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)
Warmer (A4 paper)
Distribute a sheet of A4 scrap paper to each student and ask
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
preposition that follows that word as quickly as possible.
Say the following and check that the correct prepositions are
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
Time needed
5-10 mins
Interaction
2 mins
T-S
2 mins
T-S
4 mins
S-T
Ask students why its important to know this (English has 44
prepositions and when learning adjectives or verbs its
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)
Hand out or display Test 4 RUE Part 1 on the board.
Ask students to read it quickly (give a 60 second time limit),
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
answer.
Ask them to work in pairs, discuss and then tell you why it is
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 its referring to what they like to do
most).
Do the same with question 2 (give the answer and discuss
why answers are right or wrong).
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
choose which one is correct and explain why.
Answers: 3 B hesitating D pausing
4 A admire D observe
For questions 5&6 students are told that one option is
incorrect and they must explain why.
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
class into two groups, A & B, then into pairs within those
groups.
The As must decide what they think the correct answer is for
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
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
2 mins
T-S
30-35 mins
1 min
4 mins
T-S
S
1 min
T-S
4 mins
S-S then S-T
5 mins
T-S, S-S then
S-T
5 mins
T-S, S-S then
S-T
5 mins
T-S, S-S then
S-T
1 min
T-S
4 mins
S-S
5 mins
Ss-Ss
Extension activity (access to course books/familiar reading texts)
Ask students to work in pairs to review their course book and
choose some collocations they have previously studied.
Ask them to create 1 or 2 Multiple Choice questions based on
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
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
15 mins
4 mins
S-S
5 mins
S-S
6 mins
Ss-Ss
Test 4
READING AND USE OF ENGLISH (1 hour 15 minutes)
Part 1
For questions 18, 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
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!
74
Cambridge University Press and UCLES 2014
Reading and Use of English
1
preference
alternative
C favourite
option
make
take
C leave
catch
waiting
hesitating
C delaying
pausing
admire
regard
C grasp
observe
distance
reach
C length
range
causes
results
C means
leads
doing
making
C having
giving
offer
lend
C provide
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
14 but / except
15 the / what
16 how
11 order
12 out / on
13 like
Part 3
17 Mexican
18 evidence
19 exciting
20 remarkable
22 disagreement
23 discoveries
24 generally
21 significance
Part 4
25
26
27
28
29
30
in CASE | it gets / becomes / turns / is
WISH I hadnt / had not | eaten
for | NOT doing / completing / finishing OR for | NOT having done / completed / finished
I would / Id | have CAUGHT OR I wouldve | CAUGHT
it | wasnt / was not UNTIL
MUST have | gone
Part 5
31 C
32 C
33 A
34 B
35 D
36 B
38 F
39 A
40 G
41 E
42 C
44 D
52 D
45 B
46 C
47 A
48 D
Part 6
37 D
Part 7
43 C
51 B
49 B
50 A
Writing (1 hour 20 minutes)
Candidate responses are marked using the assessment scale on page 108.
155
Cambridge University Press and UCLES 2014
