Cambridge English: First for Schools

Lesson Plan: Use of English

This lesson plan accompanies Cambridge English: First for Schools 1 Use of English Test 4 Part 1.

This lesson is suitable for students at the beginning, middle or towards the end of their Cambridge
English: First for Schools course.

This lesson is also suitable for any upper intermediate course in order to practise answering Multiple
Choice Closed Test questions.

Lesson Goals
1. To give a staged approach to tackling Multiple Choice questions in order to build
confidence and skills
2. To analyse and select possible answers for gapped text
3. To focus on use and meaning of common prepositions and collocations

Activity (see brackets for resources required) Time needed Interaction

Warmer (A4 paper) 5-10 mins

• Distribute a sheet of A4 scrap paper to each student and ask 2 mins T-S
them to cut/tear it into four. Ask them to write one of the
words on each of the four pieces – at, to, of, for.
• Explain that you will say a word and they must lift the 2 mins T-S
preposition that follows that word as quickly as possible.
• Say the following and check that the correct prepositions are 4 mins S-T
lifted. Ensure all students are lifting their papers.
Proud… (of)
Different… (to)
Good… (at)
Surprised… (at)
Aware… (of)
Afraid… (of)
Ready… (for)
Capable… (of)
Similar… (to)
Shocked… (at)
Responsible… (for)
Tired… (of)
Prepared… (for)
Used… (to)
Full… (of)

Cambridge English: First for Schools 1 Use of English Test 4 Lesson Plan

© Cambridge University Press and UCLES 2016

 • Ask students why it’s important to know this (English has 44 2 mins T-S
prepositions and when learning adjectives or verbs it’s
important to know what prepositions go with them. All
collocations are important to learn).

Main activity (Test 4 Reading and Use of English Part 1) 30-35 mins

• Hand out or display Test 4 RUE Part 1 on the board. 1 min T-S
• Ask students to read it quickly (give a 60 second time limit), 4 mins S
not worrying about the missing words, in order to answer
these questions:
o Does the writer like cycling?
o What are the advantages of cycling?
• Show question 1 and tell students that A is the correct 1 min T-S
answer.
• Ask them to work in pairs, discuss and then tell you why it is 4 mins S-S then S-T
right and the others are incorrect. Encourage students to give
reasons. This could be done in L1 if they find it hard to express
themselves in English.
Answers: 1 A preference B alternative C favourite D option
(Preference + for plus it’s referring to what they like to do
most).
• Do the same with question 2 (give the answer and discuss 5 mins T-S, S-S then
why answers are right or wrong). S-T
Answers: 2 A make B take C leave D catch
(Take (y)our time = a fixed expression).
• For questions 3&4 students will get two choices. Ask them to 5 mins T-S, S-S then
choose which one is correct and explain why. S-T
Answers: 3 B hesitating D pausing
4 A admire D observe
• For questions 5&6 students are told that one option is 5 mins T-S, S-S then
incorrect and they must explain why. S-T
Answers: 5 A distance B reach C length D range
6 A causes B results C means D leads
• For questions 7 &8 students will get no choices. Divide the 1 min T-S
class into two groups, A & B, then into pairs within those
groups.
• The As must decide what they think the correct answer is for 4 mins S-S
question 7 and the Bs for question 8. They must then write
three distractors creating a Multiple Choice question.
• Students then cross-group, with a pair from A joining a pair 5 mins Ss-Ss
from B. Ask pairs to swap their questions, challenging each
other to find their correct answers.

Cambridge English: First for Schools 1 Use of English Test 4 Lesson Plan

© Cambridge University Press and UCLES 2016

 Extension activity (access to course books/familiar reading texts) 15 mins

• Ask students to work in pairs to review their course book and 4 mins S-S
choose some collocations they have previously studied.
• Ask them to create 1 or 2 Multiple Choice questions based on 5 mins S-S
those collocations (e.g. When he was only five he mastered
the …… of playing the violin - A. ability B. skill C. talent D.
intelligence).
• Pairs should team up with another pair and challenge each 6 mins Ss-Ss
other to choose the correct answer.

Cambridge English: First for Schools 1 Use of English Test 4 Lesson Plan

© Cambridge University Press and UCLES 2016

Test 4

READING AND USE OF ENGLISH (1 hour 15 minutes)

Part 1

For questions 1–8, read the text below and decide which answer (A, B, C or D) best fits each gap.
There is an example at the beginning (0).

Mark your answers on the separate answer sheet.

Example:
0 A getting B coming C setting D putting

0 A B C D

Cycling holidays

Some of my best holidays have involved (0) …..... around on two wheels, cycling through the

countryside with my family. Our (1) …..... is for off-road trails where there is no need to worry

about other traffic and we can (2) …..... our time, cycling at our own speed and (3) …..... for a while

to have a rest and (4) …..... the view. The best routes are away from the crowds but within easy

(5) …..... of accommodation and eating places. Cycling holidays take little planning; we just pick

a route, pack essential clothing and set off. Because we have to carry everything with us all the

time, we are very strict about what we take – so that (6) …..... nothing heavy. If you fancy (7) ….....

this a try yourself, there are lots of books and websites that will help you plan a route. There are

even companies that will (8) …..... you with all the equipment you need. So get on your bike and

start exploring!

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© Cambridge University Press and UCLES 2014

 Reading and Use of English

1 A preference B alternative C favourite D option

2 A make B take C leave D catch

3 A waiting B hesitating C delaying D pausing

4 A admire B regard C grasp D observe

5 A distance B reach C length D range

6 A causes B results C means D leads

7 A doing B making C having D giving

8 A offer B lend C provide D recommend

75

© Cambridge University Press and UCLES 2014

Test 4 Key
Reading and Use of English (1 hour 15 minutes)
Part 1
1 A 2 B 3 D 4 A 5 B 6 C 7 D 8 C

Part 2
9 would / could / might / can 10 needs / has 11 order 12 out / on 13 like
14 but / except 15 the / what 16 how

Part 3
17 Mexican 18 evidence 19 exciting 20 remarkable 21 significance
22 disagreement 23 discoveries 24 generally

Part 4
25 in CASE | it gets / becomes / turns / is
26 WISH I hadn’t / had not | eaten
27 for | NOT doing / completing / finishing OR for | NOT having done / completed / finished
28 I would / I’d | have CAUGHT OR I would’ve | CAUGHT
29 it | wasn’t / was not UNTIL
30 MUST have | gone

Part 5
31 C 32 C 33 A 34 B 35 D 36 B

Part 6
37 D 38 F 39 A 40 G 41 E 42 C

Part 7
43 C 44 D 45 B 46 C 47 A 48 D 49 B 50 A
51 B 52 D

Writing (1 hour 20 minutes)

Candidate responses are marked using the assessment scale on page 108.

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© Cambridge University Press and UCLES 2014