Module 4 · Collaboration, Gapped Text & Mock 1 · Lesson 14
One long text. Six sentences removed. Seven sentence chips (one distractor). Train the cohesion clues — pronouns, demonstratives, linkers, lexical chains — that show where each sentence belongs.
Get talking · Section 1
5 minRead this aloud: 'The café was almost empty. ___ The waiter looked relieved.' What fits — 'It had been a long, busy morning.' or 'They served the best coffee in town.'? Why?
In pairs: list every English word that REFERS BACK to something earlier in a text. (Hint: it, this, these, the latter, such, one, do so… how many can you get?)
Which of these signals CONTRAST: 'however', 'moreover', 'in fact', 'on the other hand', 'similarly'? Which signal ADDITION?
Grammar focus · Section 2
8–10 minPart 6 is not a comprehension test; it's a cohesion test. Every missing sentence connects to the surrounding text through visible clues. There are four families: (1) REFERENCE — pronouns and demonstratives ('it', 'this', 'these', 'such', 'one', 'the latter') that MUST refer to a specific noun already in the text. (2) LEXICAL CHAINS — words from the same family appearing across sentences ('train' → 'journey' → 'commute'). (3) LINKERS / DISCOURSE MARKERS — 'however', 'in fact', 'as a result', which set up a specific logical relationship with what comes next. (4) TENSE & TIME — a sentence in past perfect signals it happened BEFORE the surrounding past simple events.
Examples
→ REFERENCE clue: chip says 'These conditions are now improving…' → look BEFORE the gap for a plural noun describing conditions.
→ LEXICAL chain: chip says 'The route was famously dangerous…' → look BEFORE for any mention of a road, path, journey, expedition.
→ LINKER clue: chip starts with 'However, this view is changing…' → before the gap must be the OLD view; after the gap must be the NEW evidence.
→ TENSE clue: chip in past perfect ('She had already left when…') → it likely belongs BEFORE a past-simple consequence.
→ Avoid 'It sounds nice here' as a strategy — read for cohesion clues, not for what 'feels' right.
Question 1.How many gaps are in Reading Part 6?
Question 2.How many sentence chips are in the pool?
Question 3.If a chip starts with 'However…', the gap is likely after a sentence that…
Question 4.A chip says 'These trips usually take three days.' The clue is…
Question 5.If a chip is in Past Perfect ('had + V3'), it usually belongs…
Quick check 1.Best first move on Part 6:
Quick check 2.What's the role of the EXTRA chip?
Quick check 3.If two gaps both seem to fit the same chip, you should…
Vocabulary · Section 3
5–7 mincohesion
the way sentences link to each other — Part 6's central skill.
reference
a word that points back to something earlier ('it', 'this', 'these').
demonstrative
'this / that / these / those' — they MUST refer to something already named.
linker / discourse marker
a word like 'however', 'in fact', 'as a result' that signals a logical relationship.
lexical chain
a chain of related words across sentences ('car' → 'vehicle' → 'engine').
the latter / the former
the SECOND / the FIRST of two things just mentioned — a strong reference clue.
such
of that kind — points back to a quality or category named earlier.
moreover / furthermore
ADDITION linkers — chip signals more of the same.
nevertheless
CONTRAST linker — chip pivots against what came before.
distractor
the EXTRA chip in the pool — designed to look right but doesn't fit.
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 minReading Part 6 of the Cambridge B2 First paper is, by reputation, the part that decides whether a candidate finishes the Reading & Use of English paper on time. It is also the part most candidates approach in exactly the wrong way: they read each gap, then scan the chips, then guess based on topic. This produces about 40% accuracy.
The candidates who routinely score 5 or 6 out of 6 do something different. They read the WHOLE PASSAGE first, slowly, ignoring the gaps. They want to know what the text is about and where the argument is going. Only then do they look at the chips, and they read each chip not for its TOPIC but for its OPENING WORD. The opening word — 'However', 'These', 'Such', 'In fact', 'The latter', 'By then' — is almost always the clue. Each opening word demands a very specific kind of sentence to precede it. 'However' demands a contradicted earlier view. 'These animals' demands a plural noun about animals. 'The latter' demands two things just contrasted.
There is a second move. After matching each chip to a candidate gap, the strong reader checks the END of the chip against the START of the sentence after the gap. The chip must connect SMOOTHLY in both directions — what comes before AND what comes after. The distractor chip in the pool is almost always one that fits the BEFORE clue but breaks the AFTER flow. Candidates who only check the before-clue fall for it.
The third trap is the lexical chain. Chips often share a word family with the surrounding text — 'expedition', 'journey', 'route', 'climb' might all weave through a travel article. Candidates who attack gaps individually miss the chain. Candidates who read the whole passage first see the chain as it builds, and the chip that mentions 'the route' goes in the slot that needs it.
The practical drill is brutally simple. Read the whole passage first. Then for each chip: identify the opening cohesion word. Match it. Check the next sentence connects. Commit. Move on. Six gaps in six minutes is realistic with this habit. Six gaps in fifteen minutes is what happens without it — and the candidate runs out of time on Parts 7 and the cloze sections.
Question 1.According to the writer, what's the FIRST move on Part 6?
Question 2.What is usually the strongest clue inside a chip?
Question 3.Why must you check the END of the chip too?
Question 4.What is a LEXICAL CHAIN in Part 6?
Question 5.How long should Part 6 take a well-trained candidate?
Q1.Reading the whole passage before attacking gaps is recommended.
Q2.The distractor chip usually fits the BEFORE clue but breaks the AFTER flow.
Q3.The chip's TOPIC matters more than its OPENING word.
Q4.It's normal for a Part 6 to take 20 minutes.
Listening · Section 6
8–10 minListening audio
Tap play to listen. Drag the timeline to jump anywhere.
Teacher:OK, let's try one. The passage says: 'For years, scientists believed the planet's deep oceans were almost lifeless. ___ Sonar surveys now show entire ecosystems thriving in total darkness.'
Teacher:We have three candidate chips. Chip A: 'These conditions are now known to support tiny crabs and shrimp.' Chip B: 'However, this assumption has turned out to be spectacularly wrong.'
Chip C: 'The expedition leader described the trip as the hardest of his career.'
Teacher:Step one — does each chip's OPENING WORD make sense after 'almost lifeless'? Chip A opens with 'These conditions' — but 'lifeless' isn't a condition, it's a state. Weak link.
Chip B opens with 'However, this assumption' — and 'almost lifeless' IS an assumption. Strong link. Chip C is about an expedition leader — no link at all.
Teacher:Step two — does it connect AFTERWARDS? After Chip B we have 'Sonar surveys now show entire ecosystems thriving.' That makes sense — the assumption was wrong, and here's the evidence.
Both directions fit. Chip B is the answer.
Teacher:Chip A is the distractor — 'conditions' is close enough to feel right, but it breaks because the previous sentence describes a STATE, not conditions. Candidates who only check the BEFORE direction fall for it.
Question 1.What's the FIRST step the teacher uses?
Question 2.Why is Chip A the DISTRACTOR?
Question 3.Which chip opens with the strongest cohesion link to 'almost lifeless'?
Question 4.What does the teacher say about the AFTER direction?
Exam skills · Section 7
5 min🎯 Reading Part 6
One passage. 6 sentence gaps. 7 chips (one distractor).
Open the FCE Exam Practice block below.
Quick Tip
Underline the OPENING word of every chip before you look at any gap. The opening word does 70% of the work.
Exam Hack
Solve the easy gaps first. Two or three obvious chips usually leap out. Reducing the pool from 7 to 4 makes the rest much easier.
Common Mistake
Don't match by TOPIC. Two chips can be about the same topic — only one fits the cohesion.
Your task
Apply the four-clue method to the practice passage in FCE Exam Practice. Aim for 6 minutes total.
Example
Chip: 'However, this assumption has turned out to be wrong.' DEMANDS BEFORE: a statement that IS an assumption. Gap-before sentence: 'For years, scientists believed the oceans were lifeless.' Match: 'believed' = assumption ✓. AFTER: 'Sonar surveys now show life.' = evidence the assumption was wrong ✓. Commit.
Practice · Section 8
8–10 minQuestion 1.A chip starting 'However…' signals a ___ with the sentence before.
Question 2.A chip starting 'These animals…' is a ___ clue.
Question 3.A chip in past perfect ('had + V3') usually belongs ___ a past-simple consequence.
Question 4.There are ___ chips in the pool for 6 gaps.
Question 5.The chip must connect in ___ directions.
Question 6.The recommended FIRST move is to read the ___ passage first.
Q1.Single linker that signals contrast (chip-opener):
Q2.Demonstrative pronoun that demands a plural noun before it:
Q3.Latin-style reference for 'the second of two just named':
Writing · Section 9
5 minYour task
Take any short text you've read this week. Cut out ONE sentence from the middle. Rewrite it with a clearer cohesion clue (start it with 'However…' / 'These…' / 'Such…'). Show your partner — can they reinsert it?
ORIGINAL: 'The town has changed enormously since 2010. ___ Most residents now work remotely from home.' CUT SENTENCE: 'The high street is almost unrecognisable.' REWRITTEN with cohesion clue: 'These changes are most visible on the high street.' Why the rewrite is better: it opens with 'These changes' (REFERENCE clue — points back to 'changed enormously') AND it links to the next sentence ('Most residents now work remotely') by naming WHAT changed. The original sentence works, but the rewrite makes the cohesion VISIBLE — exactly what Part 6 chips do.
Speaking · Section 10
10–15 minRoleplay
1:1 online task. Teacher reads a short paragraph aloud and stops at the gap. Student must SAY what KIND of sentence would fit (e.g. 'a sentence that contrasts the previous one' / 'a sentence about plural animals'). Teacher then reads two candidate chips; student commits and justifies.
Useful phrases
Teacher notes
Optional · Teacher-led
Two short drills that train the cohesion eye. Both work 1:1 online. ~14 min total
FCE Exam Practice · Section 11
20–30 minCambridge B2 First · Reading · Part 6. One passage, 6 gaps, 7 chips. Match each chip to a gap; one chip is a distractor. Teacher Mode reveals the cohesion clue used to solve each gap.
For most of the twentieth century, wolves were absent from large parts of mainland Europe. Decades of hunting, combined with habitat loss as farms and roads spread, had pushed them out of countries where they had been common for centuries. By the 1970s, the wolf had become a creature of folklore rather than fact in places like France, Germany and the Netherlands. [1] That began to change in the 1990s, when a combination of legal protection and farmland abandonment in mountain regions allowed wolf populations in Italy and the Balkans to expand. Young wolves, in search of new territory, travelled hundreds of kilometres into countries that had not seen the species for generations. [2] Conservationists called it 'natural rewilding' and welcomed it; farmers, predictably, did not. The return has reopened a debate as old as agriculture itself. Sheep farmers in the Alps and the Pyrenees argue that even small wolf populations can cause significant losses, and that compensation schemes rarely match the real damage. [3] Yet ecologists counter that the wolf plays a crucial role in keeping deer numbers in check, which in turn allows forests to regenerate. Governments have responded with a patchwork of policies. In some regions, farmers are subsidised for guard dogs and electric fences; in others, limited culling has been authorised when wolves attack livestock repeatedly. [4] The European Commission has been reluctant to weaken the wolf's strict protected status, arguing that the species is still recovering and that population estimates remain uncertain. Public opinion, meanwhile, is sharply divided along geographic lines. In cities, where wolves are more abstract than real, opinion polls consistently show strong majorities in favour of protection. [5] Survey after survey finds that rural residents are far more cautious — not always opposed, but rarely as enthusiastic as the urban majority. What seems clear is that the wolves themselves are not going away. As long as forests remain and prey numbers stay healthy, the species will continue to recolonise its old territories at its own pace. [6] Whether Europe can find a workable balance between farmers, ecologists and a returning top predator may be one of the defining wildlife questions of the next twenty years.
Sentence chips (one is a distractor)
Homework · Section 12
Take-homeCohesion hunt — 5 articles
Find 5 paragraph openers in any English news article that use REFERENCE clues.
Read 2 English-language news articles (BBC, Guardian, The Conversation). Highlight every paragraph opener that starts with 'However', 'These', 'Such', 'The former / latter', 'By then'. Write the opener + what it refers back to. Builds the eye for Part 6 chips.
Linker drill — 12 discourse markers
Memorise 12 discourse markers and the relationship each signals.
Drill these until you can label any chip's opener in 2 seconds. Half are contrast, half are addition/cause.
Write a Part 6 mini-passage
Write a 180-word passage with TWO sentences cut out (mark them with ___ in order).
Recap · Section 13
2–3 min