09 The world of science

This module contains various topics related to the

theme of science, including the International Space
2 These questions could be discussed in small
groups before being opened to the class.
Station, inventions that changed the world, brain Encourage students to justify their opinions.
power, great thinkers and scientific research.

Lead-in p.135 9A Personal challenges

Start with books closed. Ask students what the word Reading 1 p.136
science means to them. Discuss ideas before asking
them to open their books at page 135 and eliciting 1 Focus students’ attention on the photo and elicit
what technological developments are shown in the what it shows (the International Space Station),
photos (the light bulb, computers, a microscope, a before asking students what they know about it.
telephone). Allow students time to read the title and
introduction of the article before discussing the
Background questions in pairs or small groups. Elicit ideas from
There is contention over who came up with the the class.
original ideas for some inventions, as in some 2 As students have covered gapped texts previously
cases more than one person was involved in their in Modules 3A and 6A, you might want to elicit
development. Added to this, different inventors what they remember about tackling Paper 1 Part 7
were in essence in competition with each other, before focusing their attention on the title and
such that some successfully created an invention eliciting what they think the article could be about.
but did not succeed in patenting it first. Before they do the task, remind students to focus
• American inventor Thomas Edison is credited on each paragraph’s topic sentence to get an idea
with the invention of the light bulb in 1879. Having of the key focus, and to highlight words and
discovered that a glow lasting nearly 40 hours phrases that link forwards or backwards. This will
could be created using a carbon filament in an help them identify the best paragraph to slot in and
oxygen-free bulb, he went on to develop a bulb to cross through answers used. Allow time for
that would last for over 1500 hours. students to compare answers in pairs before class
• Whilst there is some debate over what is
feedback. As you go through the answers, elicit
classified as the first computer, British
identifying linkers and provide support as needed.
mathematician Charles Babbage is generally
For example, that dot on the horizon (paragraph 1)
credited with the invention of the earliest analytical
machine from which the modern computer is links with the speck in paragraph B; In fact,
derived. nothing could be further from the truth in
• The invention of the double-lens compound paragraph F is referring to it seem … as if the
microscope in the late 16th century is generally space station is free from the pull of gravity
attributed to Dutchman Zacharias Janssen. (paragraph 2) and paragraph F goes on to explain
• The telephone was first patented by Scottish about the effect of gravity on the space station.
inventor Alexander Graham Bell in 1876. However,
other inventors, most famously American Elisha 1B 2F 3D 4A 5G 6C
Gray, had also invented a wire-based electric
speech-transmitting machine around the same 3a Students discuss the questions in pairs before the
time, leading to a well-known legal wrangle (which discussion is opened to the class.
Bell won) over the invention of the telephone.
Suggested answer: Although there will be
1a Find out who thinks science is one of their strong
variations, a good order could be to read the text
subjects before putting them in pairs to take turns
first, predict kinds of information in each gap,
to ask and answer the questions.
underline pronouns, check the distractor does not
1b You may want to elicit how many people went for
fit and then check the text makes sense.
the different options (A, B or C) for each question
before referring students to page 206 to check 3b This task analysis question is best discussed as a
their answers. Find out whether anyone answered class. Encourage students to make a note of
all 8 questions correctly and which ones they were useful strategies that they can refer to in the
wrong about. future.

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4 Remind students that the Expert Word Check
1 discover, discovery 2 invent, invention,
(given on page 136) highlights useful words from
inventive 3 analyse, analysis, analytic(al)
the text. You may wish to ask them to find these
4 explore, exploration, explorative/exploratory
words in the text, underline them and try to deduce
5 atmosphere, atmospheric 6 experiment,
their meanings from the context before looking
experiment, experimental
them up in a dictionary. Encourage students to
record their meaning and usage. Students then 3c These questions on science give students the
discuss the questions about space exploration in opportunity to share their own experiences and
pairs or small groups. Round up by eliciting some opinions. Students work in pairs or small groups
of their ideas. before ideas are elicited from the class.
4a In this exercise students form sentences using
Extra! parts of idioms with like.
Students write an essay (220–260 words)
answering the following question: ‘Space 1e 2d 3f 4c 5b 6a
exploration is both practical and necessary for the
human race. To what extent do you agree or 4b Start by asking students to match the sentence
disagree with this statement? Give reasons to halves so that the words in italic form idioms. After
support your opinion.’ checking their answers, find out whether they have
similar expressions in their own language(s)
Vocabulary p.138 before putting them in pairs or small groups to
discuss the questions. Round up by eliciting ideas
1a This section focuses on fixed expressions relating from the class.
to space. Students match the phrases and
definitions, comparing answers in pairs. Discuss
1 like two peas in a pod 2 like water off a duck’s
whether the same expressions exist in their
back 3 like a red rag to a bull 4 like a bull in a
language(s).
china shop 5 like a fish out of water 6 like a
dog with a bone
1a 2c 3f 4e 5b 6d

1b These questions incorporate some of the Use of English 1 p.139

language from Exercise 1a and can be answered
in pairs or small groups before you elicit ideas 1 Refer students to the title and photo, eliciting ideas
from the class. on what the text might be about. Give students a
2 This exercise asks students to identify the word minute to skim the text before eliciting their
that collocates in each sentence. Students could answers to the question.
work alone or in pairs.
The Chargem is a recharger for multiple devices.
1B 2C 3B 4C 5D 6B Delia invented it because she wanted to find the
fastest way to recharge her own devices.
3a Here, students focus on word families and word
formation to fit different parts of speech. Ask 2a This exercise encourages students to identify the
students to discuss the stress pattern for each missing parts of speech for each gap in the text.
word in pairs before discussing answers as a Students could do this exercise in pairs or check
class. with a partner after completing it. Check answers
after Exercise 2b.
2b Students now look before and after the gaps that
1 chemist, chemistry, chemical 2 physicist,
will have nouns and decide from the surrounding
physics, physical 3 zoologist, zoology, zoological
language whether they will be singular, plural,
4 geneticist, genetics, genetic 5 engineer,
positive or negative. Encourage students to do as
engineering 6 astronomer, astronomy,
in Exercises 2a and 2b each time they encounter
astronomical
Paper 1 Part 3. Elicit answers and discuss as a
3b This exercise provides students with extra class how students came to their decisions.
practice in word formation, which is a useful way to
expand their vocabulary more rapidly, as well as a Nouns: 1 (s); 3 (s); 6 (s); 7 (pl); 8 (pl)
necessary skill to complete the key word Adjective: 2 (neg) Verb: 4 Adverb: 5
transformations in Paper 1 Part 3. Once again,
encourage students to work out the stress patterns 3 As students have encountered word formation
and to compare answers in pairs. tasks (Paper 1 Part 3) in modules 1A, 4A and 8A,

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 they should remember what to do. However, with Language development 1 p.141
new students or weaker ones, it could be useful to
ask what they remember about the word formation This section focuses on reported speech. Students
task before they do it. Allow time for students to with particular difficulties should be given suitable
compare answers in pairs before checking them. remedial exercises.

1 Focus students’ attention on the statements and

1 distraction 2 unbearable 3 inspiration
elicit what the reporting verb is (advised). Discuss
4 handle 5 regardless 6 investor 7 products
as a class how Frances’s father’s speech could be
8 belongings
reported using the 5 different verbs given.
4 Students discuss the questions in small groups
before the discussion is opened to the class. said she should reach out …; told her to reach out
…; encouraged her to …; suggested that she
Extra! should reach …; recommended her to …
Students write an article (220–260 words) about
what they consider to be the most important 2a A stronger class could go straight into the task.
invention of the 20th century. Weaker classes could start by looking at the
Expert Grammar on pages 185–186 and then do
the task in pairs.
Listening 1 p.140
1 Start by focusing students’ attention on the cartoon 1 A (complained to him) 2 C (confessed that
and ask what it shows (a self-cleaning home). she’d lost/to having lost) 3 D (told me that I
Refer students to the task and title, and elicit their should contact him/told me to contact him) 4 C
answers to the question. (discussed writing) 5 C (suggested that it would
be a good idea for me to text you) 6 B (noticed
Possible answers: what good company) 7 A (suggested that people
for convenience; to save time and energy; should have) 8 D (objected to the fact that we
because they dislike household chores; to help use)
others with a task they may not be able to do, etc.
2b Focus on the first 4 sentences and elicit from the
2 T57 Before playing the extract from the radio class how each one could be said in direct speech.
programme, give students time to skim the text 3a Check that students understand the difference
and decide the type of word missing in each gap. between the verbs given, before asking them to
With a weaker class, elicit ideas before playing the identify which person they correspond with.
recording. Remind them that in the actual exam Students then practise reporting the statements,
they will hear the extract twice. After listening, following the patterns given in Exercise 2.
allow students time to compare answers in pairs Encourage students to compare ideas and remind
before going through the answers with the class. them that different options are possible.

1 construction 2 disabled 3 car wash Examples: 1 apologised for being late for the
4 washing machine 5 comfort 6 earthquake biology lesson. 2 blamed Delia for copying his
7 sculpture 8 door frames idea. 3 reminded Jim/him to meet them at the
science museum. 4 regretted giving up/having
3 These questions could be discussed in small given up his medical studies. 5 admitted she’d
groups before the discussion is opened to the done/having done/doing really badly in her
class. Encourage students to support their chemistry paper. 6 explained that the reason he
opinions and add in new language as useful. became/had become an anthropologist was
because of a book he’d read.
Extra!
Students write an article (220–260 words) 3b This exercise provides students with the
presenting their opinions and ideas on one of the opportunity to practise forming statements using a
following as discussed in Exercise 3: variety of verbs. Students work in pairs, taking
1 Are labour-saving devices a good thing? turns to create a statement and then report what
2 Will the totally self-cleaning house ever take off? each other says, referring to Exercise 3a for help
with patterns as needed.
4a Explain that impersonal report structures are used
to create distance between the writer and the
information. As a class, discuss which of the

Advanced Expert Module 9 88

 sentences are examples of these structures and Photocopiable activity
elicit the contexts where they are most used. Activity 9A could be used here. It is a pairwork/
groupwork activity where students have to select
1b and 2b are report structures: they are most an appropriate report verb (from those provided)
used in reports and newspaper articles. and change given sentences into reported speech
using the verb chosen and the appropriate
4b Stronger classes could complete the structures pronouns. The new sentences must retain the
before feedback; alternatively, with a weaker same meaning as the original ones. This activity
class, elicit the missing parts as a class. revises reporting verbs and the patterns that follow
them in reported speech, as covered in Module 9A.
1 that 2 infinitive (or perfect/future etc. infinitive)
Writing 1 p.142
4c This exercise provides students with the
opportunity to practise using impersonal reporting This section focuses on the important concept of
structures. Students complete them and then accuracy, which is key to a candidate’s success in
compare in pairs or, with a weaker class, students the Advanced exam.
work in pairs to do the exercise.
1a Refer students to the Expert Strategy note and
1a It is alleged that … 1b is alleged to be … remind them to keep a list of the types of mistake
2 has been argued that … 3a is thought that … they make in their writing as well as any word they
3b is thought to be … 4a is feared that … 4b is commonly misspell. This exercise gives students
feared to be … 5 has been claimed that … practice in identifying and rectifying errors in
6 was believed that … writing. Check that students understand how to
code the errors before they start.

Extra!
Students decide which structure of the 2 presented
in Exercise 4b (1 or 2) is most commonly used with
the following verbs. Sometimes both are possible.
They then write an impersonal reporting sentence
using each verb.
allege find consider know
expect predict understand

Answers to Extra!
allege (1), find (1 & 2), consider (1 & 2), know (1 &
2), expect (1), predict (1), understand (1)

4d Here, students discuss recent events in the news

using reporting verbs. This could be done in pairs
or small groups. Round up by eliciting some of the
news stories discussed and finding out which
students are the most interested in and why.

Extra!
Students write an article on a news story they have
found particularly interesting. Encourage them to
write about it in their own words and to use
reported speech and impersonal reported
structures.

Advanced Expert Module 9 89

 research on their invention to find out more about
1 GPS technology was originally developed
it, for example who invented it and when.
by the United States military as a
3b Give students 5–10 minutes to check their work,
navigation system, using / and used a network of
correcting any mistakes they find. Alternatively,
satellites around the Earth to pinpoint the
ask students to swap articles and check each
exact position of a receiver anywhere on
other’s.
the planet. Since it was developed in
4 The task analysis could be discussed as a class
1978, it’s been used in cars, aircraft and boats.
once students have had the chance to identify the
These days it’s also used by geologists
types of mistake they most commonly make.
and conservation scientists, among others.
Encourage students to make a list of these areas
2 Nightclub owners don’t like them but
and to set time aside to work on them during self-
trainers have changed fashion and the feet
study. If spelling and punctuation are weak, refer
of generations of people. They didn’t take
students to the Expert Writing sections on pages
off until the 1970s, although the technique
199 and 200.
of melding rubber to cloth was first used in
1892 by the Goodyear Metallic Rubber Shoe
Company.
Extra!
Students rewrite their self-corrected essay for
With the help of celebrities such as sporting
homework.
superstars, they stopped being just practical
clothing and became a fashion item. The
army reports that young people now grow
up without ever wearing leather shoes and
Extra!
their feet are now too soft to wear
Either share out or ask students to choose one of
traditional military boots. the inventions discussed in Exercise 2b. Students
3 Food ‘on the go’ has been around since the then research their invention and prepare a short
time of Ancient Greece, but convenience food presentation (5 minutes maximum) on it for the
really took off in the 1970s and changed the subsequent class.
high street, our health and the way families
eat meals.
Traditional family dinners round the table 9B Brain power
disappeared and pre-packaged ready meals,
many of which were frozen, became the
norm.
Listening 2 p.143
The popularity of processed food, however, Begin by focusing students’ attention on the cartoon
is also blamed/to blame for the obesity crisis. With and asking what it shows (an untidy bedroom with a
high fat, salt and sugar content, the diet of people happy-looking teenage boy wearing headphones and
in the West has worsened. sitting in front of a laptop during the night; another
bedroom with his parents happily asleep in bed).
1b Students compare ideas in pairs before class 1 These questions encourage students to identify
feedback. If possible, project the three texts onto any differences in the way teenagers behave and
the board and go through them (or have students problems that they might experience. Students
come up and correct the errors). work in pairs or small groups before ideas are
2a This discussion gives students the opportunity to elicited from the class.
voice their opinion on the inventions mentioned in 2 T58 As students have encountered Paper 3 Part 3
the 3 texts and is best undertaken in small groups. previously in Modules 2A, 2B, 5B and 8A, begin by
2b Give students a little time to consider their answer asking what they remember about this part of the
and why it has had such an impact on the world listening exam and what strategies they will use.
before putting them into small groups to share Students then do the task, comparing answers
their ideas. Find out which inventions have been before class feedback. Remind them that this part
chosen and elicit a few supporting reasons. will be played twice in the actual exam.
3a Refer students to the task and ask them to read it,
underlining key words. Students then plan their 1C 2A 3D 4A 5B 6A
article, deciding on the number of paragraphs, etc.
(with a weaker class, you might want to discuss 3 This task analysis is best conducted as a class.
how the article could be structured as a class) 4 Students look at the items in the Expert Word
before writing it. Students might need to do some Check box and find all relevant information (e.g.
pronunciation, stress, word type, use, grammar,

Advanced Expert Module 9 90

 word family, collocations) for each word before might be an area you wish to expand on during
referring to the audioscript on page 170 and feedback, e.g. general study hints, what to do in
underlining where they find them in context. You the run-up to the exam and how to prepare for the
might also want to check on other possible new exam day itself.
language from the audio, such as synch and
susceptible, before asking students to discuss the Photocopiable activity
questions in pairs or small groups. Remind them to Activity 9B could be used here. It is a pairwork/
compare their ideas with what they said in groupwork activity where students take turns to ask
Exercise 1. Round up by eliciting ideas from the and answer questions relating to memory. This
class and finding out whether any of them have activity gives them the opportunity to practise using
changed their opinions. memory-related vocabulary as covered in
Module 9B.
Speaking p.144 3a Elicit what students recall about the collaborative
1a Refer students to the cartoon. Ask what it shows task before focusing their attention on the
(someone playing the guitar) and find out how spidergram. Refer them to the Expert Task
many of the class learnt to play an instrument Strategy notes on page 172 if useful. Students
when they were teenagers and what they learnt. then work in pairs to discuss the question and do
Focus on the table and explain that students have the task, keeping an eye on timing.
to group the words in the box according to the 3b Students take a minute to reach a decision before
headings given. This could be done in pairs or sharing ideas with the class.
alone. When going through answers, check on 4 The task analysis should be done in the same
pronunciation and syllable stress. pairs as the task before being discussed as a
class. Encourage students to identify areas they
A able to think on one’s feet, brainy, gifted, have a could improve in.
good head on one’s shoulders, have a high IQ,
knowledgeable, precocious, quick-witted Candidates are not penalised if they fail to agree
B dense, dim, feeble-minded, slow on the uptake with the other person and reach a negotiated
C all at sea, at a loss, disorientated, muddled, decision. Sharing the interaction and negotiating
perplexed are very important in this task.

5 Students work in pairs to discuss the questions,

Extra! presenting and justifying their opinions. Round up
Students write their own sentences using the by eliciting ideas from the class.
words and expressions given (one per sentence).
Language development 2 p.146
1b In this exercise students are asked to identify the
correct preposition in different expressions. Elicit Students should be familiar with the concept and use
the complete expressions during feedback and of noun, adjective and verb combinations. Further
discuss their meaning. knowledge of these combinations will help students
in Paper 1 as well as improve the accuracy of their
1 by 2 about 3 on 4 through 5 through written work. Weaker students might benefit from
6 on 7 up some additional practice from other sources before
focusing on the more advanced examples covered in
1c This exercise focuses on words that collocate in this section.
particular expressions. Allow time for students to
compare answers in pairs before checking ideas. 1a Find out how many students have seen The
Bourne Identity before explaining they are going to
1 forgotten, memory 2 reminder, forget work on a text relating to the story. In this exercise,
3 remember, memory 4 recollection, students match the sentence halves and then
unforgettable 5 remind, mental 6 memorable, underline or highlight the word + preposition
mind combinations (escape from, suspicious about,
etc.). It might be an idea to do the first one with the
2 The questions provide students with an class before they complete the exercise in pairs.
opportunity to discuss (in pairs or small groups)
the type of information they need to remember and 1c 2e 3d 4f 5b 6a
the techniques they employ to do so. They also
encourage them to share study techniques. This

Advanced Expert Module 9 91

1b This exercise is best done in pairs, with students Photocopiable activity
referring to Expert Grammar on pages 186–7 to Activity 9C could be used here. It is a pairwork/
check their answers. groupwork activity where students practise
matching prepositions that go with set nouns,
1 Yes 2 the -ing form 3 formal verbs and adjectives, through a game of dominoes.
This activity revises noun, adjective and verb +
2 Here, students have practice in determining where preposition combinations covered in Module 9B.
prepositions are required and, if so, which ones to
use. Encourage students to compare answers in 5 Students work in pairs to discuss how life might be
pairs and, during feedback, ask them to underline without their memory, incorporating word
the word + preposition combinations. Remind combinations from this section. Round up by
them to add any new ones to their vocabulary opening the discussion to the class and eliciting
records. examples of word combination use.

1 at, ø, for 2 ø, to 3 to, through 4 of, into Reading and Use of English p.147
5 to, for 6 with, about/over 1 These questions encourage students to consider
3 This exercise focuses on prepositions that are the differences between age and learning, and to
followed by the -ing form of a verb. Go through the add in their own experiences. Ask students to work
example with the class and point out that in groups of 3 or 4 and elicit ideas during class
sometimes more than one preposition is possible. feedback. Feed in aspects that may be relevant as
With weaker students it may be useful to discuss needed, e.g. adults having more responsibilities
which preposition follows the adjectives, verbs or (work, family, house), having potentially less time
nouns that need changing in each sentence (e.g. for study but at the same time being perhaps more
annoyed at/about) before students rewrite them motivated and directed in what they wish to learn.
with the -ing form. Write key ideas and useful new vocabulary on the
board.
2 Explain to students that they are going to focus on
1 at/about finding 2 about/of asking 3 against
the new task for the Reading and Use of English
using 4 on us/our working out 5 me of not
Paper (Paper 1 Part 6), which was introduced in
keeping/failing to keep 6 for/about losing/for
Module 5. Elicit what they remember about this
having lost
task if they covered it in this previous module.
4 Here, students focus on word combinations where Refer students to the Expert Task Strategy notes
the use of a different preposition alters the on page 168 for support and, if students are new
meaning. Students could do this exercise in pairs to this task type, use this to introduce it to them as
or compare answers with a partner afterwards. a class. Ask students what they know about blogs
During feedback, elicit the differences in meaning and discuss their own experiences of writing or
and discuss how students could best remember reading blogs.
them.
1D 2A 3B 4C
1a heard about (be told news) b heard of (know
3 The task analysis is best conducted in pairs or
exists) 2a shouted ... to (difficulty hearing)
small groups. Then discuss, as a class, which
b shout at (in anger) 3a threw ... at (you wanted
approaches worked best and which didn’t and
to damage it) b Throw ... to (you hope the
why. This will help students to build up a set of
person will catch it) 4a anxious for (strong
strategies to help them tackle this question type
feeling of want) b anxious about (worried)
better the next time they encounter it.
5a cares about (thinks it is important) b care ...
4 Students discuss their preferences in the same
for (negative = to not like) 6a laughed about
groups as they worked in initially. Finish off by
(including yourself in the situation that is amusing)
finding out from the class which blog was the most
b laugh at (negative = mock or make fun of
popular and why.
someone in an unkind way)

Advanced Expert Module 9 92

 Extra! Samples:
Students write their own blog article (220–260 1 Background, e.g. scientific research is
words) on their view of adult learning, providing adequately funded but this is not the case (present
reasons and examples to support their ideas as passive).
useful. Encourage them to feed in any useful 2 What you intend to write about, e.g. will focus on
language written on the board from Exercise 1. two areas of scientific research that need extra
funding (future).
Writing 2 p.148 3 Thesis statement: Increased government
funding is required in two areas of scientific
This section provides students with further practice in research (present passive).
essay writing, which they have encountered in
previous modules. 4b Here, students are given further practice in
completing sentence openings, although these are
1 Introduce the topic of scientific research by for the paragraph that forms the main body of the
focusing students’ attention on the photos and essay. Encourage students to compare answers in
eliciting what they show (a space shuttle and a pairs before eliciting ideas.
food scientist), before asking students to discuss
the questions in small groups. Elicit ideas.
See sample answer.
2 In this exercise, students are introduced to the
task and given the opportunity to focus on what it 4c Refer students to the Expert Strategy notes once
entails. Encourage students to underline key more before discussing as a class the sentences
words and phrases and to choose the two areas of and the verb forms required. Allow time for
focus. The questions could be discussed in pairs students to complete the sentences before
before a brief class discussion. It might be useful checking ideas.
at this point to review useful language for essay
writing by, for example, referring students to those
Samples:
given on Module 3B, page 53.
1 Needed action: does need to be increased for
medical research (present or future passive with
1 It is an opinion essay, which requires a choice to modal).
be made and reasons to support it to be given. 2 Warning: … is action soon and funds are
2 You must discuss two of the areas of scientific provided, research will be severely restricted
research shown, but choose only one of them to (present/future).
receive priority for funding; you will have to think of 3 Rhetorical question: … stem cell research had to
reasons why this is your choice. be halted and cancer patients died unnecessarily?
3 formal register (past for hypothetical situation)
4 Summary: … extra funding is desperately
3a Here, students determine their viewpoint on the
needed in the two key areas of space exploration
topic and brainstorm ideas on the points selected.
and medicine.
Students may wish to discuss ideas in pairs to
promote further examples. 4d In this exercise, students check the sentences
3b Students now decide the number of paragraphs they wrote in Exercises 4a–c for accuracy.
they will write and produce a brief plan. Students may wish to swap their sentences with a
3c Once students have created their plan, they partner and check each other’s. Encourage them
determine what ideas to include and where to to add more variety to their language by using
include them. Depending on time, you could ask more descriptive language and phrases as
students to work in pairs and discuss what they suggested.
will do. 5 At this point, the planning is complete, so give
4a This exercise concentrates on introductions and students 20 minutes to write their essay.
conclusions and presents Expert Strategies for the Alternatively, this could be set as homework
class to discuss. These should clarify what each of unless you to wish to replicate exam conditions.
these key paragraphs should do. After focusing on
the strategies, stronger students can consider the
responses to the questions and complete the
sentence openings. If students require more
support, this could be done as a class.

Advanced Expert Module 9 93

 Sample answer: Review
It is a commonly-held view that increased
These exercises aim to help both students and
funding is needed for two areas of scientific
teachers monitor and analyse progress after each
research important for the future of mankind –
module has been completed, focusing on vocabulary
space exploration and medicine.
and grammar from the module. They are best used
One of the most important benefits of space
to show where further consolidation is required or, in
exploration is that it not only holds out the hope of
the case of students who have missed a module, to
finding new lands to mine or even inhabit, but it
assess how much they need to catch up on. In terms
has also forced scientists to invent technology that
of usage, the review exercises can be set in class
we now take for granted, such as satellite
time as a 20–25-minute test or completed as a
technology and weather forecasting. Who could
pair/group activity followed by a class discussion.
imagine life now without satellite television?
Alternatively, they can be given for homework, which
However, space research is certainly
in the case of any student who has missed a module
expensive and cannot be carried out without
would be more practical.
government funding, and currently too little money
is available. Indeed, opponents say scarce
resources would be better deployed on solving 1 1 by 2 in, into/on 3 on 4 for, from, about/
problems on Earth. on 5 out, for 6 on 7 off 8 with, over/about
There can be no doubt that medical research 9 of 10 of
has made us healthier, happier and able to live 2 1 unforgettable 2 sight 3 dog with a bone
longer. Remedies, cures and safeguards against 4 many moons ago 5 precocious 6 glimpse
various diseases are all the result of medical 7 all at sea 8 objected
research, and diseases once considered 3 1 Our team leader blamed the service provider
incurable, like tuberculosis, can be cured today, for cutting/having cut us off. 2 Olivia agreed to
and indeed some, like smallpox, almost eradicated contact the press for Chris. 3 The customs
… However, the downside is that medical official insisted on us/our opening/that we opened
research is also costly and seemingly never- our bags. 4 Ryan’s mother warned him not to be
ending, as the excessive and indiscriminate use of late for college. 5 The teacher tried to persuade
medicines for minor ailments has caused all the girls to co-operate. 6 Darren confessed to
medicines for some diseases to become driving/having driven/that he’d been driving/that
ineffective. Also, an aging population increases he’d driven carelessly. 7 Liam suggested (that)
other costs like social care and puts pressure on Sam (should) try/tried a new approach. 8 Mark
pension funds. advised us not to rule out any of the options.
Nevertheless, in my view, funding does need to 9 The head of department complained to the
be increased in medical research because of the principal about never getting/that they never got
newer field of genetics and the highly controversial enough money for research. 10 Eli suspected
stem cell research, which has the potential to cure Peter of causing/having caused the accident/(that
a vast array of problematic diseases like cancers Peter might have caused the accident).
and diabetes. 4 1 is/has been/was alleged that she had been
mixing/had mixed 2 admitted causing/that she
[261 words] (had) caused 3 apologised to the principal for
4 denied doing/that she did/that she had done
6 Students spend 5–10 minutes checking their 5 were shocked at 6 accused the school of
essay, using the checklist in the Expert Writing overreacting/of having overreacted 7 told the
section on page 190. Alternatively, students swap principal (that) 8 urged the police to drop
and check their partner’s essay.

Advanced Expert Module 9 94