Cambridge First Certificate (FCE)- Making Use of English Part Four Questions

A LESSON PLAN FOR ENGLISH LANGUAGE TEACHERS

Students use realistic FCE key word sentence transformation root sentences to make exam tasks to challenge other students with, for language points like linking words, passive voice and idioms.

      Page: /

Lesson Plan Content:


Make B2 First Use of English Part Four questions from the root sentences

 

Group A

All the sentences below are based on real Cambridge First key word sentence transformation answers. Choose sentences from below and write exam tasks to which those sentences are the answers, following these steps:

  1. Choose one sentence from below
  2. Write another sentence that has exactly the same meaning (including the same name, etc) to be the sentence with the answer in it (a gapped version of which will come after the prompt sentence below and the key word)
  3. Take out between two and five words from the sentence that you wrote
  4. Decide which of those words will be the key word which you will give to help make the sentence that you wrote
  5. On another piece of paper write out the full exam task, with the prompt sentence that you chose from below, then the key word under that, and finally the gapped version of the sentence that you wrote
  6. Write the words which need to go in the gap, including any alternative answers which would also be correct
  7. Divide the answers into two halves with one point for each part (as in the exam)

 

Example task

  • Almost all of the mince pies have been eaten.

NO

There _____________________________________________ left.

 

Answer: are almost (1) no mince (1)

 

Key word sentence transformation prompt sentences to make tasks for

 

  • Almost all of the mince pies have been eaten.

 

  • Do you think it is likely that Tom will get a promotion?

 

  • Everyone says that the team is the worst ever.

 

  • I couldn’t think of a good translation for the last idiom.

 

  • I waited outside Tom’s flat for ages but he didn’t come back.

 

  • It’s a pity but I can’t come to your presentation on Tuesday.

 

  • I’d rather not cancel the conference.

 

  • The team continued to try their best despite being five goals down.

Give your tasks to another group to try. Take back their attempt, mark it, give it back with the marks and corrections, and answer any questions they have about it.

 

Group B

All the sentences below are based on real Cambridge First key word sentence transformation answers. Choose sentences from below and write exam tasks to which those sentences are the answers, following these steps:

  1. Choose one sentence from below
  2. Write another sentence that has exactly the same meaning (including the same name, etc) to be the sentence with the answer in it (a gapped version of which will come after the prompt sentence below and the key word)
  3. Take out between two and five words from the sentence that you wrote
  4. Decide which of those words will be the key word which you will give to help make the sentence that you wrote
  5. On another piece of paper write out the full exam task, with the prompt sentence that you chose from below, then the key word under that, and finally the gapped version of the sentence that you wrote
  6. Write the words which need to go in the gap, including any alternative answers which would also be correct
  7. Divide the answers into two halves with one point for each part (as in the exam)

 

Example task

  • Tom broke the window by accident.

BREAK

Tom did _____________________________________________________ purpose,

 

Answer: not break (1) the window on (1)

 

Key word sentence transformation prompt sentences to make tasks for

 

  • There are no tracksuits of Tom’s size left in the shop.

 

  • Tom broke the window by accident.

 

  • Tom can’t wait to see the new Star Wars film.

 

  • Tom has enough talent to become a professional basketball player.

 

  • Tom is in favour of banning fox hunting.

 

  • Tom promised that he would think carefully about his future career.

 

  • Tom thought the course would be more difficult than it actually was.

 

  • Wearing a tie seems pointless to me.

 

  • “Do you know the price of the apples, Tom?” asked Jeff.

 

Give your tasks to another group to try. Take back their attempt, mark it, give it back with the marks and corrections, and answer any questions they have about it.

Terms of Use

Lesson plans & worksheets can be used by teachers without any fee in the classroom; however, please ensure you keep all copyright information and references to UsingEnglish.com in place.

You will need Adobe Reader to view these files.

Get Adobe Reader


Trustpilot