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

C1

Cambridge English: Advanced (CAE)

B2

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.

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Cambridge English: Preliminary (PET) for Schools Cambridge English: Key (KET) Cambridge English: Key (KET) for Schools

Student’s Book with answers

For revised exam from 2015 h

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Cambridge English: Preliminary (PET)

Objective First O

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

Cambridge English: First (FCE) for Schools

Capel and Sharp

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

A2

Cambridge English: First (FCE)

wi t

Cambridge English: Proficiency (CPE)

Key features of the Objective First course:

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 definitions.

Cambridge English exam:

C2

B1

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

www.englishprofile.org

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CEFR level:

English Profile

Fourth Edition

9781107628304 Capel & Sharp: Objective First Student’s Book With Answers + CD-ROM 4th Ed CVR CMYK

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

B2

Objective First Student’s Book with answers

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

B2 Annette Capel Wendy Sharp © Cambridge University Press 2014

Fourth Edition

1.1

Fashion matters

4a

2a 1b 1a 3a

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4b 3b 2b

Speaking

Listening

1

6

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.

1

UNIT

1

1 02 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. 1 03 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

© Cambridge University Press 2014

Vocabulary

Phrasal verbs with go

Phrasal verbs

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

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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 to cut down dress up fit in with

go out keep up with pull on put together

save up slip on stand out take back

a be easy to see or notice b create something by joining or combining different things c return something d wear smarter clothes than usual e keep money for something in the future f reduce g put something on quickly h go somewhere for entertainment i understand something that is changing fast

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. 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 outfit – red leather shorts, a bright green top and knee-length boots with stars on. When we got there, they both (5) on the dance floor and I looked very ordinary in comparison. them – Honestly, I can’t (6) they’re so fashion-conscious. What would you do in my position?

Corpus spot Many 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. © Cambridge University Press 2014

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

fa S H I o N m aT T e r S

11

1. Comparison 1

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

2 These comparison structures are used with adjectives.

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-er than the -est

more … than less … than

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

the most … 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: G

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Corpus spot Correct 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

1

worse

UNIT

1

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.

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 much a 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. G

© Cambridge University Press 2014

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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 outrageous example: The high-heeled shoes don’t look as comfortable as the flip flops. page 166

G

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

FASHIONKNOCK-OFFS 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 fight back with high-tech solutions that will distinguish the real goods from cheap copies.

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.

0 Mary is shorter than her brother. NOT NOT AS TALL AS Mary is 1

2

3

4

her brother. These sunglasses cost a bit less than my last pair. WERE These sunglasses than my last pair. Coco Chanel was an extremely talented designer. MOST Coco Chanel was one of in the world. I preferred you with curlier hair. STRAIGHT I preferred your hair when it wasn’t is now. 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.

© Cambridge University Press 2014

fa S H I o N m aT T e r S

1

Exam folder 1 Paper 1 Part 4 Key word transformations In 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 ().

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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 than this one? Have you got 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.

EXAM ADVICE

14

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Read the first sentence carefully.

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Think about how the key word given is commonly used.

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

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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.

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

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

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

exam folder

1

© Cambridge University Press 2014

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.

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



3 Some shops try really hard to help you. EFFORT Some shops really 4 Fifty years ago, cars were slower than they are nowadays. AS Fifty years ago, cars

to the shop.

to help you.

they are nowadays.

5 It’s a lot easier to learn a language by visiting the country where it’s spoken. MUCH you visit the country You can learn a language where it’s spoken. 6 For me, Stella McCartney is doing a lot more interesting work than other designers today. FAR designer working For me, Stella McCartney is by today.

© Cambridge University Press 2014

exam folder

1 

15

2.1

The virtual world

Speaking 1

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

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1 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 b c d e f g h

fast pace easy to get into lots of action puzzles to solve single- and multi-player modes suitable for all ages great background music sophisticated graphics

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 sufficient 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 definitely required for this game, but there’s great satisfaction for those who rise to the challenge.

THE VERDICT Expect the unexpected – and make full use of your brainpower!

**** £39.99

Exam spot For 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.

Reading 4 Scan the four online reviews of computer games to answer a–d quickly. Which game

a b c d

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

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

1

Unit

2

2 This game’s all about finding power for your ray gun, which you get by capturing tiny cartoon figures. 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!

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

© Cambridge University Press 2014

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 points The great thing about Bad points It’s a shame that

Collocations 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.

3

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Vocabulary

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!

THE VERDICT A super-slick bike racer that truly does not disappoint. ***** £27.50 4 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.

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

a b c d

solve spend reach take

(review 1) (review 1) (review 2) (review 3)

advantage conclusion crime fortune goal interest money problem

G rammar extra -ly adverbs

All 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 truly Some 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. G

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Corpus spot Correct 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.

© Cambridge University Press 2014

tHe VirtUAl world

1

2.2 Review of present tenses 1

Identify the underlined tenses in examples a–d. Then complete the grammar explanation below.

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)

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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. G

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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.

1

Unit

2

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 create encourage find out google mean refer 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? G

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© Cambridge University Press 2014

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?

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An experienced web user, Gary Stock, came up with the term ‘googlewhack’, which (0) REFERS to a single entry on a increasingly difficult for Google search page. It (1) googlewhackers like Gary to achieve their aim: the appearance of the message “Results 1-1 of 1” on their computer screen. new web pages and For one thing, people (2) (3) existing ones all the time, which in turn (4) more and more entries on Google. Also, their googlewhack to a website anyone who (5) (6) another entry just by doing that. like a waste of time, Perhaps all of this (7) that googlewhacking is but Gary Stock (8) people to surf a meaningful activity that (9) the web again, just like during the early days of the Internet. our lives by According to many, Google (10) broadening our knowledge of the world. People certainly (11) about new or unusual things by googlewhacking – from ‘bartok nosepieces’ to ‘jillionaire these phrases on incinerate’! But if you (12) your computer today, will they still be googlewhacks?

Vocabulary Word 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.

accessible excellent impressive tricky

colourful dull favourable hopeless mindless sophisticated 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 when it comes to are very (4) viewing photo slideshows or movies, though reading books (5) on a tablet can be (6) , depending on the screen display. 0 1 2 3 4 5 6

POPULAR ACCESS APPLY ABLE IMPRESS ELECTRONIC TRICK

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

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

tHe VirtUAl world

1

Writing folder 1 Paper 2 Part 2 Informal letters 1

Look at the extracts below. Which two would you describe as informal? How did you decide? A

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

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.

B

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

C

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.

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

Dear 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

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.

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.

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 Write your letter. (140–190 words)

20

writing folder

1

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

© Cambridge University Press 2014

Opinion

Advice/Suggestion

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O rganisation

Formal or informal?

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.

5 Write Inf next to the expressions that are informal.

• 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’t Phrasal verbs Phrases with get, take, have, etc., for example take a look Simple linking words, for example Then Direct questions, for example What about …? Some exclamation marks (not too many!)

It was great to hear from you. Inf I am writing with reference to your letter. Thanks for writing to me. Well done! I would like to offer congratulations on Let me congratulate you on

Opinion

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

Advice/Suggestion

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

Linkers

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

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?

Initial greetings

Congratulations

Editing your work

Endings

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.





Do 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 letter

Match these opening and closing formulae and say when you should use each of them. Hi Brad Yours faithfully Dear Jayne Cheers Dear Sir Yours sincerely Dear Ms Jones Love

© Cambridge University Press 2014

writing folder

1 

21

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 definitions.

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.

C2

Cambridge English: Proficiency (CPE)

C1

Cambridge English: Advanced (CAE)

B2

B1

A2

Cambridge English: First (FCE) Cambridge English: First (FCE) for Schools Cambridge English: Preliminary (PET) Cambridge English: Preliminary (PET) for Schools Cambridge English: Key (KET) Cambridge English: Key (KET) for Schools

Capel and Sharp

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

Cambridge English exam:

Objective First

SAMPLE teachingsupport.cambridgeenglish.org

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

www.englishprofile.org

Fourth Edition

Teacher’s Book with Teacher’s Resources CD-ROM

For revised exam from 2015

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

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

CD - R

M

h

O

9781107628359 Capel & Sharp: Objective First Teacher’s Book + Audio CD/CD-ROM CVR CMYK

Key features of the Objective First course:

CEFR level:

English Profile

Teacher’s Book

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 find unit wordlists as well as a list of B1 phrasal verbs which learners will build on as they progress through the course to B2.

B2

Objective First

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

B2 Annette Capel Wendy Sharp © Cambridge University Press 2014

Fourth Edition

1

Fashion matters

TOPIC: TOPIC Fashion; describing people

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!

1.1 Exam skills

Speaking Paper 4 Part 2 Listening Paper 3 Part 3 Appearance, clothing and the fashion industry Phrasal verbs

Vocabulary

1.2

SAMPLE teachingsupport.cambridgeenglish.org

Grammar focus Grammar extra Exam skills

Comparison Adverbs of degree Reading and Use of English Paper 1 Part 4

Write up some useful sentence starters on the board: Likes I really like ... I prefer to wear ... What I absolutely love is ...

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

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

E xtension activity

1.1 SB pages 10–11

As 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.

Lesson plan

Throughout the Teacher’s notes, approximate timings are given for guidance. These 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 Listening Vocabulary SV LV

30–40 minutes 15–20 minutes 20–30 minutes

Spend less time on topic vocabulary in 2; set 8 for homework. See Extension activity for 1.

Speaking 1

10

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. unit

1

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 shirt Footwear: trainers Jewellery: necklace, ring Headgear: hat, baseball cap Materials: cotton, silk, polyester, suede, fur Appearance: untidy, scruffy, fashionable

© Cambridge University Press 2014



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.

T eaching extra

SAMPLE teachingsupport.cambridgeenglish.org

Every 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.

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 1

6

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.

02

Recording script Speaker 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.





1

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.) 03

Answers Speaker 2 – 2a Speaker 3 – 1a Speaker 4 – 4b Speaker 5 – 3a

Recording script Speaker 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 fashionconscious 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.

© Cambridge University Press 2014

fa s h i o n m at t e r s



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E xtension activity Students can benefit 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 finding the nine phrasal verbs in .

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. Answers a gone up b going on

Answers 1 went out 2 slipped on 3 dressed up

SAMPLE teachingsupport.cambridgeenglish.org

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.) Answers The phrasal verbs heard are: cut down dress up go out keep up with put together save up slip on stand out take back a stand out (3) f cut down (2) b put together (4) g slip on (4) c take back (5) h go out (2) d dress up (2) i keep up with (2) e save up (2)

Corpus spot The 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.

12

unit

1

4 put together 5 stood out 6 keep up with

B2

The fourth edition of Objective First has been informed by the English Vocabulary Profile, 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 Profile 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.englishprofile.org

7

e go over f go ahead



Vocabulary E nglish profile

c went for d went back

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

1.2 SB pages 12–13 Lesson plan

Grammar focus Grammar extra SV LV

60–80 minutes 10 minutes

Set 8 for homework. Spend longer on discussion in 1; include the Extension activity after 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.

© Cambridge University Press 2014

Answers a 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.

SAMPLE teachingsupport.cambridgeenglish.org

Corpus spot Answers a 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.

3 Ask students to complete the table, working in pairs. Remind them to be careful about spelling. Answers bigger thinner dirtier more/less casual more/less outrageous better worse

the biggest the thinnest the dirtiest the most/least casual the most/least outrageous the best the worst

4 Allow students two or three minutes for this. Answers a brighter   b  the most outrageous / the brightest c more casual   d the dirtiest   e thinner    f the worst   g bigger   h better

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.

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.

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

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. Answers more commonly   more readily   less exclusively less 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. Answers 1 were a bit cheaper / were a bit less expensive 2 the most talented designers 3 as straight as it 4 the least expensive of / less expensive than 5 more elegantly dressed than 6 is a lot quicker/faster than 7 less smartly when 8 as old as

Answers a a bit; much b a bit / a great deal / much; much (much can be used with both comparative and superlative adjectives)



© Cambridge University Press 2014

fa s h i o n m at t e r s



13

Exam folder 1 SB pages 14–15

Paper 1 Part 4 Key word transformations

SAMPLE teachingsupport.cambridgeenglish.org

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.

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. Answers 1 told Sally about a new 2 took it back 3 make an effort 4 were not / weren’t as fast as 5 much more easily if / when 6 far the most interesting

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.

14

exam folder

1

© Cambridge University Press 2014

2

The virtual world TOPIC Computer games; the internet

Reading

2.1 Exam skills Vocabulary Grammar extra

Reading – skimming and scanning Computers Collocations Word formation -ly adverbs

T eaching extra If 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 different 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 specific 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.

2.2

SAMPLE teachingsupport.cambridgeenglish.org

Grammar focus Vocabulary

Review of present tenses Word formation: prefixes and suffixes Positive and negative adjectives

Workbook contents Listening Paper 3 Part 3 – multiple matching Reading – skimming and scanning Grammar – present tenses Vocabulary – computer games; adjectives

2.1 SB pages 16–17

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.

Lesson plan

Speaking Reading Grammar extra Vocabulary SV LV

10–15 minutes 35–45 minutes 10 minutes 10–15 minutes

Shorten discussion in 1; set the Corpus spot for homework. See Teaching extra.

Speaking 1

Answers a 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

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.

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.

© Cambridge University Press 2014

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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. Answers Good points 1 you need to adopts its unique way of thinking the absence of instructions (part of the game’s charm) original background music

Bad points the absence of instructions (can also be a drawback)

SAMPLE teachingsupport.cambridgeenglish.org

2 impressive gameplay touches It’s a shame that the gun resets to weak 3 guarantees a game demanding enough super-slick bike racer

motorbike games never provide the same thrill

4 nice double- jump facility really nice background animation Graphically, the game looks good

only six levels a bit disappointing a slow rate extremely boring It’s just too bad there isn’t more content puzzles … far too simple

Vocabulary 6 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 a solve puzzles + a crime, a problem b spend (your) time + a fortune, money c reach the point (of ) + a conclusion, a goal d take control + advantage (of ), an interest (in)

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

Answers easy: remove -y; add -ily endless: (regular) add -ly graphic: add -ally NB This applies to all adjectives ending in -ic apart from public, which becomes publicly. remarkable: remove e; add -y true: remove e; add -ly

2

Answers a 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.

2.2 SB pages 18–19 Lesson plan

Grammar Vocabulary

50–60 minutes 20–30 minutes

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

Review of present tenses 1 Allow students 5–10 minutes to discuss the examples and complete the grammar explanation. Answers a present simple b present continuous

G rammar extra

unit

Corpus spot

SV LV

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

16

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.

c present simple d 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).

© Cambridge University Press 2014

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. Answers a 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)

SAMPLE teachingsupport.cambridgeenglish.org

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. Answers a ✓ 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)

4 Ask students to work through the sentences on their own and then compare their answers in pairs. Answers a finish; get   b is improving   c  are dealing with d flies; explodes; hit   e is developing   f take g  log on; requires; generates h  crashes; lose; are working; save

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. Answers 1 is becoming 2 are creating / create 3 (are) updating / update 4 means 5 submits 6 is adding / adds

7 8 9 10 11 12

sounds believes is encouraging is changing find out google

The extra verb is spend.





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

d o y o 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 ? progress test

1

Vocabulary 6 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. Answers a tricky b messy c 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: fun – funny blood – bloody juice – juicy curl – curly noise – noisy dust – dusty risk – risky fog – foggy

sun – sunny wind – windy

7 Ask students to work in pairs to sort the adjectives, using a dictionary if necessary. Answers Positive:  accessible, colourful, excellent, favourable, impressive, sophisticated Negative:  dull, hopeless, mindless, tricky, unhelpful Unhelpful has both a prefix and a suffix.

E xtension activity English 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

Answers believe (verb) unbelievable forget (verb) unforgettable health (noun) unhealthy interest (noun or verb) uninterested/uninteresting luck (noun) unlucky

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). Answers 1 accessible (adjective) 2 applications (noun) 3 ability (noun)

o n t h e t e a c h e r ’ s r e s o u r c© e sCambridge c d - r o m University Press 2014

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

the virtual world

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Writing folder 1 SB pages 20–21

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.

SAMPLE teachingsupport.cambridgeenglish.org

Paper 2 Part 2  Informal letters In 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. Answers B – get-together, It’s a pity …, terrific, Why not …? C – Anyway …, Well …, weird guy, you’d better not, Why not …?, at my place



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. Answers A – department head to staff; report on the last meeting and a reminder about the next one B – departmental secretary to staff in department; invitation to next get-together C – friend to friend; invitation to stay for a party

2



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

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

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

18

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

writing folder

1

Answers Informal expressions: Initial greetings: 1, 3 Congratulations: 1 Opinion: 2, 5 Advice/Suggestion: 1, 2, 4, 7 Linkers: 2, 3, 5, 6, 7 Endings: 1, 3, 4 Opening 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)

© Cambridge University Press 2014

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

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.

Cambridge English exam:

C2

Cambridge English: Proficiency (CPE)

C1

Cambridge English: Advanced (CAE)

B2

B1

A2

Cambridge English: First (FCE) Cambridge English: First (FCE) for Schools Cambridge English: Preliminary (PET) Cambridge English: Preliminary (PET) for Schools Cambridge English: Key (KET) Cambridge English: Key (KET) for Schools

Capel and Sharp

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 definitions.

www.englishprofile.org

Fourth Edition

Objective First Workbook with answers

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.

wi t h

For revised exam from 2015 Au di o

CD

9781107628458 Capel & Sharp: Objective First Workbook With Answers + Audio CD CVR CMYK

Key features of the Objective First course:

CEFR level:

English Profile

SAMPLE teachingsupport.cambridgeenglish.org

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.

B2

Objective First Workbook with answers

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

B2 Annette Capel Wendy Sharp © Cambridge University Press 2014

Fourth Edition

1

Fashion matters

Vocabulary Corpus spot

Spellcheck 1

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.

SAMPLE teachingsupport.cambridgeenglish.org

STANDS IN HALL 6 Elite Premier Model Agency modelling

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

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

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

a b c d e f g h

You can immagine how excited I was. There is a beautifull view from up there. The concert was briliant. This was only the beggining. According to the writter, it is expensive. They did not appologise for this. I hope you weren’t dissapointed. Hapiness is the most important thing.

Express

Phrasal verbs

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

3 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

Cool Accessories The brightest and most outragous designer bags! Fantastic headgear too, including stylish caps and hats.

Gemini

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

Simply Leather An 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!

4

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

UNIT

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 himself had to . for the d Nigel party, but when he arrived, he really , as everyone else was wearing casual clothes. an amazing e Alice has outfit using recycled clothing and glass beads.

1

© Cambridge University Press 2014

Reading

SAMPLE teachingsupport.cambridgeenglish.org

4 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. They are said to be one of the two oldest pairs left. They 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. Then 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. They 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 first 50 years of our history was destroyed.’

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

Grammar Comparison

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.

8 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.

6 Underline the four superlative forms in the text. 7 Find words in the text that mean the same as a–f.

a b c d e f

too much common suitably pleased worn out surprisingly G

Student’s Book page 166

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

© Cambridge University Press 2014

5

2

The virtual world

SAMPLE teachingsupport.cambridgeenglish.org

Listening 1

1 02 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 B software developer C sales manager D psychologist E graphic artist F sportsperson G teacher H nanny*

Speaker 1 Speaker 2 Speaker 3 Speaker 4 Speaker 5

1 2 3 4 5

* someone whose job is to look after a family’s children while their parents are at work

Reading 2 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 b c d e f g h

6

company enjoy breaking off finding solutions luck restrict enthusiastic put UNIT

hard at Richard and Vicky Sabotowski try to work with time d spen as their design business, as well es, selv them rs their two young sons. As games love of t mos the couple have found a way to make the te playing their time at home. ‘We always apprecia rupting an inter y fl brie y, games as a family,’ said Vick children ‘The y. exciting but tense game of Monopol es such – Harry, 5, and George, 9 – really like gam lve as Connect 4 and Guess Who?, which invo es of gam are e thes working out problems. Because – and win ys chance, the cleverest people don’t alwa the children love beating us!’ but Vicky The children both have computer games, ‘We try to believes they find board games more fun. r because limit how often they play on the compute play do they n Whe n. there’s no social interactio e of gam a est they get bored easily, but if we sugg . keen ys something like Connect 4 they are alwa out – To me, computer games are a bit of a cope you whil of t fron in something to plonk your child go and do something else.’ you play George agreed. ‘With computer games ng. I much bori y reall them on your own and they get prefer playing board games.’

2

© Cambridge University Press 2014

Reading

SAMPLE teachingsupport.cambridgeenglish.org

4 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. They are said to be one of the two oldest pairs left. They 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. Then 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. They 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 first 50 years of our history was destroyed.’

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

Grammar Comparison

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.

8 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.

6 Underline the four superlative forms in the text. 7 Find words in the text that mean the same as a–f.

a b c d e f

too much common suitably pleased worn out surprisingly G

Student’s Book page 166

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

© Cambridge University Press 2014

5

1

Fashion matters

Vocabulary Corpus spot

Spellcheck 1

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.

SAMPLE teachingsupport.cambridgeenglish.org

STANDS IN HALL 6 Elite Premier Model Agency modelling

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

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

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

a b c d e f g h

You can immagine how excited I was. There is a beautifull view from up there. The concert was briliant. This was only the beggining. According to the writter, it is expensive. They did not appologise for this. I hope you weren’t dissapointed. Hapiness is the most important thing.

Express

Phrasal verbs

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

3 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

Cool Accessories The brightest and most outragous designer bags! Fantastic headgear too, including stylish caps and hats.

Gemini

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

Simply Leather An 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!

4

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

UNIT

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 himself had to . for the d Nigel party, but when he arrived, he really , as everyone else was wearing casual clothes. an amazing e Alice has outfit using recycled clothing and glass beads.

1

© Cambridge University Press 2014