Cambridge English - Prepare for Success Cambridge English: First - Use of English

Prepare for success at

Cambridge English: First

Use of English

EMC/8369/2Y04

2 PREPARE FOR SUCCESS AT CAMBRIDGE ENGLISH: FIRST USE OF ENGLISH EMC/8369/2Y03

Handout: Overview quiz

A. Look at the following descriptions and decide if they are referring to Part 1, 2, 3 or 4 of the

Cambridge English: First Use of English paper:

a. Candidates have to complete the gaps in a text by forming an appropriate word from a stem

word.

b. Candidates are given a text with gaps and a choice of four words or phrases for each. They

have to choose which one fits the gap correctly.

c. Candidates are given a sentence, a key word and a second incomplete sentence. Using the key

word, they have to complete the second sentence

so that it is similar in meaning to the first.

d. Candidates are given a text with gaps that they have to fill but no options

are given.

Part Description Tips

1

2

3

4

B. Now look at the tips below and decide if they are referring to Part 1, 2, 3 or 4

of the Cambridge English: First Use of English paper:

e. Don’t use more than five words in your answer.

f. Look carefully at all the options given before deciding on your answer.

g. Make sure you base your answer on the word at the end of the line.

h. Remember that the missing word will often be grammatical but could

be lexical.

PREPARE FOR SUCCESS AT CAMBRIDGE ENGLISH: FIRST USE OF ENGLISH EMC/8369/2Y03 3

Handout: Analysing errors

Look at this list of dos and don’ts for candidates sitting Part 4 of the Cambridge English: First Use of

English paper:

A. Don’t use more than five words.

B. Remember to use, and write, the word given.

C. Don’t change the word given in any way.

D. Don’t repeat words from the first sentence unnecessarily.

E. Only give one answer.

F. Don’t change more than you need to.

G. Make more than one change, if necessary.

H. Make sure your sentence is as close in meaning to the first one.

Now look at the questions below and the candidates’ answers. For each one, decide which rule or

rules they have broken.

1. Scientists say the climate didn’t use to be so warm.

THAN

Scientists say that the climate is warmer than it should be.

2. John missed the meeting because the train was late.

RESULT

As a result of the train was late, John missed the meeting.

3. The school play was so successful that they decided to do another one the following year.

SUCH

The school play became ... a success that they decided to do another one the following year.

4. I can’t afford to go on holiday this year.

HIGH

My income this year isn’t going to be high enough to go on holiday this year.

5. I am sorry that I didn’t come to your party last week.

WISH

I wished I had gone/I had been to your party last week.


Handout: Finding the ‘over-transformation’

Look at the sentence transformations below. The candidates have either included an extra element, or

made an unnecessary change. Highlight the mistake and correct it.

Task A

1. What time is he likely to leave tonight?

IDEA

He asked me if I had any idea which time he was likely to leave.

2. They have decided to delay the football match because of the weather.

PUT

The football match has unfortunately been put off because of the weather.

3. It’s useless trying to call him today.

POINT

There’s no point in that you try to call him today.

4. The party was so successful that no-one wanted to leave.

SUCH

The party was a such a great success that no-one wanted to leave.

5. Pete can’t run as fast as his brother can.

THAN

His brother able to run faster than Pete can.

6. I can’t reach the top shelf so I’ll ask Carl to get the books down for me.

WOULDN’T

If I could reach the top shelf I wouldn’t request to Carl to get the books down for me.

Task B

Now match the sentences above with the type of transformations

they represent.

A. Adjective to noun

B. Active to passive

C. Adjective to set phrase

D. Direct to indirect question

E. Cause/result to conditional

F. Comparisons: negative to positive


Handout: What’s going wrong?

Task A

Look at the extract the sample questions were taken from and complete the task yourself. Were your

guesses correct? What other mistakes might learners make in this particular task?

The Warrumbungle National Park is steadily increasing in

1. ..... with visitors to Australia. Walking, camping and rock POPULAR

climbing are the favourite leisure-time 2. ..... in this area, OCCUPY

but the landscape and wildlife, which are 3. ..... varied, also SURPRISE

attract 4. ..... and naturalists throughout the different PHOTOGRAPH

seasons of the year. The wonderful 5. ..... in the park SCENE

is the result of 6. ..... volcanic activity over a massive area. POWER

Task B

Now look at the extract again, with the answers a student has given. What has caused each of the

mistakes? Match them with the teacher’s comments below.

The Warrumbungle National Park is steadily increasing in

1. popular with visitors to Australia. Walking, camping and rock POPULAR

climbing are the favourite leisure-time 2. occupation in this area, OCCUPY

but the landscape and wildlife, which are 3. surprising varied, also SURPRISE

attract 4. photography and naturalists throughout the different PHOTOGRAPH

seasons of the year. The wonderful 5. sceneries in the park SCENE

is the result of 6. powerfull volcanic activity over a massive area. POWER

Teacher’s comments:

A. This comes before an adjective and so you need to use the adverb.

B. Make sure you look at the verb form to check whether this word should be in the singular or

plural form here.

C. Think about spelling of the suffix here.

D. Look at what comes before, as well as after the gap and remember you will always need to change

the word given.

E. You’ve realised you need a noun – but you’ve chosen the wrong one!

Don’t put down the first noun you think of.

F This noun is uncountable so this form is not possible.

Handout: Choosing the correct option (A)

Pair A


Look at the stem words below and think of as many related words as you can.

1. SELECT 2. ACT 3. PLEASE 4. ATTRACT

verb

noun/s

adjective/s

adverb/s

Check against the handout: Choosing the correct option (key) and add any extra words. Then give

this paper to Pair B.

Pair B

Look at the gapped text below and decide which type of word is missing –

noun, adjective, adverb or verb?

The International Adventure Company offers a wide 1. ………………….......... of group holidays.

There are 2. ………………….......... for everyone to enjoy on these holidays, regardless of age or level

of fitness, and the 3. ………………….......... of doing them in 4. ………………….......... surroundings.

Then look at the list of words that Pair A has prepared and choose the correct one from the appropriate

list (1–4) for each gap.


Handout: Choosing the correct option (B)

Look at the stem words below and think of as many related words as you can.

1. IMPRESS 2. KNOW 3. COMPETE 4. ATTEND

verb

noun/s

adjective/s

adverb/s

Check against the handout: Choosing the correct option (key) and add any extra words. Then give

this paper to Pair A.

Pair A

Look at the gapped text below and decide which type of word is missing –

noun, adjective, adverb or verb?

During lessons, John always gives the 1. ………………….......... that he is very

2. .………………….......... about absolutely everything. He is always really

3. ………………….......... in class and always tries to answer the teacher’s

questions first. He seems to get all the teacher’s 4. .…………………..........

Then look at the list of words that Pair B has prepared and choose the correct one from the appropriate

list (1–4) for each gap.


Handout: Choosing the correct option (key)

Pair A

1. SELECT 2. ACT 3. PLEASE 4. ATTRACT

verb select act please attract

noun/s selection action/activity pleasure attraction

adjective/s selective (in)active (dis)pleased/ pleasing

(un)attractive

adverb/s selectively actively pleasingly attractively

Pair B

1. IMPRESS 2. KNOW 3. COMPETE 4. ATTEND

verb impress know compete attend

noun/s impression knowledge competition/ competitor

attention/ attentiveness

adjective/s (un)impressive/ (un)impressed

knowledgeable competitive (in)attentive

adverb/s impressively knowledgeably competitively attentively

Pair A

During lessons, John always gives the 1. impression that he is very

2. knowledgeable about absolutely everything. He is always really

3. competitive in class and always tries to answer the teacher’s questions

first. He seems to get all the teacher’s attention.

Pair B

The International Adventure Company offers a wide 1. selection of group holidays. There are 2.

activities for everyone to enjoy on these holidays, regardless of age or level of fitness, and the 3.

pleasure of doing them in 4. attractive surroundings.


Classroom activities

Classroom activity: Don’t overdo it!

Timing 20 minutes

Materials a key word transformation task from a coursebook or

practice materials

Rationale This activity focuses learners on the problem of ‘over-transforming’ sentences in Part

4 of the Cambridge English: First Use of English test. It raises awareness of what

this can include and what to look out for in order to avoid falling into this difficulty.

Procedure

1. Take a key word transformation task from a Cambridge English: First coursebook or practice

materials.

2. Write in the key and then ‘over-transform’ in different ways, e.g.:

• add extra elements such as adjectives or adverbs

• make unnecessary changes to verb patterns, resulting in mistakes

• add modals which alter the meaning

• change the tense of the verb

• provide two alternative answers.

3. Ask the students to look at the answers, in pairs, spot the errors and try to correct them.

4. Feed back answers together, drawing learners’ attention to the fact that

‘over-transforming’ sentences has been identified as a significant problem

in previous exams.


Classroom activity: Know your grammar!

Timing 10 minutes

Materials any key word transformation activity

Rationale By raising learners’ awareness of the types of transformations they may need to do in

Part 4 of the Cambridge English: First Use of English test, you will help them to

think through the possibilities, as well as recognise the areas they have more

difficulty with and need further practice in. This quick activity can be used after any

Part 4 practice, from a coursebook or practice materials, to encourage learner

independence and goal setting.

Procedure

1. Before giving learners a Cambridge English: First Use of English Part 4 task to do, identify the

transformations that are involved and make a list.

2. Once learners have completed the task successfully, ask them to match the transformation types

you have identified with the questions.

3. Ask learners to identify any areas they had difficulty with, and help them to find self-study

activities to improve their skills in this area.


Classroom activity: Choosing the correct option

Timing 20 minutes

Materials handouts: Choosing the correct option (A); Choosing the correct option (B);

Choosing the correct option (key)

Procedure

1. Organise learners into pairs, A and B. Give out the handout: Choosing the correct option (A) to

the As, and handout: Choosing the correct option (B)

to the Bs. Explain that they are going to think of as many words as they can from the stem words

that are given. If necessary, do one as an example, e.g. sense: sensitive, insensitive, to sensitise,

sensitivity, etc. Encourage students to brainstorm what they know first and then use dictionaries to

add to their ideas.

2. Allow 4 minutes, then give out the handout: Choosing the correct option (key)

so they can check their answers. Ensure the pairs only look at the key for

their section.

3. Each A pair now swaps their handout with a B pair. Using the words the other pair have listed,

each pair decides which words they need to use to complete

the text.

4. Swap answers back again, for checking, then check against the key.

5. Feed back with the whole class. How did learners decide which word was needed in each gap?

How much did the text help them to choose the best answers?

Follow-up

Put these words on to posters to pin up around the classroom as a reminder.


Classroom activity: Affix pairs

Timing 15–45 minutes (with follow-on)

Materials vocabulary cards (stem words, prefixes and suffixes) from word formation activities

located in coursebooks or practice materials

Procedure

1. Look through Cambridge English: First word formation tasks and words you have touched upon

in class. Write some of these stem words on cards so that each group of four has about 20 stem

words.

2. Divide learners into groups of four and give each learner two prefixes and two suffixes. Place the

stem words in the middle of each group, face down.

3. The first player turns over the first stem word card and each student has to see if they can make a

correct word using their prefix or suffix. For example, if the stem word is ‘ordinary’ and the

student has the prefix ‘extra’, they could make the word ‘extraordinary’. If the group agrees that

it is right, the student writes down the word and gets a point. Spelling must be correct. The teacher

monitors and corrects, if necessary.

4. At the end of the game, the student in each group with the most points is

the winner.

5. Take feedback and look at any words that caused difficulty.

Follow-on:

• In their groups, students try to create a short story using the words that they have made (and

written down). This will encourage them to think of context, word class and agreement.

• The groups could then swap stories and try to guess which of the words came from the other

group’s lists, and what the stem words were.


ACT

ATTEND

ATTRACT

COMPLETE

IMPRESS

KNOW

PLEASE

SELECT

Education

Cambridge English - Prepare for Success Cambridge English: First - Use of English