Cambridge English: First Lesson Plan: Use Of English

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Cambridge English: FirstLesson Plan: Use of EnglishThis lesson plan accompanies Cambridge English: First 1 Use of English Test 4 Part 1 & 2.This lesson is suitable for students at the beginning of their Cambridge English: First course.Lesson Goals1. To develop an understanding of the requirements for the Use of English Part 1 & 22. To practise recognising common collocations/verb prepositions in Part 13. To build on existing knowledge of grammar words and their use in Part 2Activity (see brackets for resources required)InteractionWarmerTimeneeded5-10 mins 3 minsS-T1 min3minsS-TT-S then S1 minS-T2 minsS-S Write the questions (but not the options) from Resource 1 on theboard and elicit the following information from students:o Which words could be used to complete the questionsabove? (Don’t give the answers at this stage.)o What type of words are missing from each gap? E.g.adjective, noun, etc. Do the first two gaps as anexample, helping students with the technique for this(i.e. looking at the words before and after the gap).Conduct whole class feedback.Present the options to students and ask them to choose thecorrect answer for each gap.Conduct whole class feedback –o Were some of the guesses correct?o Why were the other options not suitable?Ask students to ask and answer the completed questions in pairsor small groups.Main activities (copies of Part 1 and Part 2 for individuals, copies ofResource 2 for individuals)Stage 1 Explain to students that in Part 1 of the Reading & Use of Englishpaper they will be presented with a multiple choice exercisesimilar to the previous exercise. The text will be longer, but asimilar approach can be applied. Give students a copy of Part 1 for the Reading & Use of Englishand ask them to complete it. The number of answer options canbe restricted to make the exercise easier for students at theCambridge English: First 1 Use of English Test 4 Lesson Plan Cambridge University Press and UCLES 201735-40 mins1 minT-S9 minsS

beginning of their course. Two options can be given for the firsttwo questions, three options for the next three questions, fullfour options for the final three questions.Conduct whole class feedback. Discuss each question in detailand elicit the reason behind each correct answer:1. Aware is the only possible option, as the other optionsdo not take the preposition of.2. View, belief and idea are all possible in terms ofmeaning/grammatical fit, but idea is the correct option,because it completes this common collocation.3. Base is the only option which gives the correct meaning.4. Consists is the only possible option, as the other optionsdo not take the preposition of.5. Action is possible in terms of meaning, but stage is thecorrect option because it completes this commoncollocation.6. Stored is the only option which is correct inmeaning/common collocation.7. Amount is the correct option/common collocation.8. Isolated and exact are possible in terms of meaning/grammatical fit. Single is the correct option as itcompletes a common collocation.Elicit from students that knowledge of common collocations andverb/ prepositions is vital for this part of the exam.Stage 2 Explain that Part 2 is similar to Part 1, but this section is notmultiple choice and students need to write the missing word. Explain that the words missing from Part 2 are usually grammarwords such as: prepositions, linking words, relative pronouns,etc. Provide students with a copy of Resource 2 and ask them tocomplete. Provide students with a copy of Part 2 and ask them to choosewords from Resource 3 to complete questions 9-16. Conduct whole class feedback.Extension activity (copies of Resource 3 for individuals) Provide students with a copy of Resource 3 and ask them tocomplete the texts using similar prepositions/ colocations/grammar words, to those discussed in the previous exercises.Students should compare their answers in pairs.Conduct whole class feedback.Cambridge English: First 1 Use of English Test 4 Lesson Plan Cambridge University Press and UCLES 20178 minsS-T2 minsS-T1 minT-S1 minT-S8 minsS8 minsS2 minsS-T10 mins8-10 minsSS-SS-T

Resource 1QuestionsDo 1) . have a 2) memory?Do you 3) it easier to remember 4) . or letters?What 5) do you use to 6) .information?Options1.2.3.4.5.6.A sheA difficultA expectA meA methodsA memoryB youB goodB feelB numbersB canB memorizeC theC interestedC findC figureC wayC haveAnswersDo 1) you have a 2) good memory?Do you 3) find it easier to remember 4) numbers or letters?What 5) methods do you use to 6) memorize information?Cambridge English: First 1 Use of English Test 4 Lesson Plan Cambridge University Press and UCLES 2017

Resource 2 Questions1. Put the words below in one of the four king words/ConjunctionsPrepositions1 .1 .2 .2 .3 .3 .4 .4 .5 .5 .DeterminersRelative Pronouns1 .1 .2 .2 .3 .3 .4 .4 onebecauselikewhomwhileExtension activity2. Your teacher will select a group of words for you. Write gap fill sentences for each of yourwords below. Swap your sentences with another group and practice filling the gaps.Cambridge English: First 1 Use of English Test 4 Lesson Plan Cambridge University Press and UCLES 2017

Resource 2 Answer Key1. Put the words below in one of the four king words/ConjunctionsPrepositions1 and1 between2 while2 since3 as3 like4 because4 in5 so5 atDeterminersRelative Pronouns1a1 which2 an2 that3 one3 who4. the4 whomCambridge English: First 1 Use of English Test 4 Lesson Plan Cambridge University Press and UCLES 2017onebecauselikewhomwhile

Resource 3How to improve your memoryAre you doing the right things to use your memory to its full 1) .? Everyone has a 2) brain and memorizing information effectively, is specific to the 3) Here are just some of the ways you can help 4) . your memory. Firstly, it is important thatyou eat well, sleep well and drink 5) . of water in order for your brain to be working to itsfull capacity. Then, you need to 6) . which learning style is best for you. Do you remembermore effectively when the information is 7) , auditory or physical? Finally, and perhaps mostimportantly, try to become interested in what you are learning.1.A upB potentialC use2.A differentB bigC special3.A peopleB individualC population4.A practiseB growC improve5.A plentyB lotC much6.A decisionB decidesC consider7.A thereB visualC drawingCharlie and the Chocolate FactoryCharlie and the Chocolate Factory is a famous children’s book, written by the British 1) .,Roald Dahl, in 1964. The story tells the tale of a boy 2) Charlie Bucket, who wins theopportunity to see inside a famous chocolate factory, owned 3) . Willy Wonka. In order tochoose who enters 4) . factory, Willy Wonka hides five golden tickets in the wrappers of hischocolate bars.The first four tickets are found by the greedy Augustus Gloop, the spoiled Veruca Salt, the TVobsessed Mike Teavee and the gum-addicted, Violet Beauregarde. Charlie on the other hand,5) .in poverty in a small house with 6) parents and four grandparents. When they allenter the factory, Charlie takes his Grandpa Joe 7) . his guest, and together they enjoy thesights and smells of the factory.At the end of the story, Charlie and his Grandpa Joe are the only guests left in the factory, as theothers have misbehaved in various and comical ways. Subsequently, Charlie wins the factory andbecomes Willy Wonka’s successor.*Remember to check that all the missing words are grammatically correct i.e if it is a verb which ismissing, apply the correct tense.Cambridge English: First 1 Use of English Test 4 Lesson Plan Cambridge University Press and UCLES 2017

Resource 3 Answer KeyHow to improve your proveplentyconsidervisualCharlie and the Chocolate mbridge English: First 1 Use of English Test 4 Lesson Plan Cambridge University Press and UCLES 2017

Test 4READING AND USE OF ENGLISH (1 hour 15 minutes)Part 1For 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:A heart    B key    C bottom    D focus00ABCD MemoryMemory is at the (0) . of our sense of personal identity. If we did not have memory, we wouldnot be (1) . of our relationships with other people and would have no (2) . that we hadhad any past at all. And without memory we would have no knowledge on which to (3) . ourpresent and future.Memory (4) . of three processes: registration, retention and recall. Registration happens whenwe consciously notice something. Retention is the next (5) . , when we keep something wehave noticed in our minds for a certain period of time. Finally, recall occurs when we actively thinkabout some of these things that are (6) . in our minds.Every day we are subjected to a vast (7) . of information. If we remembered every (8) .thing we had ever seen or heard, life would be impossible. Consequently, our brains have learnt toregister only what is of importance.74 Cambridge University Press 2014

Reading and Use of CextentDnumber8AexactBsingleConeDisolated75 Cambridge University Press 2014

Test 4Part 2For questions 9–16, read the text below and think of the word which best fits each gap. Use onlyone word in each gap. There is an example at the beginning (0).Write your answers IN CAPITAL LETTERS on the separate answer sheet.Example:   0B E T W E E NVisit to a sweets factoryToday I am visiting a sweets factory, a building squeezed (0) . a railway line and a canal.(9) . I watch, trucks filled with sugar arrive at the factory where this family-owned company hasbeen making sweets for some 80 years.Being in a factory (10) . this one is exactly (11) . children dream of. I am staring at hugevats of sticky liquid (12) . eventually ends up as mouth-watering sweets. Every now (13) .then I see a factory worker in a white coat put a sweet into her mouth.Ailsa Kelly, granddaughter of the company owner, remembers visiting the factory as (14) . childwith her grandfather. ‘He would take me onto the factory floor and introduce me,’ she says. ‘He toldme, “You may work here some day.” And indeed, she has, continuously, (15) . 1999. The senseof family is (16) . of the reasons employees are remarkably loyal to the company.76 Cambridge University Press 2014

Test 4 KeyReading and Use of English (1 hour 15 minutes)Part 11 B    2 D    3 A    4 D    5 D    6 C    7 B    8 BPart 29 As/While    10 like    11 what    12 which/that    13 and    14 a15 since    16 onePart 317 objective    18 description    19 decisions    20 personality    21 unconsciously22 ease    23 variety    24 enthusiasticPart 4252627282930how MUCH the tripsable to COME up withto GIVE (careful) thought/consideration toon (walking) EVEN when/though/after itHARDLY any tickets left/remaining/(still) availablea/any CHANCE of gettingPart 531 A    32 D    33 B    34 B    35 A    36 CPart 637 E    38 D    39 G    40 A    41 F    42 BPart 743 A    44 D    45 C    46 A    47 B    48 D    49 C    50 A51 C    52 DWriting (1 hour 20 minutes)Candidate responses are marked using the assessment scale on pages 107–108.155 Cambridge University Press 2014

This lesson plan accompanies Cambridge English: First 1 Use of English Test 4 Part 1 & 2. This lesson is suitable for students at the beginning of their Cambridge English: First course. Lesson Goals 1. To develop an understanding of the requirements for the Use of English Part 1 & 2 2. To practise recognising common collocations/ verb prepositions in Part 1 3. To build on existing knowledge .

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