Practising FCE Use of English Part 2

UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
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Contents


A. TEACHERS NOTES ...........................................................................................................2
A1. Lesson Plan..................................................................................................................2
A2. Classroom Handout 1...................................................................................................6
A3. Classroom Handout 2...................................................................................................7
A4. Classroom Handout 3...................................................................................................8
A5. Classroom Handout 4...................................................................................................9
B. GUIDANCE FOR FOLLOW UP ACTIVITIES.....................................................................11







Practising FCE Use of English Part 2
UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at ht t p: / / www. t eacher s. cambr i dgeESOL. or g/ t s/ t er ms

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A. TEACHERS NOTES

Description
Time required: 60 minutes
Materials
required:
Classroom Handout 1
Classroom Handout 2
Classroom Handout 3
Classroom Handout 4
Some large sheets of paper
Aims: to help students prepare for FCE 3, Part 2 by
becoming more confident about being able to complete gaps
understanding what clues there are to the missing words and
what kind of words are missed out
practising working with complex sentences in texts

A1. Lesson Plan
1. Warmer
Ask the whole class the following quesitons
What kinds of things does FCE Use of English Part 2 test? (Answer:
vocabulary, e.g. phrasal verbs, linkers, words within fixed phrases and
collocations as well as lexico-grammatical items, e.g. articles, auxiliaries,
prepositions, pronouns, verb tenses and forms)
Is there only one possible answer to all the questions? (Answer: More than
one answer may be possible sometimes)
How many answers must you write? (Answer: Candidates must only write one
answer. They will not get a mark if they write two answers, even if they are
both right.)
Where can you find the clues to the answers?
a. in the words before the gap
b. in the words after the gap
c. in the sentence(s) before the gap
d. in the sentence(s) after the gap
(Answer: clues to answers may be in any of these four places or in a
combination of them. Students must learn to look in all these places.)
Timing: 5 minutes.

Practising FCE Use of English Part 2
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information see our Terms of Use at ht t p: / / www. t eacher s. cambr i dgeESOL. or g/ t s/ t er ms

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2. Copy A2 Classroom Handout 1 and cut up the sentences. You will need one
sentence for each student in the class.
Students first complete their sentence individually, writing the answer on the back of
their slip of paper. Check each students answer individually
Students then move round the class, asking other students to complete their
sentence.
When everyone has heard and answered 5 or 6 sentences, give the complete A2
Classroom Handout 1 to everyone for group or pair completion, then check answers
with the whole class.
Alternatively, students do this activity in groups. Give 5 different sentences to each
group. Each group completes their sentences. Change the groups so that one
member of the previous groups is in each new group. The students share their
answers to all 24 sentences.
Answers:
1. Id never met that girl who was sitting in the corner.
2. The computer had been switched off before she arrived.
3. People often dont pay attention to important things when theyre feeling tired.
4. My parents never allow me to stay out after midnight.
5. He asked me if/whether I understood what he meant.
6. Their house was opposite ours, in the middle of the street.
7. He found a really good job even though hes got no experience.
8. He needs a good holiday in my opinion.
9. Ill go and speak to the driver whose car is blocking the exit.
10. Ive found my phone at last. Id been looking for it for ages.
11. Tom loves ice cream and so does his brother.
12. Ill join you in a few minutes when Ive finished what Im doing.
13. He gave up going to the gym last month because he just couldnt find the time.
14. Could you pass me the book which/ that is on the table?
15. She was very pleased at/about finding a new job.
16. Im feeling really cold even though its hot outside.
17. I went abroad last year and so did all my friends.
18. They stopped going out in the evening as they were so short of money.
19. I may/might perhaps come and visit you later Im not sure
20. You have to fasten your seat belt before a plane takes off or lands.
21. I had my hair cut yesterday. It was getting much too long.
22. A serious injury prevented him from playing sport.
23. I like to go to work on foot it gives me a bit of exercise.
24. After finishing/ completing his university course last year he started applying for jobs
immediately.
Timing: 15 minutes
Practising FCE Use of English Part 2
UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at ht t p: / / www. t eacher s. cambr i dgeESOL. or g/ t s/ t er ms

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3. Write the word Fashion on the board.
Tell the students that they are going to read an article about fashion. In pairs for one
minute, the students brainstorm what the article might be about, and what vocabulary
might appear in the article.
With the whole class, feedback on their predictions.
Explain to the students that predicting the content and vocabulary of a text before
reading is a useful strategy as it will help them to read with more confidence.
Timing: 5 minutes

4. Give out A4 Classroom Handout 2.
Explain to students that this is a matching task which asks students to understand
complex sentences, in the same way as Part 2 of the exam. However, it is easier than
the exam tasks as the answers are supplied in jumbled order. Emphasise that this is
not an example of the exam task. Point out that the activity will help them get used to
complex sentences, as well as working with a text.

In pairs or individually the students complete the exercise.
Remind the students that they should read the sentences before and after the gapped
sentence, as well as the words round the gap.
(Answers: 1 H, 2 L, 3 K, 4 I, 5 E, 6 B, 7 A, 8 F, 9 G, 10 J, 11 C, 12 D)
Timing: 15 minutes

5. Divide the class into groups of 4.
Give out A4 Classroom Handout 3.
Give each group a big sheet of paper to write their answers on. They must write big
enough for the whole class to see on the board and write the question numbers.
Students work in their groups to complete the exercise. This is a team game, so they
must keep their answers from the other groups. Set a time limit of 57 minutes.
At the end of the 57 minutes, display the large sheets of paper on the board.
Ask each team to look at all the answers on the board and reconsider their answers
to each question. If they wish to change them, they should come up to and change
them on their large sheet of paper.
Go through the answers. Give two points if a team gave the right answer as their first
answer, and one point if they changed their answer to the correct one.
At the end, count up all the marks that each team has got. The team with the most
marks is the winner!
Practising FCE Use of English Part 2
UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at ht t p: / / www. t eacher s. cambr i dgeESOL. or g/ t s/ t er ms

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(Answers: 1 these, 2 spite, 3 there, 4 but, 5 that, 6 which, 7 to, 8 when, 9 be, 10 for/in,
11 example/ instance, 12 or/and)
Timing: 20 minutes

6. Homework A4 Classroom Handout 5
Explain that this activity will help to make them aware of the kinds of things that are
tested in Part 2, and therefore help them understand how to revise and prepare for
the exam.
Students should check any grammatical terms they are unsure about in a good
grammar reference book.
Answers:
1. relative pronoun
2. passive
3. expression
4. verb pattern
5. indirect question
6. collocation
7. linking word
8. collocation
9. relative pronoun
10. collocation
11. auxiliary verb
12. collocation

13. phrasal verb
14. relative pronoun
15. preposition in a collocation
16. linking word
17. way of expressing a similarity
18. preposition in a collocation
19. modal verb
20. phrasal verb
21. causative passive
22. gerund
23. preposition in a collocation
24. gerund after preposition




Practising FCE Use of English Part 2
UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at ht t p: / / www. t eacher s. cambr i dgeESOL. or g/ t s/ t er ms

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A2. Classroom Handout 1

1. Id never met that girl ______ was sitting in the corner.
2. The computer had ______ switched off before she arrived.
3. People often dont pay ______ to important things when theyre feeling tired.
4. My parents never allow me ______ stay out after midnight.
5. He asked me ______ I understood what he meant.
6. Their house was opposite ours, in the middle ______ the street.
7. He found a really good job even ______ hes got no experience.
8. He needs a good holiday ______ my opinion.
9. Ill go and speak to the driver ______ car is blocking the exit.
10. Ive found my phone ______ last. Id been looking for it for ages.
11. Tom loves ice cream and so ______ his brother.
12. Ill join you ______ a few minutes when Ive finished what Im doing.
13. He ______ up going to the gym last month because he just couldnt find the time.
14. Could you pass me the book ______ is on the table?
15. She was very pleased ______ finding a new job.
16. Im feeling really cold even ______ its hot outside.
17. I went abroad last year and ______ did all my friends.
18. They stopped going out in the evening as they were so short ______ money.
19. I ______ perhaps come and visit you later Im not sure
20. You have to fasten your seat belt before a plane ______ off or lands.
21. I had my hair ______ yesterday. It was getting much too long.
22. A serious injury prevented him from ______ sport.
23. I like to go to work ______ foot it gives me a bit of exercise.
24. After ______ his university course last year he started applying for jobs immediately.

Practising FCE Use of English Part 2
UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at ht t p: / / www. t eacher s. cambr i dgeESOL. or g/ t s/ t er ms

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A3. Classroom Handout 2

1. Write the words in the column on the right into the correct blanks in the text.
Note: in the exam, you are not given any words to complete the gaps with.

FASHION
Throughout history people have worn clothing of (0) _one_

description or another. Apart (1) _____ protection against the
weather, clothes were also often used to show the wearers status
and wealth. Over the years numerous fashions in clothing have
come and gone. (2) ______ some of these have been popular for
relatively short periods of time, others have lasted.

Until the first half of the 20
th
century, the ability to follow fashion was
limited to those (3) ______ had the money to (4) ______ so. But
following fashion did not only demand money, it also required large
amounts of leisure time. Wealthy people took fashion very seriously
and close attention had to (5) ______ paid to detail. Wearing the
correct clothes for different occasions was very important, despite
the (6) ______ that this often meant changing clothes five or six (7)
______ a day.

More recently, fashionable clothes have come within the reach of
ordinary people. The traditional craft of dressmaking, (8) ______
usually involved sewing (9) ______ hand, was both costly and slow.
But today, large-scale manufacturing has made it easier for people
to keep (10) ______ with changes in fashion (11) ______ having to
spend a great (12) ______ of money.
A. times

B. fact

C. without

D. deal

E. be

F. which

G. by

H. from

I. do

J . up

K. who

L. while



Practising FCE Use of English Part 2
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A4. Classroom Handout 3
In groups of 3 or 4 students, decide on the best word to complete each blank in this text. DO
NOT let other groups hear your answers.
The cognitive benefits of video games


Video games are a controversial topic (1) ______ days, as people question if popular games
cater enough to a female audience or if there is such a thing as video game addiction. Yet, in
(2) ______ of all of the negative perceptions and criticisms of video games, (3) ______ is a
growing body of evidence suggesting their benefits as well. A study published this past
September suggests that playing some games can make your brain more efficient. Some
medical education programs are supplementing training with Second Life sessions. And,
most recently, a review of previous research on video games found that regularly playing
video games not only improves your skill at those particular games, (4) ______ may also
improve your reaction time and accuracy on real-life tasks.
The findings of the review contradict the belief (5) ______ while regular gamers can get
faster at certain games, they lose accuracyor become "trigger happy"in the process. Not
so, say some researchers. In tests in (6) ______ participants were instructed (7) ______
view a monitor and respond (8) ______ an object appeared in the target area, but ignore
objects that appeared outside the target area, gamers proved to (9) ______ faster, but not
more impulsive, than non-gamers.
Researchers say that these findings indicate the benefits of certain video games (10) ______
improving cognitive processing and accuracy, and may indicate practical applications for
video game play for (11) ______ , to close the gender gap sometimes seen in certain
aspects of visual and spatial processing, (12) ______ to slow the cognitive aging process in
older people.
(Adapted from: http://healthland.time.com/2010/01/04/the-cognitive-benefits-of-video-
games/)
Practising FCE Use of English Part 2
UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at ht t p: / / www. t eacher s. cambr i dgeESOL. or g/ t s/ t er ms

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A5. Classroom Handout 4
Look at all the sentences and underline the type of word on the right that is being
tested.
1. Id never met that girl who was sitting in the corner.
preposition/ relative
pronoun
2. The computer had been switched off before she arrived. gerund/ passive
3. People often dont pay attention to important things when
theyre feeling tired.
expression/ phrasal verb
4. My parents never allow me to stay out after midnight. tense/ verb pattern
5. He asked me if/whether I understood what he meant.
indirect statement/
indirect question
6. Their house was opposite ours, in the middle of the
street.
synonym/ collocation
7. He found a really good job even though hes got no
experience.
linking word/ adverb
8. He needs a good holiday in my opinion. phrasal verb/ collocation
9. Ill go and speak to the driver whose car is blocking the
exit.
personal pronoun/ relative
pronoun
10. Ive found my phone at last. Id been looking for it for
ages.
synonym/ collocation
11. Tom loves ice cream and so does his brother. auxiliary verb/ modal verb
12. Ill join you in a few minutes when Ive finished what Im
doing.
collocation/ adjective
13. He gave up going to the gym last month because he just
couldnt find the time.
phrasal verb/ modal verb
14. Could you pass me the book which/ that is on the table?
linking word/ relative
pronoun
15. She was very pleased at/about finding a new job.
preposition in a
collocation/ preposition in
an expression of time
16. Im feeling really cold even though its hot outside. adjective/ linking word
17. I went abroad last year and so did all my friends.
way of expressing a
similarity/ way of
expressing agreement
18. They stopped going out in the evening as they were so
short of money.
preposition in a
collocation/ preposition of
place
Practising FCE Use of English Part 2
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19. I may/might perhaps come and visit you later Im not
sure
modal verb/ passive
20. You have to fasten your seat belt before a plane takes
off or lands.
phrasal verb/ gerund
21. I had my hair cut yesterday. It was getting much too
long.
causative passive/
infinitive
22. A serious injury prevented him from playing sport. infinitive/ gerund
23. I like to go to work on foot it gives me a bit of exercise.
preposition in a
collocation/ adverb
24. After finishing/ completing his university course last year
he started applying for jobs immediately.
past participle/ gerund
after preposition

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B. GUIDANCE FOR FOLLOW UP ACTIVITIES

1. In A2 Classroom Handout 1, students worked at sentence level to build up their
confidence in dealing with this part of the test.
You can reproduce the activity on by finding suitable sentences in grammar
practice books or workbooks.
Focus the gaps in sentences on grammatical items (e.g. phrasal verbs,
linkers, words within fixed phrases and collocations) or lexico-grammatical
(e.g. articles, auxiliaries, prepositions, pronouns, verb tenses and forms).
Make sure the sentences contain NO ambiguity that might affect the answer.

2. To make activities similar to the one on A4 Classroom Handout 3 you can make your
own cloze test using one of the cloze maker programmes available on the internet.
Search for cloze maker/ cloze generator programmes.
You will also need to select a suitable text. Make sure to use texts at the right level
and on topics and in a style of general interest, and without too much complex
grammar or sophisticated vocabulary.
Good sources of texts include graded readers, reading skills books, articles from
magazines and the internet and FCE course books.
When selecting a text, it is useful to think about the following:
keep the text quite short so that students don't get 'frightened' by it
include visuals if possible to make the text look more attractive
make sure that your blanks are regularly spaced out
don't have long stretches of text with no blanks, unless they give meaning
needed as a clue
make sure you only blank out words which have enough clues in the text to allow
students to work out their meaning and part of speech
you can adapt the text by substituting a high level word with an easier synonym.