slim and skinny?

Check the Grammar folder when you see this: Check the Grammar folder when you see this:G page 166

Comparison1 Read this short text about the fashion industry. Do you agree with its viewpoint?

4 Now complete the following sentences by using one of the adjectives in , choosing either the comparative or the superlative form.

a Have you painted this room recently? Everything’s looking a lot than before.

b Out of all my friends, Jake wears clothes – take his handmade plastic

coat, for example!c Don’t dress up for the club tonight – everyone’s

looking there nowadays.

d You can’t put those disgusting jeans on again – they’re pair I’ve ever seen!

e I’m a bit worried about Sally. She doesn’t eat a thing and so she’s getting than ever.

f My brother has taste in ties ever – awful designs in really odd colours!

g There’s no way you can fit into my shoes – your feet are a lot than mine!

h Market stalls often offer slightly value for money than shops.

Corpus spotCorrect the mistakes that exam candidates have made with comparatives in these sentences.a What are the better clothes to wear at the camp?b He is famouser than all the others in the film. c You look more tired and thiner.d I would like to buy a much more better one.e It’s now more easy to get there.f This is even worser than before.

3 Give the comparative and superlative forms of these adjectives.

bright brighter the brightest

big

thin

dirty

casual more/less casual

outrageous more/less outrageous

good the best

bad worse

G rammar extra Note the use of a lot and slightly in sentences g and h. These are adverbs of degree, which are commonly used with comparative adjectives. Some adverbs of degree are also used with superlative adjectives, as in this example: Chrissie is by far the most creative student on our design course. Put these adverbs of degree into the following sentences. Which one can be used with both comparative and superlative adjectives?a bit a great deal mucha This ring is only more expensive and it’s

nicer than the others.b Tracksuits may be warmer, but shorts are

the best for running in, whatever the weather.

Why is it that fashion houses design their clothes for the youngest and skinniest men and women? We may not actually want to look like supermodels, but it is a fact that the most underweight models have dominated the world’s catwalks for a very long time. It seems it is not in the interests of the fashion industry to represent an ‘average’ person. Although ‘slimmer’ may not always mean ‘more desirable’ in the real world, fashion succeeds because it carries with it that image of the least achievable � gure.

the best for running in, whatever the weather.G page 166


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5 not as … as / not so … as

You used this structure to compare the people in the photos in the last lesson. Now compare these different types of footwear in the same way, choosing suitable adjectives from the ones below to describe them.

comfortable elegant practical outrageousexample: The high-heeled shoes don’t look as

comfortable as the flip flops.

6 Identify the comparative adverbs in this short newspaper article and then explain how they are formed.

Counterfeit consumer goods – more commonly known as ‘knock-offs’ – are imitation goods that are offered for sale at much lower prices than the genuine products, and they are a big problem for the fashion industry. Knock-offs are now far more readily available than they were a few years ago, both on the web and on market stalls worldwide. These fake designer goods damage the actual brands in more ways than one, reducing their sales and causing them to be regarded

less exclusively, no longer the luxury items they once were. Some people view the matter less seriously, arguing that knock-offs offer a type of free advertising and promotion to the real designer labels. However, there is no getting away from the fact that this is an illegal activity, and the fashion industry is starting to � ght back with high-tech solutions that will distinguish the real goods from cheap copies.

0 Mary is shorter than her brother. NOT Mary is NOT AS TALL AS her brother.1 These sunglasses cost a bit less than my last pair. WERE These sunglasses

than my last pair.2 Coco Chanel was an extremely talented designer. MOST Coco Chanel was one of

in the world.3 I preferred you with curlier hair. STRAIGHT I preferred your hair when it wasn’t

is now.4 This shoe shop is the cheapest one I’ve found. EXPENSIVE This shoe shop is

all the ones I’ve found.

5 Suzanne’s host at the dinner party wasn’t as elegantly dressed as she was.

MORE At the dinner party, Suzanne was far

her host.6 It takes much less time to travel by train than by

car. LOT Travelling by train

travelling by car.7 Harry wears smarter clothes now he has a

girlfriend. LESS Harry dressed

he didn’t have a girlfriend.8 That model is only 17 – I thought she was older. AS That model is not

I thought.

7 What do you feel about counterfeit goods? Would you buy them? Why? / Why not?

8 Practise comparison structures by completing the second sentences so that they have a similar meaning to the first. Use the word given.

FASHIONKNOCK-OFFS

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14 e x a m f o l d e r 1 e x a m f o l d e r 1 15

Exam folder 1

Paper 1 Part 4 Key word transformationsIn this part of the Reading and Use of English paper you are tested on both grammar and vocabulary. There are six questions and an example at the beginning. You can get up to two marks for each question.

1 Read the Part exam instructions below and then look at the example ().

Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the word given. Here is an example (0).

0 Have you got a belt that is cheaper than this one? ← first sentence LESS ← key word – this never changes Have you got than this one? The second sentence must mean the same as the first when it is complete.

The gap can be filled by the words ‘a less expensive belt’, so you write:

Example: 0 A LESS EXPENSIVE BELT

1 mark + 1 mark

Write only the missing words IN CAPITAL LETTERS on the separate answer sheet.

2 Think about what is important in this exam task. What advice would you give another student about answering Part in the exam?

3 Now read the advice given in the bullet points.

● Read the first sentence carefully.

● Think about how the key word given is commonly used.

● Complete the gap with a possible answer. You can use the question paper for rough answers.

● Count the number of words you have used in the gap. You must use not fewer than two and not more than five, including the word in bold. Note that a contracted form such as ‘don’t’ counts as two words.

● Read the completed second sentence to check it means the same as the first.

● Ask yourself whether the words in the gap fit the sentence grammatically.

● Transfer your answer (just the words in the gap) to the answer sheet.

EXAM ADVICE


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14 e x a m f o l d e r 1 e x a m f o l d e r 1 15

4 Complete these key word transformations, using the instructions in 1.

1 ‘A club has just opened in Leeds,’ said Maria to Sally. TOLD Maria club in Leeds.

2 I returned the dress to the shop because it was badly made. TOOK Because the dress was badly made, I to the shop.

3 Some shops try really hard to help you. EFFORT Some shops really to help you.

4 Fifty years ago, cars were slower than they are nowadays. AS Fifty years ago, cars they are nowadays.

5 It’s a lot easier to learn a language by visiting the country where it’s spoken. MUCH You can learn a language you visit the country

where it’s spoken.

6 For me, Stella McCartney is doing a lot more interesting work than other designers today. FAR For me, Stella McCartney is by designer working

today.


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2.1

1 U n i t 2 t H e V i r t U A l w o r l d 1

The virtual world

2 What are the good things about playing games online? Are there any disadvantages?

3 In pairs, decide on the five most important features of any computer game, choosing from a–h below. What else do you look for in a virtual game?

a fast paceb easy to get intoc lots of actiond puzzles to solvee single- and multi-player modesf suitable for all agesg great background musich sophisticated graphics

Speaking1 How far do you agree with the following

statement? Discuss your ideas.

Computer games are anti-social and violent, and their users are mindless nerds.

nerd /nɜːd/ noun [C ] informal someone,

especially a man, who is not fashionable and

who is interested in boring things • nerdy

adjective informal boring and not fashionable

Reading4 Scan the four online reviews of computer games to

answer a–d quickly.

Which game

a is the cheapest?b gets the best review?c seems the least suitable for adults?d has the most impressive soundtrack?

Where did you find this information? How much text did you need to read?

The great thing about this game is that to get anywhere, you need to adopt its unique way of thinking – forget all normal rules. Reality is meaningless here, in a world where up can mean down, left becomes right, and everything feels remarkably weird. The puzzles can’t be solved unless you are willing to spend suf� cient thinking time – and you need to keep an open mind! Part of the game’s charm lies in the almost complete absence of instructions, yet this can also be a drawback, leading to huge frustration. There are no set paths to wander down and you are very much guided by your own curiosity and imagination. And while you’re gathering your thoughts, you can enjoy the background music, which is truly original and builds well in scary moments. Patience is de� nitely required for this game, but there’s great satisfaction for those who rise to the challenge.

1

2

Expect the unexpected – and make full use of your brainpower! **** £39.99

THE VERDICT

This game’s all about � nding power for your ray gun, which you get by capturing tiny cartoon � gures. The ray’s pretty weak when you start – it needs electricity after all – so you only move small objects. This gives you enough power to turn on household appliances like fridges or vacuum cleaners, and locate the electrically charged critters hiding in them. You feel pretty hopeless to begin with, but ten minutes and several hundred hits later, you reach the point of feeling more like a superhero as the adventure develops. You overturn sofas, beds and other huge items, leaving rooms in a very messy state. And that’s nothing! In higher levels, you walk the streets, so powerful that you can lift cars, trucks and eventually entire buildings. It’s a shame that the gun resets to weak with each new level, but there are some impressive gameplay touches that stop you mindlessly breaking stuff – your grandma would approve!

A great sense of progression as you go from weak to strong – never thought electricity could be so much fun! **** £28.75

THE VERDICT

Exam spotFor Paper 1 Part 7 you need to match the questions to the texts in an efficient way. By skimming the text (reading it very quickly, not trying to understand every word but just trying to get a general idea of what it is about) and scanning it (running your eyes over it very quickly, just looking for particular words or information) you can find the answers more quickly. These are essential skills to learn.


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VocabularyCollocations

Vocabulary development beyond topic sets is essential for B2 level. Word formation, phrases, phrasal verbs and collocations are all important areas.Learn which words commonly go together – nouns after a certain verb, adverbs with adjectives, etc. Some words have a close association, for example bitterly disappointed. Strong collocations like these are tested in the exam.

6 Read reviews 1– and find the nouns that go with verbs a–d. Then choose two more collocates for each verb from the box.

a solve (review 1)b spend (review 1)c reach (review 2)d take (review 3)

advantage conclusion crime fortunegoal interest money problem

5 In groups of four, choose one review each and skim the text to find out what sort of game it is. Then scan your review to find one good and one bad point, looking out for phrases similar to the ones below. Compare your findings with other groups.

Good pointsThe great thing aboutBad pointsIt’s a shame that

This game is not demanding, perhaps because it’s primarily aimed at kids under ten, though with only six levels and no multi-player mode, it’s likely to be a bit disappointing even for the youngest of players. The little guy jogs along endlessly at a slow rate, which gets extremely boring at times. Jumping works OK, with a nice double-jump facility for things that are out of reach. Graphically, the game looks good with its bright and colourful cartoony feel, and occasionally there’s some really nice background animation too. It’s just too bad there isn’t more content – games of this type are becoming more and more complex, but not this one! Even kids will get through most of it in an afternoon, as the puzzles and tasks are far too simple.

G rammar extra -ly adverbsAll the adverbs below were used in the reviews of computer games. Write down their related adjectives and then say what the spelling rules are for forming these adverbs.easily endlessly graphically remarkably trulySome adverbs do not end in -ly. The most common of these are fast, hard, late and well. Note also the adverbs hardly and lately, which have different meanings. Explain the meaning of the adverbs used below.a She hardly thought about work while she was on holiday.b He thought hard before answering.c There have been a lot of good films lately.d We arrived late for the film, which had already started.

Corpus spotCorrect any spelling mistakes that exam candidates have made with adverbs in these sentences.a Unfortunatelly, I’m quite busy at the moment.b If I were you, I would definitly spend my evenings reading

by the fireside.c You just have to say your name and the computer opens

the door automaticly.d Entering the restaurant, you immediatly feel comfortable.e We realy started to work hard the morning before the

show.f You must adjust the laser extremily carefully to get it in

the correct position.g I would like more information, especialy about

accommodation.h The computer completly takes hold of our lives.

3

4

Simplistic gameplay suitable for a very young audience ** £17.99

THE VERDICT

A super-slick bike racer that truly does not disappoint. ***** £27.50

THE VERDICT

Did you know that car games have a poor relation? Yes, it’s their motorbike cousins! Somehow motorbike games never provide the same thrill as car games, but this version comes very close and is easily the best available. There are eight different bikes, nine long tracks and a choice of race styles: Grand Prix or the muddy scrambling type, which gets quite tricky. The intelligence and speed of your 23 computer opponents are high, and guarantee a game demanding enough for the most advanced racer. So get on your bikes and take control!

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2.2


4 Choose the correct present tense for each of these sentences, using the verbs in brackets.

a My new game is sensational – as soon as you a level, you

something completely different to do. (finish, get)b Generally, online customer support

, though some computer manuals are still not accessible enough for users. (improve)

c The developers a number of bugs in their latest app. (deal with)

d In the latest version, a dragon overhead and when you

it. (fly, explode, hit)e The company an interface

to allow users to personalise their documents. (develop)

f Back-up copies time to prepare, but they are essential. (take)

g Whenever you , the system you to enter your password

and then it a random security question. (log on, require, generate)

h If a computer , you the file you

on unless you it regularly. (crash, lose, work, save)

5 Skim the extract from an article about ‘googlewhacking’ on the opposite page. Then fill each gap with a suitable present tense of one of the verbs in the box. Use each verb once only. There is one extra verb you do not need.

add become believe change createencourage find out google meanrefer sound spend submit update

Compare your answers with another student.

In which gaps can both the present simple and the present continuous be used? Is there any change in meaning?

Which of the verbs that you used do not have a present continuous form? Verbs not normally used in the continuous tenses are called ‘stative’ verbs. Do you know any more verbs like this?

Review of present tenses1 Identify the underlined tenses in examples a–d.

Then complete the grammar explanation below.

a The little guy jogs along endlessly at a slow rate.b While you’re gathering your thoughts, you can

enjoy the background music.c It’s a shame that the gun resets to weak with

each new level.d Games of this type are becoming more and

more complex.

The present tense is used for permanent situations (example ….) or to talk about actions which are habitual or repeated (example ....). On the other hand, the present

tense is used for temporary situations (example ....), or for situations that are changing or developing (example ....).

2 Explain the other uses of each tense that are illustrated in these examples.

a We’re buying a new computer next weekend.b If you finish all the levels within an hour, you

get extra points.c Don’t talk to me while I’m playing! d Once you decide where to go, let me know.e All the planets in our solar system orbit the sun.

3 Correct any mistakes with tenses in these sentences. Some sentences are correct.

a Electronic books are becoming more and more popular.

b This week only, the shop sells all software at 20% off.

c Don’t shut down the computer as I’m downloading a film.

d As soon as you are playing this game, you realise the graphics are tremendous – everything is so realistic.

e My neighbour gives me access to his wifi this week but I’m planning to install my own on Monday.

f When you visit the website, you are getting a choice of free downloadable applications.

g Once I find a useful site, I’m bookmarking it for future reference.

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VocabularyWord formation

Recognise words that are formed from a common base word and record them together to help you remember them. For example, at B2 you should know the noun truth, the adjective true and the adverb truly. Word formation using prefixes and suffixes is tested in the exam. You will also need to know some words with negative prefixes, as in this word family: happiness, unhappiness; happy, unhappy; happily, unhappily.Many nouns have a related adjective formed with the suffix -y, as shown at the end of the dictionary example for nerd on page 16.

6 Make adjectives in this way from the nouns below. The first three are used in the reviews. What are the spelling rules in c and d?

a trick b mess c mud d ice

7 Many of these adjectives came up on pages 1–1. Divide them into two meaning groups, positive and negative. Which adjectives contain a prefix or a suffix? Which one contains both?

accessible colourful dull excellent favourable hopeless impressive mindless sophisticatedtricky unhelpful

Three of these adjectives are tested in 8, and some may also be useful in the writing task on pages 20–21.

8 Use the word given in capitals to form a word that fits in the numbered gap. Look at the words on either side of the gap to decide whether an adjective, adverb or noun is needed.

Tablet computers are growing in (0) POPULARITY . They generally weigh far less than laptops and are much more (1) for people on the move. Many (2) that are developed for tablets incorporate a pen-friendly user interface and/or the (3) to handwrite directly into a document. They are very (4) when it comes to viewing photo slideshows or movies, though reading books (5) on a tablet can be (6) , depending on the screen display.

0 POPULAR1 ACCESS2 APPLY3 ABLE4 IMPRESS5 ELECTRONIC6 TRICK

An experienced web user, Gary Stock, came up with the term ‘googlewhack’, which (0) REFERS to a single entry on a Google search page. It (1) increasingly dif� cult for googlewhackers like Gary to achieve their aim: the appearance of the message “Results 1-1 of 1” on their computer screen. For one thing, people (2) new web pages and (3) existing ones all the time, which in turn (4) more and more entries on Google. Also, anyone who (5) their googlewhack to a website (6) another entry just by doing that.

Perhaps all of this (7) like a waste of time, but Gary Stock (8) that googlewhacking is a meaningful activity that (9) people to surf the web again, just like during the early days of the Internet. According to many, Google (10) our lives by broadening our knowledge of the world. People certainly (11) about new or unusual things by googlewhacking – from ‘bartok nosepieces’ to ‘jillionaire incinerate’! But if you (12) these phrases on your computer today, will they still be googlewhacks?

D O YO U N E E D M O R E P R AC T I C E ? C D - R O M U N I T S 1 – 2 © Cambridge University Press 2014

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20 w r i t i n g f o l d e r 1 w r i t i n g f o l d e r 1 21

2 Underline the informal language in this exam task.

You have received a letter from your English friend Alex. Read Alex’s letter and then write your letter to Alex.

Write your letter. (140–190 words)

Writing folder 1

Decide for each extract who could have written it, who it was probably written to and why.

Paper 2 Part 2 Informal letters1 Look at the extracts below. Which two would you

describe as informal? How did you decide?

Assessment focus

Think about the target reader and the purpose of the letter. This will help you decide on a suitable style. Style is assessed as part of communicative achievement, which carries up to five marks.

Write your letter. (140–190 words)

Hi! Guess what? My parents have given me some money for passing my exam, so I can splash out on something really cool. I can’t choose between buying a new computer game or saving up a bit more and getting some clothes. Which do you think would be better? And can you suggest what exactly I should get?Thanks, Alex

I want to let you all know about our staff get-together last week. It’s a pity more of you weren’t there as it was a terrifi c occasion. Why not come along next time? There’s free coffee and biscuits!

This is to inform you of the decisions taken at last week’s meeting. Please note that all members of this department are strictly required to be present at such meetings and action may be taken in future to ensure this.

Anyway, let me tell you about the party Jack is having

on Saturday. Well, just about everyone is coming –

even that weird guy Sam from college! Jack says he

wants us all to be there, so you’d better not miss it.

Why not come down for a few days? You can stay at my

place if you want.

B

C

ADear Alex

What brilliant news in your letter! I wish to offer you congratulations about the exam. Moreover, how nice to have some spare cash.

You say you can't decide if to buy a computer game or some clothes. Don’t you think that if you choose some new clothes you must save up a bit more money f irst? Clothes are not as cheap than computer games and I know you like expensive designer outf its. If you choose computer game, which one? There are so many available and to my mind they are all the same. In my opinion you should spend the money in something else. Why don’t you get yourself a new dictionary, for example? Then it would be easier for you to study, wouldn’t it?

I hope you will consider my suggestion seriously and I look forward to receiving a reply from you in due course.

Yours sincerely

3 The sample answer below would get a low mark, for several reasons. What are they?

Correct the errors in paragraph 2 and rewrite paragraphs 1 and in an appropriate style.

4 Work in pairs. Plan how will you answer the task using the advice below and on the next page. Then write your answer.

Content ideas

Decide whether you think your friend should buy a game or clothes and note down some reasons to support your view. Then think about one specific game or item of clothing. What is special about it? Compare your ideas.

Game: topic, best points, price Clothes: material, colour, style

L anguage input

You need to include these functions:

Congratulations Opinion Advice/Suggestion


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20 w r i t i n g f o l d e r 1 w r i t i n g f o l d e r 1 21

Formal or informal?

5 Write Inf next to the expressions that are informal.

Initial greetingsIt was great to hear from you. InfI am writing with reference to your letter. Thanks for writing to me.

CongratulationsWell done! I would like to offer congratulations on Let me congratulate you on

OpinionIn my opinion To my mind I hold the view that Personally, I have no doubt that My own thoughts are

Advice/SuggestionWhy not try What about trying It is recommended that you You could I urge you to I suggest that If I were you

LinkersMoreover Also Then again Furthermore Better still As well as that What’s more Additionally

EndingsDo drop me a line if you have time. I look forward to hearing from you without delay. Hope to hear from you soon. Keep in touch. I hope to hear from you at your earliest convenience.

Opening and closing an email or a letterMatch these opening and closing formulae and say when you should use each of them.Hi Brad Yours faithfullyDear Jayne CheersDear Sir Yours sincerelyDear Ms Jones Love

O rganisation

Clear paragraphing is important. In the sample answer, paragraph 2 is too long and the ideas in it are muddled. Make a plan before you start writing.

• Use this plan for your letter.– Opening formula– Paragraph 1 Initial greetings and

congratulations– Paragraph 2 Opinion about which item the

friend should buy– Paragraph 3 Description of one specific item– Paragraph 4 Final remarks– Closing formula

• Choose appropriate linkers from the list in 5 opposite to improve the flow of ideas in each paragraph.

S tyle

Writing in a consistent style will help to keep the reader’s attention. Here are some typical informal features. There is at least one example of each in the sample.

Contracted forms, for example I’m, don’tPhrasal verbs Phrases with get, take, have, etc., for example take a lookSimple linking words, for example ThenDirect questions, for example What about …?Some exclamation marks (not too many!)

Editing your work

You must read through what you have written and correct any mistakes. Ask yourself questions a–d.

a Is the grammar accurate?b Is the spelling correct?c Is there enough punctuation?d Is the style consistent?

The first letters of the five headings above spell out the word C-L-O-S-E. It is important to think about these five elements (Content, Language, Organisation, Style, Editing) for all Paper 2 tasks. And the word ‘Close’ will also remind you to finish a piece of writing, for example by signing off a letter.


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The Teacher’s Book contains teaching notes, extra teaching ideas to extend or shorten the length of the activities and clear, comprehensive answer keys. The Teacher’s Resources CD-ROM contains 12 progress tests and answers. You will also fi nd unit wordlists as well as a list of B1 phrasal verbs which learners will build on as they progress through the course to B2.









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Objective First

Teacher’s Book

Fourth Edition C

apel and Sharp

Objective FirstTeacher’s Bookwith Teacher’s Resources CD-ROM

Annette Capel Wendy Sharp Fourth Edition

B2

Objective

with

CD-ROM

Windows® XP, Windows® Vista, Windows® 7 or Windows® 8Mac® OS X 10.5, 10.6, 10.7 or 10.8

CEFR level: Cambridge English exam:









B2 English Profile www.englishprofile.org



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fa s h i o n m at t e r s 1110 u n i t 1

TOPIC:

1

E xtension activityAs an additional ice-breaker, bring in various items of clothing, both men’s and women’s; if possible, try to get hold of some obviously less fashionable items. Hold the clothes up one by one, asking what they are and eliciting student preferences.

Allow students around five minutes for this initial discussion, which is an opportunity to warm up the topic and talk about something familiar. If this is a new class, the activity will also give you a chance to walk round and make a quick assessment of their level and speaking ability. It is normal at this stage of a course for students to be nervous about speaking, so do encourage them. Explain that by the end of the course, their confidence will be sky-high!

Write up some useful sentence starters on the board:

Likes I really like ... I prefer to wear ... What I absolutely love is ...

Dislikes I hate ... I wouldn’t be seen dead in ...

Fashion matters

1.1 Exam skills Speaking Paper 4 Part 2 Listening Paper 3 Part 3 Vocabulary Appearance, clothing and the

fashion industry Phrasal verbs

1.2 Grammar focus Comparison Grammar extra Adverbs of degree Exam skills Reading and Use of English Paper 1

Part 4

Workbook contentsSpelling Phrasal verbs Reading – comprehension, superlatives, vocabulary Grammar – comparatives Reading and Use of English Paper 1 Part 4 – key word transformations

1.1 SB pages 10–11

Lesson planTh roughout the Teacher’s notes, approximate timings are given for guidance. Th ese relate to two lengths of lesson: SV (short version), corresponding to a lesson of 60–70 minutes, and LV (long version), for a lesson of around 90 minutes. Below these timings, there is always an indication of what to cut out of the lesson (and set for homework) for the short version or, conversely, what to develop in the long version. Relevant suggestions for extra activities are included in the notes.

Speaking 30–40 minutesListening 15–20 minutesVocabulary 20–30 minutes

SV Spend less time on topic vocabulary in 2; set 8 for homework.

LV See Extension activity for 1.

Speaking1 The beginning of this lesson is conducted as pairwork.

Explain to students that for the Speaking test they will be in pairs, with two examiners present. Refer students to pages 6 and 7 of the Student’s Book for further information about this and other parts of the examination.

TOPIC: TOPIC Fashion; describing people

2 Ask students to describe people in other parts of the classroom. This can be done as a guessing game, where one student in the pair describes what a certain person is wearing and the other says who is being described. For a weaker class, start the activity off by describing someone briefly in a couple of sentences and asking the students who you are describing.

Students can then work in pairs or groups brainstorming topic vocabulary. Ask them to make their lists using the headings given. Allow enough time for this (at least five minutes), as some of the vocabulary will be needed for the subsequent Speaking and Listening tasks. Some of the following vocabulary will be useful:

Clothes: jeans, jacket, T-shirt, polo shirtFootwear: trainersJewellery: necklace, ring Headgear: hat, baseball capMaterials: cotton, silk, polyester, suede, fur Appearance: untidy, scruffy, fashionable


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fa s h i o n m at t e r s 1110 u n i t 1

031 Ask students to listen to the four remaining extracts and match the photos to the speakers. They should do this on their own and only compare answers when they have finished. Only play the recording a second time if they need to check their answers. (They will listen to the four extracts again in 7.)

Discuss with students how to record new words in a vocabulary notebook. Topic vocabulary is often best learned in sets, with suitable headings like those above.

3 In pairs, students take it in turns to describe each of the people in the pair of photographs they have chosen. Allow them up to three minutes for this and remind them to use the vocabulary they have just listed. They should not compare a pair of photographs yet.

4 Students now make comparisons between the people in the pair of photographs they have chosen. Refer them to the examples given, but encourage them to use their own ideas too.

5 Elicit some of these ideas and summarise what has been discussed by writing up a few sentences about each pair of photographs. Try to use different comparison structures on the board. Explain that the next lesson (1.2) will have a grammar focus, where these structures will be looked at and practised.

Listening

6 021 Tell students that they are going to hear five short recordings, as an introduction to the matching task in Paper 3 Part 3. These will contain a variety of accents, as in the real exam.

The first recording is used as an example and students look at photo 3b while they listen. Then suggest that they read the transcript and think about the words in bold, to make them aware of the need to listen carefully. Before repeating the recording, explain that the checking of answers is an essential activity at the second listening in the exam.

Recording scriptSpeaker 1: I’m not a suit man. Even for work, I can get

away with casual stuff, though I still like my clothes to look smart. I love shopping – my favourite place is Paul Smith in Covent Garden. I bought a really nice woollen shirt there recently. Clothes are important to me, but they need to be comfortable as well as stylish.

Recording scriptSpeaker 2: I started working this year, so I’m able to

get new clothes more regularly than before, when I had to save up for months. I buy a lot online. My mum thinks I should cut down the amount I spend on clothes, but my image is really important to me: if someone sees me in something once, I don’t like to go out in it again – well, not for a while, in any case. I like to wear bright colours and my make-up’s a bit outrageous. I always dress up when I go clubbing. I buy a big range of styles and I try to keep up with the latest fashions.

Speaker 3: Shopping for clothes isn’t really my scene, if you know what I mean. I don’t really mind what I wear, to tell you the truth. I’m the least fashion-conscious person I know! I suppose if anything I favour the casual look. I’ve got two pairs of jeans and I wear them mostly with a sweatshirt or something. I have got one favourite T-shirt, which a girlfriend gave me. It’s red and it’s got a sort of abstract design printed in navy blue on the back. She said she gave it to me so I would always stand out in a crowd!

Speaker 4: My clothes have to be comfortable, make me feel relaxed as soon as I slip them on. I often put together outfits from stuff I find in street markets – they’re less expensive that way. Second-hand clothes can be real bargains, and usually they’ve hardly been worn! I’ll change the look of my clothes quite frequently, you know, sew in a new piece of material, swap buttons, dye something a different colour, just for a change. I make a lot of my own jewellery, though having long hair, I don’t wear earrings very often.

Speaker 5: My friends take far less trouble with clothes than I do – sometimes they wear the tattiest things ever! As my job involves dealing with people, I have to make an effort to look good all the time. I like to present a classy, sophisticated image. I go shopping for clothes about once a month, though if I see something by chance, I’m quite likely to go for it there and then. I think I’ve got good taste and I very rarely make a mistake when I buy clothes. I did take a jacket back last week, but that was because it was badly made.

AnswersSpeaker 2 – 2a Speaker 3 – 1aSpeaker 4 – 4b Speaker 5 – 3a

T eaching extraEvery unit in the course contains core topic vocabulary. Suggest students make posters for the classroom wall to help them remember some of this vocabulary. Store the posters after a unit is finished, and display them again at a later stage in the course (see Revision Unit notes on page 38). For Unit 1, a poster could be prepared for each of the headings given in 2, with pictures from magazines added.


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12 u n i t 1 fa s h i o n m at t e r s 13

1 Following the discussion, ask students to report their ideas to the class.

1.2 SB pages 12–13

Lesson plan

Grammar focus 60–80 minutesGrammar extra 10 minutes

SV Set 8 for homework.LV Spend longer on discussion in 1; include the

Extension activity aft er 5.

Comparison 1 Ask students to read the short text individually. Elicit

students’ views on the text. Is it still true that the fashion industry prefers to use the skinniest models? Why is this?

Point out that the text contains a number of superlative adjectives: the youngest and skinniest, the most underweight, the least achievable.

2 In this course, the approach to grammar is an inductive one. Students at this level have generally been taught all the basic structures and now need to review what they know. In most grammar focus lessons, students discuss examples and formulate explanations or rules. They can then check their understanding is correct by referring to the Grammar folder at the back of the Student’s Book.

Ask students to look at the comparison structures given and discuss answers to the three questions in pairs. Allow them up to ten minutes for this, encouraging them to explore each question fully and make notes if appropriate. Refer students to the Grammar folder, page 166.

Vocabulary

8 Draw students’ attention to the Corpus spot. Explain to students that phrasal verbs are often used more informally than one-word verbs with similar meaning.

AnswersThe phrasal verbs heard are: cut down dress up go out keep up with put together save upslip on stand out take backa stand out (3)b put together (4)c take back (5)d dress up (2)e save up (2)

f cut down (2)g slip on (4)h go out (2)i keep up with (2)

Answersa gone upb going on

c went ford went back

e go overf go ahead

Answers1 went out2 slipped on3 dressed up

4 put together5 stood out6 keep up with

Corpus spotThe authors have referred extensively to the Cambridge Learner Corpus, an electronic collection of Cambridge English Language Assessment candidates’ scripts from all over the world. Currently containing more than 45 million words of data, around 3 million words of recent candidate writing are added to the Cambridge Learner Corpus each year. This unique resource has given the authors a more accurate and up-to-date picture of what B2 learners around the world can and can’t do.

7 Start by checking how much students know about phrasal verbs. Explain that these are very common, particularly in informal, spoken English. Play the recording for Speakers 2–5 again and ask students to tick the phrasal verbs they hear. Elicit these and write them up on the board. Then ask students to match them to the short definitions. (The numbers in brackets refer to the Speakers.)

E xtension activityStudents can benefi t from working with recording scripts, especially at the beginning of a course. Make copies of the extracts for Speakers 2–5 and ask students to underline the key words or phrases that gave them the correct answers. They can also use the recording scripts as an alternative way of fi nding the nine phrasal verbs in .

E nglish profi leThe fourth edition of Objective First has been informed by the English Vocabulary Profi le, a detailed description of the words and phrases that are known by learners at each level of the Common European Framework of Reference (CEFR). English Profi le is a collaborative programme to enhance the learning, teaching and assessment of English worldwide and its main funding partners are Cambridge University Press and Cambridge English Language Assessment. For more information, visit www.englishprofi le.org

B2


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12 u n i t 1 fa s h i o n m at t e r s 13

G rammar extra In this course, these short sections cover additional small grammar points. They include some explanation and examples. There is usually a short exercise to practise the point, which can be set for homework if necessary.

Corpus spot 6 Ask students to read the short article and identify the comparative adverbs. If they need help, remind them that most adverbs end in -ly. This will help students to locate them.

3 Ask students to complete the table, working in pairs. Remind them to be careful about spelling.

Answersbigger the biggestthinner the thinnestdirtier the dirtiestmore/less casual the most/least casualmore/less outrageous the most/least outrageousbetter the bestworse the worst

Answersa brighter b the most outrageous / the brightestc more casual d the dirtiest e thinner f the worst g bigger h better

Answersa Single-syllable adjectives add -er/-est; longer adjectives

use more / the most.b Some two-syllable adjectives, e.g. common, likely, narrow,

pleasant, simple, stupid.d Adjectives ending in a single vowel and consonant

double the consonant (slim → slimmer); adjectives ending in -y change to -ier/-iest.

Answersa What are the best clothes to wear at the camp?b He is more famous than all the others in the film.c You look more tired and thinner.d I would like to buy a much better one.e It’s now easier to get there.f This is even worse than before.

4 Allow students two or three minutes for this.

5 Explain to students that the structure not so ... as is less common in everyday English nowadays. Allow them up to three minutes to compare the boots and shoes, using the words given.

Answersa a bit; muchb a bit / a great deal / much; much (much can be used

with both comparative and superlative adjectives)

Answersmore commonly more readily less exclusivelyless seriously

Refer students to the Grammar folder, page 166 or ask them to read this after class.

7 The discussion on counterfeit goods could be extended beyond fashion items to other goods, such as DVDs, computer games and perfume.

8 Explain that this exercise is an exam task from Paper 1 Part 4, key word transformations. This task type is introduced in detail in Exam folder 1, which follows Unit 1 (pages 14–15).

Make sure that students read the rubric carefully and remind them that they cannot use more than five words, including the word in bold.

Note that these transformations are below the level of the exam, as a first introduction to the task format.

Answers1 were a bit cheaper / were a bit less expensive2 the most talented designers3 as straight as it4 the least expensive of / less expensive than5 more elegantly dressed than6 is a lot quicker/faster than7 less smartly when8 as old as

E xtension activityIn pairs, students can compare other ‘designer’ objects, such as mp3s/tablets or chairs (comfort/elegance).


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14 e x a m f o l d e r 1

3 Now ask students to compare their notes with the advice given in the bullet points.

Stress that the key word must not be changed in any way. Check that students understand the information about contracted forms.

4 This task can either be set as homework or done in class.

SB pages 14–15

Paper 1 Part 4 Key word transformations Remind students that there is a full description of the exam on pages 7–8 of the Student’s Book. Paper 1 Reading and Use of English has seven parts and candidates have 1 hour and 15 minutes to complete the paper.

The Exam folders can be studied by students on their own outside class, but notes are given below for a mini-lesson in class.

1 Ask students to read the exam instructions carefully. They should then look at the example and the notes in italics.

Explain that there are two marks available, relating to the two parts of the answer. Therefore, even if students do not produce the whole answer, they can still get a mark if one element is accurate.

2 Ask students to close their books and to discuss in pairs what advice to give on this part of the exam. Allow them a couple of minutes to do this and suggest they make notes.

Exam folder 1

Answers1 told Sally about a new2 took it back3 make an effort4 were not / weren’t as fast as5 much more easily if / when6 far the most interesting


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15 u n i t 2 t h e v i r t u a l w o r l d 15

2TOPIC Computer games; the internet

The virtual world

Reading2.1Exam skills Reading – skimming and scanningVocabulary Computers Collocations Word formationGrammar extra -ly adverbs

2.2Grammar focus Review of present tensesVocabulary Word formation: prefi xes and suffi xes Positive and negative adjectives

Workbook contentsListening Paper 3 Part 3 – multiple matchingReading – skimming and scanningGrammar – present tensesVocabulary – computer games; adjectives

2.1 SB pages 16–17

Lesson plan

Speaking 10–15 minutesReading 35–45 minutesGrammar extra 10 minutesVocabulary 10–15 minutes

SV Shorten discussion in 1; set the Corpus spot for homework.

LV See Teaching extra.

Speaking1 Exercises 1, 2 and 3 all provide opportunities for

speaking, allowing you to find out what vocabulary students already know within the topic of computer games. Encourage them to talk about examples of different types of game, e.g. fantasy, combat, sport. Then refer students to the dictionary definition for nerd taken from the Cambridge Learner’s Dictionary. Check understanding of this word and elicit students’ reactions to the statement.

2 Ask students to discuss the question in groups. Then summarise on the board the advantages and disadvantages of playing online computer games.

3 Get students to spend up to five minutes deciding on the five most important features from a–h. This is a useful pre-reading task as a–h highlight some of the phrases from the texts. Elicit students’ ideas of other important features.

4 Explain that the skills of skimming and scanning are essential for Paper 1 Part 7 as time is limited. Ask students to scan the four reviews to find the answers to a–d. Elicit where the information is located.

Answersa 4 Prices come at the end of ‘The Verdict’, at the foot of

each review.b 3 Five stars in The Verdict indicates this is the best review.c 4 The Verdict says ‘suitable for a very young audience’.d 1 At the end of the review, it says the background music

is ‘truly original and builds well in scary moments’.

5 The purpose of this exercise is firstly to get students to skim quickly for general meaning. To encourage them, you could get the groups to compete to see which group is the first to be able to say briefly what sort of game each one is.

The second aim of the exercise is to show students how opinions are signposted in reviews. Explain to students that if they scan for key words and phrases, such as the great thing about and it’s a shame that, they will find answers in texts more efficiently.

Before they begin, elicit the meaning of ‘ray gun’ in review 2. In science fiction stories a ray gun is an imaginary gun that fires energy in the form of heat or light rather than bullets. In this computer game it appears to be a device that can generate electricity and move and operate electrical appliances.

T eaching extraIf your class has no previous experience of skimming and scanning skills, you may want to do some preliminary work with them before starting the Reading section. Make copies of the contents pages of three diff erent magazines, for example one on cooking, one on computers, one on fashion. (The magazines don’t have to be in English.) Divide the class into two groups, A and B. Explain that students in group A will attempt to read each contents page quickly to get a general idea of what all three magazines cover, while group B will have to search for articles on one specifi c topic, which is only dealt with in part of one magazine. Set a time limit of two minutes for this when you hand out the pages. At the end, ask group B to tell you which articles they have found. Then ask them what the other two magazines cover. If they have scanned as instructed, they will not be able to do this, because they will have focused on one section of the text only.


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Corpus spot

G rammar extra Students can discuss this in pairs, referring to the Grammar folder, page 166 if they need help.

2.2 SB pages 18–19

Lesson plan

Grammar 50–60 minutesVocabulary 20–30 minutes

SV Set 5 and 8 for homework.LV See Extension activity in 7.

Review of present tenses1 Allow students 5–10 minutes to discuss the examples

and complete the grammar explanation.

When students have found the good and bad points, get feedback from the groups and check they have identified the signposting language. (Review 4 contains the most.) Review some of this useful language on the board. Then have a class vote on which game seems the most appealing.

Vocabulary6 Elicit the nouns that collocate with each verb. If time

permits, ask students to brainstorm further nouns that collocate with reach and take. Suggest that students might list collocations like these in their vocabulary notebooks, adding to them over time.

Answers Good points Bad points1 you need to adopts its unique the absence of instructions

way of thinking (can also be a drawback) the absence of instructions (part of the game’s charm) original background music

2 impressive gameplay touches It’s a shame that the gun resets to weak

3 guarantees a game motorbike games never demanding enough provide the same thrill

super-slick bike racer

4 nice double- jump facility only six levels really nice background a bit disappointing

animation a slow rate Graphically, the game extremely boring

looks good It’s just too bad there isn’t more content

puzzles … far too simple

Answersa solve puzzles + a crime, a problemb spend (your) time + a fortune, moneyc reach the point (of ) + a conclusion, a goald take control + advantage (of ), an interest (in)

Additional collocations:reach + an agreement, a decision, a targettake + account (of), charge, effect, part, place, pleasure (in), pride (in)

Answerseasy: remove -y; add -ilyendless: (regular) add -lygraphic: add -ally NB This applies to all adjectives ending in -ic apart from public, which becomes publicly.remarkable: remove e; add -ytrue: remove e; add -ly

a She hardly thought about work while she was on holiday. – She didn’t think about work much.

b He thought hard before answering. – He thought carefully, for a long time.

c There have been a lot of good films lately. – There have been a lot of good films recently.

d We arrived late for the film, which had already started. – We arrived after the film had started.

Answersa Unfortunately, I’m quite busy at the moment.b If I were you, I would definitely spend my evenings

reading by the fireside.c You just have to say your name and the computer

opens the door automatically.d Entering the restaurant, you immediately feel

comfortable.e We really started to work hard the morning before

the show.f You must adjust the laser extremely carefully to get it

in the correct position.g I would like more information, especially about

accommodation.h The computer completely takes hold of our lives.

Answersa present simpleb present continuous

c present simpled present continuous

The present simple tense is used for permanent situations (example a) or to talk about actions which are habitual or repeated (example c). On the other hand, the present continuous tense is used for temporary situations (example b), or for situations that are changing or developing (example d).


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E xtension activityEnglish Profile research shows that students may only have met the prefix un- at B1 level; they are likely to know a few more suffixes at B1, including -able, -ed, -ing, -y. Give students the following words and ask them to identify their part of speech and then use un- and one of the four suffixes to form negative adjectives. Students can also write an example sentence for each adjective or, for greater challenge, a paragraph containing all five words.

believe forget health interest luck

Answersbelieve (verb) unbelievableforget (verb) unforgettablehealth (noun) unhealthyinterest (noun or verb) uninterested/uninterestingluck (noun) unlucky

4 Ask students to work through the sentences on their own and then compare their answers in pairs.

Answersa trickyb messyc muddy (Rule: consonants d, g, m, n, p, r, s, t are doubled

before adding -y)d icy (Rule: e is removed before adding -y)

Additional nouns and adjectives:blood – bloodycurl – curlydust – dustyfog – foggy

fun – funnyjuice – juicynoise – noisyrisk – risky

sun – sunnywind – windy

2 Ask students to discuss the other uses shown in sentences a–e in pairs. Elicit their answers and then refer them to the Grammar folder on page 167.

3 Ask students to read sentences a–g carefully and correct any errors. Explain that some sentences are correct. They should give reasons why the corrections need to be made.

Answersa used for talking about an event in the near future

(present continuous)b used in the zero conditional (present simple)c used for talking about something that is happening now

(present continuous)d used in a time clause (present simple)e used for talking about something that is true (present

simple)

Answersa finish; get b is improving c are dealing withd flies; explodes; hit e is developing f takeg log on; requires; generatesh crashes; lose; are working; save

Answersa ✓

b is selling (present continuous for a temporary situation) c ✓ d play (present simple in a time clause)e is giving (present continuous for a temporary situation) f get (zero conditional)g bookmark (present simple for a habitual or repeated

action)

5 Before reading the article, ask students to say how they use Google or another search engine.

Ask students to skim the article for general meaning and then do the gap-filling exercise on their own. Remind them to use a suitable present tense in each gap. When they have finished, they should compare answers and discuss the questions.

Answers1 is becoming2 are creating / create3 (are) updating / update4 means5 submits6 is adding / adds

7 sounds 8 believes 9 is encouraging 10 is changing 11 find out 12 google

The extra verb is spend.

Vocabulary6 Elicit the adjectives and spelling rules. If time permits,

ask students to generate more adjectives ending in -y from nouns. Some examples are given below.

AnswersPositive: accessible, colourful, excellent, favourable, impressive, sophisticatedNegative: dull, hopeless, mindless, tricky, unhelpfulUnhelpful has both a prefix and a suffix.

Answers1 accessible (adjective)2 applications (noun)3 ability (noun)

4 impressive (adjective)5 electronically (adverb)6 tricky (adjective)

8 Explain that there is a Word formation task on Paper 1 Reading and Use of English. This is a shorter version than the actual exam task, which has 8 questions. Advise students to look at the words around each gap to determine the part of speech that is required, and whether a singular or plural noun is needed (see question 2).

Refer students to the list of stative verbs in the Grammar folder, page 167.

7 Ask students to work in pairs to sort the adjectives, using a dictionary if necessary.

d o yo u wa n t t o c h e c k s t u d e n t p r o g r e s s ? p r o g r e s s t e s t 1 o n t h e t e a c h e r ’ s r e s o u r c e s c d - r o m © Cambridge University Press 2014

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18 w r i t i n g f o l d e r 1

how well organised the text is and the variety of linking words and cohesive devices used. Language focuses on both the range and accuracy of the vocabulary and structures used.

Ask students to quickly correct the errors in paragraph 2: you can’t decide whether to buy; not as cheap as; choose a computer game; spend the money on something else.

The improvements to style in paragraphs 1 and 3 can be discussed quickly and written up after class if time is short.

4 Suggest that students plan their own letters in pairs, working through the ideas given under the C-L-O-S-E headings. Refer them also to the lists of phrases on page 21, which relate to this planning phase. Students often complain that they don’t know what to write about. They need to think around the subject and plan what to say. This does not mean writing the whole piece in rough first. Stress that students don’t have time to do this in the examination and it is not advisable – hurrying over a fair copy leads to words and even sentences being missed out, and leaves no time to check for errors.

Ask students to write the letter for homework, reminding them to write between 140 and 190 words.

5

SB pages 20–21

Paper 2 Part 2 Informal lettersIn Paper 2 Writing, it is important to write in a register that is suitable for the task set. Part 1 is a compulsory essay task requiring an unmarked or semi-formal register. In Part 2, where there is a choice of questions, there may be a letter or email task. If this is a letter of application, the register should be formal. If the task is a letter or email to a friend, it should be informal. Candidates at this level have problems in writing consistently in the appropriate register and Writing folder 1 addresses this issue.

1 Ask students to decide in pairs which two of the extracts are informal. Elicit informal words and phrases from these extracts and write them on the board.

Writing folder 1

Refer students to the Assessment focus. Stress the importance in the exam of identifying the reader and the purpose of the letter or email. Then ask students to discuss possible writers, readers and purposes for extracts A–C.

AnswersB – get-together, It’s a pity …, terrific, Why not …?C – Anyway …, Well …, weird guy, you’d better not, Why not …?, at my place

AnswersA – department head to staff; report on the last meeting and a reminder about the next oneB – departmental secretary to staff in department; invitation to next get-togetherC – friend to friend; invitation to stay for a party

AnswersInformal expressions:Initial greetings: 1, 3Congratulations: 1Opinion: 2, 5Advice/Suggestion: 1, 2, 4, 7Linkers: 2, 3, 5, 6, 7Endings: 1, 3, 4Opening and closing an email / a letter:Hi Brad … Cheers (informal) Dear Jayne … Love (informal) Dear Sir … Yours faithfully (formal; use when the reader’s name is not known) Dear Ms Jones … Yours sincerely (formal)

Answers• failure to answer the question set (the answer ends up

talking about something different)• inconsistent register (paragraphs 1 and 3)• poor organisation: long middle paragraph with an

absence of linkers• language errors in middle paragraph

2

3 Explain that when Paper 2 answers are marked, candidates are assessed in four areas: content, communicative achievement, organisation and language. The mark awarded for content will depend on how fully the target reader is informed in relation to the points given in the question. Communicative achievement covers the appropriacy of the register and format to the type of task set, and the effect of the piece of writing on the target reader. Organisation covers

AnswersHi!, Guess what?, splash out, cool, I can’t (contraction), a bit more.


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Objective FirstWorkbookwith answers

Annette Capel Wendy Sharp


The Workbook with answers with Audio CD provides opportunities for further practice of new language and skills either at home or in the classroom. It includes an exam-style listening exercise every other unit.









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CEFR level: Cambridge English exam:









B2 English Profile www.englishprofile.org Objective

Fourth Edition

B2



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1 Fashion matters

4 U N I T 1

2 Correct the spelling errors in these sentences written by exam candidates.

a You can immagine how excited I was.

b There is a beautifull view from up there.

c The concert was briliant.

d This was only the beggining.

e According to the writter, it is expensive.

f They did not appologise for this.

g I hope you weren’t dissapointed.

h Hapiness is the most important thing.

Phrasal verbs3 Complete the following sentences with phrasal verbs

from the box in an appropriate form.

dress up get away with keep up with

pull on put together smarten up stand out

a I go to at least ten big fashion shows a year, just

to the latest designs.

b Joan asked me to paint the flat with her, so I

an old sweatshirt and

my tattiest pair of jeans.

c Henry could

wearing jeans in his last job, but now he has

had to himself

.

d Nigel for the

party, but when he arrived, he really

, as everyone else was

wearing casual clothes.

e Alice has an amazing

outfit using recycled clothing and glass beads.

VocabularySpellcheck1 Clothes Show Live is a huge fashion exhibition that

takes place every December in Birmingham. Read this extract from the catalogue proofs. Check the spelling before it goes to print! An example is given. There are ten more errors to correct.

For a career in modeling. You could become the next supermodel!

STANDS IN HALL 6

modelling

Simply LeatherAn exiting range of leather clothing, from casual jackets to the smartest suites. Watches, belts, bags and sunglasses also available.

❤ LoveBomb ❤Unisex clubwear for the really fashion-conscius, with diferent abstract prints that glow in the dark!

ExpressGet some free advice on your hairstile. Make-up demonstrations too.

C AThe brightest and most outragous designer bags! Fantastic headgear too, including stylish caps and hats.

ool ccessories

GeminiGemini makes beautiful jewelery from crystals and gemstones, including braclets, earings and pendants. And it’s less expensiv than you might think!

Elite Premier Model Agency

Corpus spotThink carefully when to use double consonants – the Cambridge Learner Corpus shows exam candidates often make mistakes with these.

It was impossible to find a pair in my size.NOT It was imposible to find a pair in my size.


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FA S H I O N M AT T E R S 5

5 Now read these statements about the text and say whether they are true or false.

a There are no other

jeans as old as

these.

b Seth Weisser paid

$10,000 for the

jeans.

c Lynn Downey is an

employee of Levi’s.

d The jeans are made

completely of one material.

e The jeans have fewer pockets than ones made

after 1902.

f The Levi’s company is more than 100 years old.

6 Underline the four superlative forms in the text.

7 Find words in the text that mean the same as a–f.

a too much

b common

c suitably

d pleased

e worn out

f surprisingly

GrammarComparison8 Make sentences using a comparative adjective and

any other words needed. An example is given.

a Cotton shirts/cheap/woollen ones.

Cotton shirts are cheaper than woollen ones.b Flat shoes/comfortable/high-heeled ones.

c Jeans/casual/trousers.

d Supermodels/thin/other people.

e Lily Cole/young/Kate Moss.

f New York/big/San Francisco.

g Jogging/dangerous/bungee-jumping.

h Clubbing/tiring/studying.

9 Rewrite the following sentences using the structure not as … as and the word in bold.

a Last year the prices in this shop were lower.

CHEAP

This year the prices in this shop are

last year.

b I think this exercise is easy.

DIFFICULT

This exercise is I

thought.

c Ben won the race but George came second.

FAST

George was Ben.

Reading4 Look at the photo of a pair of jeans. How old do you think they are? Read

the text quickly to find out.

$25,000 may sound excessive for a tatty pair of jeans, but the ones in this picture are not an ordinary pair of Levi’s. Th ey are said to be one of the two oldest pairs left . Th ey are certainly the most expensive!

Discovered last year in an old coal mine in Colorado, they were initially sold for $10,000 and then sold on again at a higher price. Th en Seth Weisser paid even more for them. Co-owner of a store appropriately called What Comes Around Goes Around, he decided to contact Levi’s in San Francisco. ‘I sent them pictures of the jeans and they were delighted. Th ey would have paid $40,000, I think!’

Levi’s has its own museum and Lynn Downey, the company historian, said:

‘I knew this would be a treasure that everyone in the company would want us to have, so Levi’s agreed to pay one of the highest sums ever for a pair of old jeans.’

Apart from a hole in the left pocket and frayed edges at the bottom, the jeans are in remarkably good condition for their age. Ms Downey was able to date them by their leather patch, which was added in 1886, and the single back pocket. A second pocket was added in 1902. She said: ‘Perhaps the most important reason why Levi’s bought these jeans is that the company lost everything in the 1906 San Francisco earthquake and the fi rst 50 years of our history was destroyed.’

G Student’s Book page 166


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6 U N I T 2

The virtual world2

Listening1 021 You will hear five short extracts in which people

are talking about computer games. For questions 1–5, choose from the list (A–H) the job of each person. Use the letters only once. There are three extra letters which you do not need to use.

A soldier Speaker 1 1

B software developer Speaker 2 2

C sales manager Speaker 3 3

D psychologist Speaker 4 4

E graphic artist Speaker 5 5

F sportsperson

G teacher

H nanny*

* someone whose job is to look after a family’s children

while their parents are at work

Reading2 Skim this text about two children, Harry and George.

Do they prefer computer games or board games?

3 Scan the text for words or phrases that mean the same as a–h.

a company

b enjoy

c breaking off

d finding solutions

e luck

f restrict

g enthusiastic

h put

Richard and Vicky Sabotowski try to work hard at

their design business, as well as spend time with

their two young sons. As games lovers themselves,

the couple have found a way to make the most of

their time at home. ‘We always appreciate playing

games as a family,’ said Vicky, briefl y interrupting an

exciting but tense game of Monopoly. ‘The children

– Harry, 5, and George, 9 – really like games such

as Connect 4 and Guess Who?, which involve

working out problems. Because these are games of

chance, the cleverest people don’t always win – and

the children love beating us!’

The children both have computer games, but Vicky

believes they fi nd board games more fun. ‘We try to

limit how often they play on the computer because

there’s no social interaction. When they do play

they get bored easily, but if we suggest a game of

something like Connect 4 they are always keen.

To me, computer games are a bit of a cop-out –

something to plonk your child in front of while you

go and do something else.’

George agreed. ‘With computer games you play

them on your own and they get really boring. I much

prefer playing board games.’


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FA S H I O N M AT T E R S 5

5 Now read these statements about the text and say whether they are true or false.

a There are no other

jeans as old as

these.

b Seth Weisser paid

$10,000 for the

jeans.

c Lynn Downey is an

employee of Levi’s.

d The jeans are made

completely of one material.

e The jeans have fewer pockets than ones made

after 1902.

f The Levi’s company is more than 100 years old.

6 Underline the four superlative forms in the text.

7 Find words in the text that mean the same as a–f.

a too much

b common

c suitably

d pleased

e worn out

f surprisingly

Grammar

Comparison8 Make sentences using a comparative adjective and

any other words needed. An example is given.

a Cotton shirts/cheap/woollen ones.

Cotton shirts are cheaper than woollen ones.b Flat shoes/comfortable/high-heeled ones.

c Jeans/casual/trousers.

d Supermodels/thin/other people.

e Lily Cole/young/Kate Moss.

f New York/big/San Francisco.

g Jogging/dangerous/bungee-jumping.

h Clubbing/tiring/studying.

9 Rewrite the following sentences using the structure not as … as and the word in bold.

a Last year the prices in this shop were lower.

CHEAP

This year the prices in this shop are

last year.

b I think this exercise is easy.

DIFFICULT

This exercise is I

thought.

c Ben won the race but George came second.

FAST

George was Ben.

Reading4 Look at the photo of a pair of jeans. How old do you think they are? Read

the text quickly to find out.

$25,000 may sound excessive for a tatty pair of jeans, but the ones in this picture are not an ordinary pair of Levi’s. Th ey are said to be one of the two oldest pairs left . Th ey are certainly the most expensive!

Discovered last year in an old coal mine in Colorado, they were initially sold for $10,000 and then sold on again at a higher price. Th en Seth Weisser paid even more for them. Co-owner of a store appropriately called What Comes Around Goes Around, he decided to contact Levi’s in San Francisco. ‘I sent them pictures of the jeans and they were delighted. Th ey would have paid $40,000, I think!’

Levi’s has its own museum and Lynn Downey, the company historian, said:

‘I knew this would be a treasure that everyone in the company would want us to have, so Levi’s agreed to pay one of the highest sums ever for a pair of old jeans.’

Apart from a hole in the left pocket and frayed edges at the bottom, the jeans are in remarkably good condition for their age. Ms Downey was able to date them by their leather patch, which was added in 1886, and the single back pocket. A second pocket was added in 1902. She said: ‘Perhaps the most important reason why Levi’s bought these jeans is that the company lost everything in the 1906 San Francisco earthquake and the fi rst 50 years of our history was destroyed.’

G Student’s Book page 166


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1 Fashion matters

4 U N I T 1

2 Correct the spelling errors in these sentences written by exam candidates.

a You can immagine how excited I was.

b There is a beautifull view from up there.

c The concert was briliant.

d This was only the beggining.

e According to the writter, it is expensive.

f They did not appologise for this.

g I hope you weren’t dissapointed.

h Hapiness is the most important thing.

Phrasal verbs3 Complete the following sentences with phrasal verbs

from the box in an appropriate form.

dress up get away with keep up with

pull on put together smarten up stand out

a I go to at least ten big fashion shows a year, just

to the latest designs.

b Joan asked me to paint the flat with her, so I

an old sweatshirt and

my tattiest pair of jeans.

c Henry could

wearing jeans in his last job, but now he has

had to himself

.

d Nigel for the

party, but when he arrived, he really

, as everyone else was

wearing casual clothes.

e Alice has an amazing

outfit using recycled clothing and glass beads.

Vocabulary

Spellcheck1 Clothes Show Live is a huge fashion exhibition that

takes place every December in Birmingham. Read this extract from the catalogue proofs. Check the spelling before it goes to print! An example is given. There are ten more errors to correct.

For a career in modeling. You could become the next supermodel!

STANDS IN HALL 6

modelling

Simply LeatherAn exiting range of leather clothing, from casual jackets to the smartest suites. Watches, belts, bags and sunglasses also available.

❤ LoveBomb ❤Unisex clubwear for the really fashion-conscius, with diferent abstract prints that glow in the dark!

ExpressGet some free advice on your hairstile. Make-up demonstrations too.

C AThe brightest and most outragous designer bags! Fantastic headgear too, including stylish caps and hats.

ool ccessories

GeminiGemini makes beautiful jewelery from crystals and gemstones, including braclets, earings and pendants. And it’s less expensiv than you might think!

Elite Premier Model Agency

Corpus spot

Think carefully when to use double consonants – the Cambridge Learner Corpus shows exam candidates often make mistakes with these.

It was impossible to find a pair in my size.NOT It was imposible to find a pair in my size.


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242182238-New-Exam-Objective-Chapter-1.pdf

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Transcript of 242182238-New-Exam-Objective-Chapter-1.pdf