Module 3 · Reading & The Article · Lesson 11
Six sentences. Rewrite each one keeping the meaning, using 2–5 words, and the key word UNCHANGED. Highest-mark item per question on the paper.
Get talking · Section 1
5 minSay this aloud: 'I haven't seen him for years.' Now rephrase it starting with 'It's been…' (years since I saw him). Notice — same meaning, different grammar. That's Part 4.
In pairs, list 5 fixed English chunks (e.g. 'as soon as', 'put up with', 'in case of'). Why do exam writers love these?
Most candidates lose marks because they write too many or too few words. Why might the 2–5 word limit be the hardest part?
Grammar focus · Section 2
8–10 minPart 4 looks endlessly varied but recycles eight grammar patterns. Recognise the pattern and the answer almost writes itself. (1) Passive voice — 'They built it' → 'It WAS BUILT'. (2) Reported speech — 'I'll help' → 'He SAID he WOULD help'.
Examples
→ (1) PASSIVE: 'They built the bridge in 1995.' / BUILT → 'The bridge WAS BUILT in 1995.'
→ (2) REPORTED: 'I'll call you,' he said. / HE → 'He said HE WOULD CALL me.'
→ (3) CONDITIONALS: 'I don't have a car, so I can't drive.' / HAD → 'If I HAD A CAR, I could drive.'
→ (4) COMPARATIVES: 'No one is taller than Sam.' / TALLEST → 'Sam is THE TALLEST.'
→ (5) MODALS OF SPECULATION: 'I'm sure he's tired.' / MUST → 'He MUST BE tired.'
→ (6) PHRASAL VERBS: 'Please continue.' / CARRY → 'Please CARRY ON.'
→ (7) FIXED PHRASES / LINKERS: 'In spite of the rain…' / DESPITE → 'DESPITE THE RAIN…'
→ (8) DEPENDENT PREPOSITIONS: 'She's interested in art.' / KEEN → 'She's KEEN ON art.'
Question 1.'They cleaned the room.' / BEEN → 'The room ___ cleaned.'
Question 2.'I haven't seen her for years.' / SINCE → 'It's been years ___ her.'
Question 3.'No one runs faster than Lee.' / FASTEST → 'Lee is ___ runner.'
Question 4.'Please continue.' / CARRY → 'Please ___.'
Question 5.'I'm sure he's lost.' / MUST → 'He ___ lost.'
Quick check 1.How many WORDS go in each Part 4 gap?
Quick check 2.Can you change the KEY WORD given in capitals?
Quick check 3.Contractions ('don't') in Part 4 count as…
Vocabulary · Section 3
5–7 minto transform
to change the form of something while keeping its meaning — exactly what Part 4 asks.
key word
the CAPITAL word that must appear in the answer, UNCHANGED.
to keep the meaning
to preserve the original sense — the most common reason candidates lose marks.
passive voice
subject receives the action: 'The bridge WAS BUILT in 1995.'
reported speech
saying what someone said: 'He SAID HE WOULD call.'
phrasal verb
verb + particle that = new meaning: 'put off' = postpone.
dependent preposition
a fixed preposition after a verb/adjective: 'keen ON', 'afraid OF', 'depend ON'.
linker
a connector showing relationship between ideas: 'despite', 'because of', 'in spite of'.
to paraphrase
to say the same thing in different words — Part 4 is paraphrasing under pattern rules.
marker word
a small word that signals which pattern (e.g. 'since' → present perfect; 'if' → conditional).
Tap an item on the left, then tap its match on the right.
Pronunciation · Section 4
3–4 minSay it aloud
Reading · Section 5
8–10 minPart 4 of the Use of English paper looks, at first glance, like grammar's revenge on the candidate. Six sentences must each be rewritten so that the meaning is preserved, the rewrite uses between two and five words, and a 'key word' supplied in capital letters appears in the answer without being changed. To the unprepared candidate this feels like a free-fall test of vocabulary and grammar at once. It is not. It is, in fact, the most pattern-based part of the entire paper.
The Cambridge writers do not invent fresh structures for each new exam. They recycle, with small variations, eight grammar patterns: the passive, reported speech, conditionals, comparatives and superlatives, modals of speculation, phrasal verbs, fixed linkers and dependent prepositions. A candidate who learns to recognise the key word as a SIGNAL — 'BEEN' triggers a passive; 'IF + HAD' triggers a second conditional; 'TOLD' or 'WHETHER' triggers reported speech — has already done two-thirds of the thinking before the pen moves.
The second insight is the word count. Two to five words is the strictest constraint in the paper, and it punishes two opposite mistakes. Candidates who write too few words usually miss a required auxiliary or article and lose the mark; candidates who write too many usually add a redundant adverb ('very', 'really') or convert a contraction back into two words without need. The professional move is to write the answer first, then count, then trim.
The third, and most often-ignored, insight is that the key word must appear UNCHANGED. 'BUILT' cannot become 'BUILDING'; 'SUCCESS' cannot become 'SUCCEED'; 'KEEN' cannot become 'KEENLY'. Every year a small share of marks is lost not on grammar but on the simple temptation to inflect a word that the rubric forbids. The rule is mechanical: copy the key word in capitals to scratch paper before writing the answer, and then build around it.
Drilled together — pattern, count, key word — these three habits raise Part 4 scores faster than any vocabulary list. The candidates who treat it as a guessing game lose marks every time. The candidates who treat it as pattern recognition, with three small mechanical checks, walk out having banked twelve marks they did not expect.
Question 1.According to the text, Part 4 is best described as a test of…
Question 2.How many grammar patterns do Cambridge writers recycle?
Question 3.What does the writer say is the strictest constraint?
Question 4.Why do candidates lose marks by writing TOO MANY words?
Question 5.What's the mechanical move to protect the key word?
Q1.Cambridge invents fresh grammar patterns for each exam.
Q2.Writing too few words can lose a mark for missing auxiliaries or articles.
Q3.It's acceptable to change BUILT to BUILDING if the meaning fits.
Q4.Pattern, count and key word — drilled together — raise Part 4 scores fast.
Listening · Section 6
8–10 minListening audio
Tap play to listen. Drag the timeline to jump anywhere.
Tutor (Mr Adeyemi):Right. Item 25: 'They built the school in 1992.' Key word: BEEN.
Two to five words.
Lucia:I wrote 'The school was built in 1992.' But 'WAS' isn't the key word. I should be using 'BEEN'.
Tutor (Mr Adeyemi):Exactly. 'BEEN' signals present perfect passive. 'The school HAS BEEN STANDING since 1992' works — but watch the meaning.
Or, more naturally: 'The school HAS BEEN THERE since 1992.' Three words, key word preserved.
Marco:Item 26: ''I won't be late,' she promised.' Key word: WOULDN'T.
Tutor (Mr Adeyemi):Reported promise. 'She promised she WOULDN'T BE late.' Four words.
Key word in capitals, untouched.
Lucia:What if I'd written 'She promised that she would not be late'?
Tutor (Mr Adeyemi):Six words. Over the limit. The contraction WOULDN'T = one word, but 'would not' = two.
That's where careful candidates lose silly marks.
Marco:Item 27: 'I'm sure they're lost.' Key word: MUST.
Tutor (Mr Adeyemi):Modal of speculation, certainty. 'They MUST BE LOST.' Three words.
Don't try anything fancier — 'must be' carries the certainty exactly.
Lucia:So: spot the pattern, count the words, never touch the key word.
Tutor (Mr Adeyemi):Three mechanical checks. Do them on every item and you'll bank two more marks than you do now.
Question 1.Why did Lucia's first answer to Item 25 fail?
Question 2.Why was 'She promised that she would not be late' rejected?
Question 3.Does the contraction WOULDN'T count as one word or two?
Question 4.Tutor's three mechanical checks are…
Exam skills · Section 7
5 min🎯 Part 4
6 items. Use 2–5 words. Key word UNCHANGED.
Open the Exam Practice block below.
Quick Tip
Copy the key word in capitals onto your scratch paper before writing — it stops you accidentally changing the form.
Exam Hack
Use contractions ('wouldn't', 'isn't') — they count as ONE word and save you precious slots.
Common Mistake
Don't paraphrase too freely — 'I'm sure he's tired' / MUST = 'He MUST BE TIRED', not 'He must feel tired'. Stay literal.
Your task
Complete each item in 2–5 words. The second sentence must mean the same as the first and contain the key word UNCHANGED. Then count, then re-check meaning.
Example
Q: 'It was such a boring film that I fell asleep.' / SO → 'The film was ___ I fell asleep.' Pattern → 'so + adjective + that'. Build: 'SO BORING THAT'. Count: 3 words. Meaning preserved. ✔
Practice · Section 8
8–10 minQuestion 1.Part 4 has ___ items.
Question 2.Each answer uses between ___ words.
Question 3.The key word must appear ___.
Question 4.'BEEN' usually signals a ___ structure.
Question 5.'IF + HAD' usually signals a ___ conditional.
Question 6.Contractions like WOULDN'T count as ___ word.
Q1.'They have built a new bridge.' / BEEN → 'A new bridge ___ built.' (2 words)
Q2.'I'm sure she's at home.' / MUST → 'She ___ at home.' (2 words)
Q3.'"I'll help you," he said.' / SAID → 'He ___ help me.' (3 words)
Writing · Section 9
5 minYour task
Write your OWN Part 4 item. Choose a key word and write the original + second sentence with a 2–5 word gap. Swap with a partner and solve theirs.
ORIGINAL: 'They postponed the meeting because of the snow.' KEY WORD: OFF SECOND SENTENCE: 'The meeting ___ because of the snow.' ANSWER: 'WAS PUT OFF' (3 words) — passive of the phrasal verb 'put off' = postpone. Meaning preserved, key word in capitals, within the 2–5 range.
Speaking · Section 10
10–15 minRoleplay
Pair drill. A says: 'pattern + key word' (e.g. 'second conditional, HAD'). B says a complete transformation example in under 10 seconds. Swap. Cover all eight patterns.
Useful phrases
Teacher notes
Optional · Teacher-led
Two compact extensions that train pattern-recognition reflexes — both work 1:1 online. ~18 min total
FCE Exam Practice · Section 11
20–30 minCambridge B2 First · Reading & Use of English · Part 4. Six items. 2–5 words. Key word UNCHANGED. Teacher Mode reveals answers and per-item rationale.
For questions 1–6, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. Use between two and five words.
1.They are repairing the road outside our house.
The road outside our house at the moment.
2.'You took my umbrella,' Sara said to me.
Sara her umbrella.
3.If you don't hurry up, you'll miss the train.
You'll miss the train up.
4.I'm sure he didn't see us.
He us.
5.I find it impossible to work with so much noise around.
I can't with so much noise around.
6.She started learning Italian five years ago.
She Italian for five years.
Homework · Section 12
Take-homeSix-item Part 4 set
Complete six FCE-style transformations in 12 minutes.
Each gap must be 2–5 words, include the KEY WORD UNCHANGED, and preserve the meaning. Count your words before submitting each item.
Key-word pattern radar
Match ten key words to their most likely grammar pattern.
For each key word, write the pattern it most often signals in Part 4 (one of: passive / reported / conditional / comparative / modal speculation / phrasal verb / linker / dependent preposition).
Mini Part 4 paper
Invent two of your own Part 4 items and swap with a classmate.
Pick TWO of the eight patterns. Write the original sentence + key word + second sentence with a 2–5 word gap. Provide the answer on a separate line marked TEACHER ONLY.
Recap · Section 13
2–3 min