Teachers notes and photocopiables expert teachersnotes m09

09

The world of science

This module contains various topics related to the
theme of science, including the International Space
Station, inventions that changed the world, brain
power, great thinkers and scientific research.

2 These questions could be discussed in small
groups before being opened to the class.
Encourage students to justify their opinions.

Lead-in p.135

9A Personal challenges

Start with books closed. Ask students what the word
science means to them. Discuss ideas before asking
them to open their books at page 135 and eliciting
what technological developments are shown in the
photos (the light bulb, computers, a microscope, a
telephone).

Reading 1 p.136

Background
There is contention over who came up with the
original ideas for some inventions, as in some
cases more than one person was involved in their
development. Added to this, different inventors

were in essence in competition with each other,
such that some successfully created an invention
but did not succeed in patenting it first.
• American inventor Thomas Edison is credited
with the invention of the light bulb in 1879. Having
discovered that a glow lasting nearly 40 hours
could be created using a carbon filament in an
oxygen-free bulb, he went on to develop a bulb
that would last for over 1500 hours.
• Whilst there is some debate over what is
classified as the first computer, British
mathematician Charles Babbage is generally
credited with the invention of the earliest analytical
machine from which the modern computer is
derived.
• The invention of the double-lens compound
microscope in the late 16th century is generally
attributed to Dutchman Zacharias Janssen.
• The telephone was first patented by Scottish
inventor Alexander Graham Bell in 1876. However,
other inventors, most famously American Elisha
Gray, had also invented a wire-based electric
speech-transmitting machine around the same
time, leading to a well-known legal wrangle (which
Bell won) over the invention of the telephone.
1a Find out who thinks science is one of their strong
subjects before putting them in pairs to take turns
to ask and answer the questions.
1b You may want to elicit how many people went for
the different options (A, B or C) for each question

before referring students to page 206 to check
their answers. Find out whether anyone answered
all 8 questions correctly and which ones they were
wrong about.

Advanced Expert Module 9

1 Focus students’ attention on the photo and elicit
what it shows (the International Space Station),
before asking students what they know about it.
Allow students time to read the title and
introduction of the article before discussing the
questions in pairs or small groups. Elicit ideas from
the class.
2 As students have covered gapped texts previously
in Modules 3A and 6A, you might want to elicit
what they remember about tackling Paper 1 Part 7
before focusing their attention on the title and
eliciting what they think the article could be about.
Before they do the task, remind students to focus
on each paragraph’s topic sentence to get an idea
of the key focus, and to highlight words and
phrases that link forwards or backwards. This will
help them identify the best paragraph to slot in and
to cross through answers used. Allow time for
students to compare answers in pairs before class
feedback. As you go through the answers, elicit
identifying linkers and provide support as needed.
For example, that dot on the horizon (paragraph 1)
links with the speck in paragraph B; In fact,

nothing could be further from the truth in
paragraph F is referring to it seem … as if the
space station is free from the pull of gravity
(paragraph 2) and paragraph F goes on to explain
about the effect of gravity on the space station.
1B

2F

3D

4A

5G

6C

3a Students discuss the questions in pairs before the
discussion is opened to the class.
Suggested answer: Although there will be
variations, a good order could be to read the text
first, predict kinds of information in each gap,
underline pronouns, check the distractor does not
fit and then check the text makes sense.
3b This task analysis question is best discussed as a
class. Encourage students to make a note of
useful strategies that they can refer to in the
future.

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4 Remind students that the Expert Word Check
(given on page 136) highlights useful words from
the text. You may wish to ask them to find these
words in the text, underline them and try to deduce
their meanings from the context before looking
them up in a dictionary. Encourage students to
record their meaning and usage. Students then
discuss the questions about space exploration in
pairs or small groups. Round up by eliciting some
of their ideas.

Extra!
Students write an essay (220–260 words)
answering the following question: ‘Space
exploration is both practical and necessary for the
human race. To what extent do you agree or
disagree with this statement? Give reasons to
support your opinion.’

Vocabulary p.138
1a This section focuses on fixed expressions relating
to space. Students match the phrases and
definitions, comparing answers in pairs. Discuss
whether the same expressions exist in their
language(s).
1a

2c

3f

4e

5b

6d

1b These questions incorporate some of the
language from Exercise 1a and can be answered
in pairs or small groups before you elicit ideas
from the class.
2 This exercise asks students to identify the word
that collocates in each sentence. Students could
work alone or in pairs.
1B

2C

3B

4C

5D

6B

3a Here, students focus on word families and word
formation to fit different parts of speech. Ask

students to discuss the stress pattern for each
word in pairs before discussing answers as a
class.
1 chemist, chemistry, chemical 2 physicist,
physics, physical 3 zoologist, zoology, zoological
4 geneticist, genetics, genetic 5 engineer,
engineering 6 astronomer, astronomy,
astronomical
3b This exercise provides students with extra
practice in word formation, which is a useful way to
expand their vocabulary more rapidly, as well as a
necessary skill to complete the key word
transformations in Paper 1 Part 3. Once again,
encourage students to work out the stress patterns
and to compare answers in pairs.

Advanced Expert Module 9

1 discover, discovery 2 invent, invention,
inventive 3 analyse, analysis, analytic(al)
4 explore, exploration, explorative/exploratory
5 atmosphere, atmospheric 6 experiment,
experiment, experimental
3c These questions on science give students the
opportunity to share their own experiences and
opinions. Students work in pairs or small groups
before ideas are elicited from the class.
4a In this exercise students form sentences using
parts of idioms with like.
1e

2d

3f

4c

5b

6a

4b Start by asking students to match the sentence
halves so that the words in italic form idioms. After
checking their answers, find out whether they have
similar expressions in their own language(s)
before putting them in pairs or small groups to
discuss the questions. Round up by eliciting ideas
from the class.
1 like two peas in a pod 2 like water off a duck’s
back 3 like a red rag to a bull 4 like a bull in a
china shop 5 like a fish out of water 6 like a
dog with a bone

Use of English 1 p.139
1 Refer students to the title and photo, eliciting ideas
on what the text might be about. Give students a
minute to skim the text before eliciting their
answers to the question.
The Chargem is a recharger for multiple devices.
Delia invented it because she wanted to find the

fastest way to recharge her own devices.
2a This exercise encourages students to identify the
missing parts of speech for each gap in the text.
Students could do this exercise in pairs or check
with a partner after completing it. Check answers
after Exercise 2b.
2b Students now look before and after the gaps that
will have nouns and decide from the surrounding
language whether they will be singular, plural,
positive or negative. Encourage students to do as
in Exercises 2a and 2b each time they encounter
Paper 1 Part 3. Elicit answers and discuss as a
class how students came to their decisions.
Nouns: 1 (s); 3 (s); 6 (s); 7 (pl); 8 (pl)
Adjective: 2 (neg) Verb: 4 Adverb: 5
3 As students have encountered word formation
tasks (Paper 1 Part 3) in modules 1A, 4A and 8A,

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they should remember what to do. However, with
new students or weaker ones, it could be useful to
ask what they remember about the word formation
task before they do it. Allow time for students to
compare answers in pairs before checking them.
1 distraction 2 unbearable 3 inspiration
4 handle 5 regardless 6 investor 7 products
8 belongings
4 Students discuss the questions in small groups

before the discussion is opened to the class.

Extra!
Students write an article (220–260 words) about
what they consider to be the most important
invention of the 20th century.

Listening 1 p.140
1 Start by focusing students’ attention on the cartoon
and ask what it shows (a self-cleaning home).
Refer students to the task and title, and elicit their
answers to the question.
Possible answers:
for convenience; to save time and energy;
because they dislike household chores; to help
others with a task they may not be able to do, etc.
2 T57 Before playing the extract from the radio
programme, give students time to skim the text
and decide the type of word missing in each gap.
With a weaker class, elicit ideas before playing the
recording. Remind them that in the actual exam
they will hear the extract twice. After listening,
allow students time to compare answers in pairs
before going through the answers with the class.
1 construction 2 disabled 3 car wash
4 washing machine 5 comfort 6 earthquake
7 sculpture 8 door frames
3 These questions could be discussed in small
groups before the discussion is opened to the
class. Encourage students to support their

opinions and add in new language as useful.

Extra!
Students write an article (220–260 words)
presenting their opinions and ideas on one of the
following as discussed in Exercise 3:
1 Are labour-saving devices a good thing?
2 Will the totally self-cleaning house ever take off?

Advanced Expert Module 9

Language development 1 p.141
This section focuses on reported speech. Students
with particular difficulties should be given suitable
remedial exercises.
1 Focus students’ attention on the statements and
elicit what the reporting verb is (advised). Discuss
as a class how Frances’s father’s speech could be
reported using the 5 different verbs given.
said she should reach out …; told her to reach out
…; encouraged her to …; suggested that she
should reach …; recommended her to …
2a A stronger class could go straight into the task.
Weaker classes could start by looking at the
Expert Grammar on pages 185–186 and then do
the task in pairs.
1 A (complained to him) 2 C (confessed that
she’d lost/to having lost) 3 D (told me that I
should contact him/told me to contact him) 4 C
(discussed writing) 5 C (suggested that it would

be a good idea for me to text you) 6 B (noticed
what good company) 7 A (suggested that people
should have) 8 D (objected to the fact that we
use)
2b Focus on the first 4 sentences and elicit from the
class how each one could be said in direct speech.
3a Check that students understand the difference
between the verbs given, before asking them to
identify which person they correspond with.
Students then practise reporting the statements,
following the patterns given in Exercise 2.
Encourage students to compare ideas and remind
them that different options are possible.
Examples: 1 apologised for being late for the
biology lesson. 2 blamed Delia for copying his
idea. 3 reminded Jim/him to meet them at the
science museum. 4 regretted giving up/having
given up his medical studies. 5 admitted she’d
done/having done/doing really badly in her
chemistry paper. 6 explained that the reason he
became/had become an anthropologist was
because of a book he’d read.
3b This exercise provides students with the
opportunity to practise forming statements using a
variety of verbs. Students work in pairs, taking
turns to create a statement and then report what
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

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sentences are examples of these structures and
elicit the contexts where they are most used.
1b and 2b are report structures: they are most
used in reports and newspaper articles.
4b Stronger classes could complete the structures
before feedback; alternatively, with a weaker
class, elicit the missing parts as a class.
1 that

Photocopiable activity
Activity 9A could be used here. It is a pairwork/
groupwork activity where students have to select
an appropriate report verb (from those provided)
and change given sentences into reported speech
using the verb chosen and the appropriate
pronouns. The new sentences must retain the
same meaning as the original ones. This activity
revises reporting verbs and the patterns that follow
them in reported speech, as covered in Module 9A.

2 infinitive (or perfect/future etc. infinitive)

4c This exercise provides students with the
opportunity to practise using impersonal reporting
structures. Students complete them and then

compare in pairs or, with a weaker class, students
work in pairs to do the exercise.
1a It is alleged that … 1b is alleged to be …
2 has been argued that … 3a is thought that …
3b is thought to be … 4a is feared that … 4b is
feared to be … 5 has been claimed that …
6 was believed that …

Writing 1 p.142
This section focuses on the important concept of
accuracy, which is key to a candidate’s success in
the Advanced exam.
1a Refer students to the Expert Strategy note and
remind them to keep a list of the types of mistake
they make in their writing as well as any word they
commonly misspell. This exercise gives students
practice in identifying and rectifying errors in
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


1 GPS technology was originally developed
by the United States military as a
navigation system, using / and used a network of
satellites around the Earth to pinpoint the
exact position of a receiver anywhere on
the planet. Since it was developed in
1978, it’s been used in cars, aircraft and boats.
These days it’s also used by geologists
and conservation scientists, among others.
2 Nightclub owners don’t like them but
trainers have changed fashion and the feet

of generations of people. They didn’t take
off until the 1970s, although the technique
of melding rubber to cloth was first used in
1892 by the Goodyear Metallic Rubber Shoe
Company.
With the help of celebrities such as sporting
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
their feet are now too soft to wear
traditional military boots.
3 Food ‘on the go’ has been around since the
time of Ancient Greece, but convenience food
really took off in the 1970s and changed the
high street, our health and the way families
eat meals.
Traditional family dinners round the table
disappeared and pre-packaged ready meals,
many of which were frozen, became the
norm.
The popularity of processed food, however,
is also blamed/to blame for the obesity crisis. With
high fat, salt and sugar content, the diet of people
in the West has worsened.
1b Students compare ideas in pairs before class
feedback. If possible, project the three texts onto
the board and go through them (or have students
come up and correct the errors).
2a This discussion gives students the opportunity to

voice their opinion on the inventions mentioned in
the 3 texts and is best undertaken in small groups.
2b Give students a little time to consider their answer
and why it has had such an impact on the world
before putting them into small groups to share
their ideas. Find out which inventions have been
chosen and elicit a few supporting reasons.
3a Refer students to the task and ask them to read it,
underlining key words. Students then plan their
article, deciding on the number of paragraphs, etc.
(with a weaker class, you might want to discuss
how the article could be structured as a class)
before writing it. Students might need to do some

Advanced Expert Module 9

research on their invention to find out more about
it, for example who invented it and when.
3b Give students 5–10 minutes to check their work,
correcting any mistakes they find. Alternatively,
ask students to swap articles and check each
other’s.
4 The task analysis could be discussed as a class
once students have had the chance to identify the
types of mistake they most commonly make.
Encourage students to make a list of these areas
and to set time aside to work on them during selfstudy. If spelling and punctuation are weak, refer
students to the Expert Writing sections on pages
199 and 200.

Extra!
Students rewrite their self-corrected essay for
homework.

Extra!
Either share out or ask students to choose one of
the inventions discussed in Exercise 2b. Students
then research their invention and prepare a short
presentation (5 minutes maximum) on it for the
subsequent class.

9B Brain power

Listening 2 p.143
Begin by focusing students’ attention on the cartoon
and asking what it shows (an untidy bedroom with a
happy-looking teenage boy wearing headphones and
sitting in front of a laptop during the night; another
bedroom with his parents happily asleep in bed).
1 These questions encourage students to identify
any differences in the way teenagers behave and
problems that they might experience. Students
work in pairs or small groups before ideas are
elicited from the class.
2 T58 As students have encountered Paper 3 Part 3
previously in Modules 2A, 2B, 5B and 8A, begin by
asking what they remember about this part of the
listening exam and what strategies they will use.
Students then do the task, comparing answers
before class feedback. Remind them that this part

will be played twice in the actual exam.
1C

2A

3D

4A

5B

6A

3 This task analysis is best conducted as a class.
4 Students look at the items in the Expert Word
Check box and find all relevant information (e.g.
pronunciation, stress, word type, use, grammar,

90


word family, collocations) for each word before
referring to the audioscript on page 170 and
underlining where they find them in context. You
might also want to check on other possible new
language from the audio, such as synch and
susceptible, before asking students to discuss the
questions in pairs or small groups. Remind them to
compare their ideas with what they said in
Exercise 1. Round up by eliciting ideas from the

class and finding out whether any of them have
changed their opinions.

Speaking p.144
1a Refer students to the cartoon. Ask what it shows
(someone playing the guitar) and find out how
many of the class learnt to play an instrument
when they were teenagers and what they learnt.
Focus on the table and explain that students have
to group the words in the box according to the
headings given. This could be done in pairs or
alone. When going through answers, check on
pronunciation and syllable stress.
A able to think on one’s feet, brainy, gifted, have a
good head on one’s shoulders, have a high IQ,
knowledgeable, precocious, quick-witted
B dense, dim, feeble-minded, slow on the uptake
C all at sea, at a loss, disorientated, muddled,
perplexed

Extra!
Students write their own sentences using the
words and expressions given (one per sentence).
1b In this exercise students are asked to identify the
correct preposition in different expressions. Elicit
the complete expressions during feedback and
discuss their meaning.
1 by
6 on

2 about
7 up

3 on

4 through

5 through

1c This exercise focuses on words that collocate in
particular expressions. Allow time for students to
compare answers in pairs before checking ideas.
1 forgotten, memory 2 reminder, forget
3 remember, memory 4 recollection,
unforgettable 5 remind, mental 6 memorable,
mind
2 The questions provide students with an
opportunity to discuss (in pairs or small groups)
the type of information they need to remember and
the techniques they employ to do so. They also
encourage them to share study techniques. This

Advanced Expert Module 9

might be an area you wish to expand on during
feedback, e.g. general study hints, what to do in
the run-up to the exam and how to prepare for the
exam day itself.

Photocopiable activity

Activity 9B could be used here. It is a pairwork/
groupwork activity where students take turns to ask
and answer questions relating to memory. This
activity gives them the opportunity to practise using
memory-related vocabulary as covered in
Module 9B.
3a Elicit what students recall about the collaborative
task before focusing their attention on the
spidergram. Refer them to the Expert Task
Strategy notes on page 172 if useful. Students
then work in pairs to discuss the question and do
the task, keeping an eye on timing.
3b Students take a minute to reach a decision before
sharing ideas with the class.
4 The task analysis should be done in the same
pairs as the task before being discussed as a
class. Encourage students to identify areas they
could improve in.
Candidates are not penalised if they fail to agree
with the other person and reach a negotiated
decision. Sharing the interaction and negotiating
are very important in this task.
5 Students work in pairs to discuss the questions,
presenting and justifying their opinions. Round up
by eliciting ideas from the class.

Language development 2 p.146
Students should be familiar with the concept and use
of noun, adjective and verb combinations. Further
knowledge of these combinations will help students

in Paper 1 as well as improve the accuracy of their
written work. Weaker students might benefit from
some additional practice from other sources before
focusing on the more advanced examples covered in
this section.
1a Find out how many students have seen The
Bourne Identity before explaining they are going to
work on a text relating to the story. In this exercise,
students match the sentence halves and then
underline or highlight the word + preposition
combinations (escape from, suspicious about,
etc.). It might be an idea to do the first one with the
class before they complete the exercise in pairs.
1c

2e

3d

4f

5b

6a

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1b This exercise is best done in pairs, with students
referring to Expert Grammar on pages 186–7 to

check their answers.
1 Yes

2 the -ing form

3 formal

2 Here, students have practice in determining where
prepositions are required and, if so, which ones to
use. Encourage students to compare answers in
pairs and, during feedback, ask them to underline
the word + preposition combinations. Remind
them to add any new ones to their vocabulary
records.
1 at, ø, for 2 ø, to 3 to, through
5 to, for 6 with, about/over

4 of, into

3 This exercise focuses on prepositions that are
followed by the -ing form of a verb. Go through the
example with the class and point out that
sometimes more than one preposition is possible.
With weaker students it may be useful to discuss
which preposition follows the adjectives, verbs or
nouns that need changing in each sentence (e.g.
annoyed at/about) before students rewrite them
with the -ing form.
1 at/about finding 2 about/of asking 3 against
using 4 on us/our working out 5 me of not

keeping/failing to keep 6 for/about losing/for
having lost
4 Here, students focus on word combinations where
the use of a different preposition alters the
meaning. Students could do this exercise in pairs
or compare answers with a partner afterwards.
During feedback, elicit the differences in meaning
and discuss how students could best remember
them.

Photocopiable activity
Activity 9C could be used here. It is a pairwork/
groupwork activity where students practise
matching prepositions that go with set nouns,
verbs and adjectives, through a game of dominoes.
This activity revises noun, adjective and verb +
preposition combinations covered in Module 9B.
5 Students work in pairs to discuss how life might be
without their memory, incorporating word
combinations from this section. Round up by
opening the discussion to the class and eliciting
examples of word combination use.

Reading and Use of English p.147
1 These questions encourage students to consider
the differences between age and learning, and to
add in their own experiences. Ask students to work
in groups of 3 or 4 and elicit ideas during class
feedback. Feed in aspects that may be relevant as
needed, e.g. adults having more responsibilities

(work, family, house), having potentially less time
for study but at the same time being perhaps more
motivated and directed in what they wish to learn.
Write key ideas and useful new vocabulary on the
board.
2 Explain to students that they are going to focus on
the new task for the Reading and Use of English
Paper (Paper 1 Part 6), which was introduced in
Module 5. Elicit what they remember about this
task if they covered it in this previous module.
Refer students to the Expert Task Strategy notes
on page 168 for support and, if students are new
to this task type, use this to introduce it to them as
a class. Ask students what they know about blogs
and discuss their own experiences of writing or
reading blogs.
1D

1a heard about (be told news) b heard of (know
exists) 2a shouted ... to (difficulty hearing)
b shout at (in anger) 3a threw ... at (you wanted
to damage it) b Throw ... to (you hope the
person will catch it) 4a anxious for (strong
feeling of want) b anxious about (worried)
5a cares about (thinks it is important) b care ...
for (negative = to not like) 6a laughed about
(including yourself in the situation that is amusing)
b laugh at (negative = mock or make fun of
someone in an unkind way)

Advanced Expert Module 9

2A

3B

4C

3 The task analysis is best conducted in pairs or
small groups. Then discuss, as a class, which
approaches worked best and which didn’t and
why. This will help students to build up a set of
strategies to help them tackle this question type
better the next time they encounter it.
4 Students discuss their preferences in the same
groups as they worked in initially. Finish off by
finding out from the class which blog was the most
popular and why.

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Extra!
Students write their own blog article (220–260
words) on their view of adult learning, providing
reasons and examples to support their ideas as
useful. Encourage them to feed in any useful
language written on the board from Exercise 1.

Writing 2 p.148

This section provides students with further practice in
essay writing, which they have encountered in
previous modules.
1 Introduce the topic of scientific research by
focusing students’ attention on the photos and
eliciting what they show (a space shuttle and a
food scientist), before asking students to discuss
the questions in small groups. Elicit ideas.
2 In this exercise, students are introduced to the
task and given the opportunity to focus on what it
entails. Encourage students to underline key
words and phrases and to choose the two areas of
focus. The questions could be discussed in pairs
before a brief class discussion. It might be useful
at this point to review useful language for essay
writing by, for example, referring students to those
given on Module 3B, page 53.
1 It is an opinion essay, which requires a choice to
be made and reasons to support it to be given.
2 You must discuss two of the areas of scientific
research shown, but choose only one of them to
receive priority for funding; you will have to think of
reasons why this is your choice.
3 formal register
3a Here, students determine their viewpoint on the
topic and brainstorm ideas on the points selected.
Students may wish to discuss ideas in pairs to
promote further examples.
3b Students now decide the number of paragraphs
they will write and produce a brief plan.

3c Once students have created their plan, they
determine what ideas to include and where to
include them. Depending on time, you could ask
students to work in pairs and discuss what they
will do.
4a This exercise concentrates on introductions and
conclusions and presents Expert Strategies for the
class to discuss. These should clarify what each of
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

Samples:
1 Background, e.g. scientific research is
adequately funded but this is not the case (present
passive).
2 What you intend to write about, e.g. will focus on
two areas of scientific research that need extra
funding (future).
3 Thesis statement: Increased government
funding is required in two areas of scientific
research (present passive).
4b Here, students are given further practice in
completing sentence openings, although these are
for the paragraph that forms the main body of the
essay. Encourage students to compare answers in

pairs before eliciting ideas.
See sample answer.
4c Refer students to the Expert Strategy notes once
more before discussing as a class the sentences
and the verb forms required. Allow time for
students to complete the sentences before
checking ideas.
Samples:
1 Needed action: does need to be increased for
medical research (present or future passive with
modal).
2 Warning: … is action soon and funds are
provided, research will be severely restricted
(present/future).
3 Rhetorical question: … stem cell research had to
be halted and cancer patients died unnecessarily?
(past for hypothetical situation)
4 Summary: … extra funding is desperately
needed in the two key areas of space exploration
and medicine.
4d In this exercise, students check the sentences
they wrote in Exercises 4a–c for accuracy.
Students may wish to swap their sentences with a
partner and check each other’s. Encourage them
to add more variety to their language by using
more descriptive language and phrases as
suggested.
5 At this point, the planning is complete, so give
students 20 minutes to write their essay.
Alternatively, this could be set as homework

unless you to wish to replicate exam conditions.

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Sample answer:
It is a commonly-held view that increased
funding is needed for two areas of scientific
research important for the future of mankind –
space exploration and medicine.
One of the most important benefits of space
exploration is that it not only holds out the hope of
finding new lands to mine or even inhabit, but it
has also forced scientists to invent technology that
we now take for granted, such as satellite
technology and weather forecasting. Who could
imagine life now without satellite television?
However, space research is certainly
expensive and cannot be carried out without
government funding, and currently too little money
is available. Indeed, opponents say scarce
resources would be better deployed on solving
problems on Earth.
There can be no doubt that medical research
has made us healthier, happier and able to live
longer. Remedies, cures and safeguards against
various diseases are all the result of medical
research, and diseases once considered
incurable, like tuberculosis, can be cured today,
and indeed some, like smallpox, almost eradicated

… However, the downside is that medical
research is also costly and seemingly neverending, as the excessive and indiscriminate use of
medicines for minor ailments has caused
medicines for some diseases to become
ineffective. Also, an aging population increases
other costs like social care and puts pressure on
pension funds.
Nevertheless, in my view, funding does need to
be increased in medical research because of the
newer field of genetics and the highly controversial
stem cell research, which has the potential to cure
a vast array of problematic diseases like cancers
and diabetes.
[261 words]
6 Students spend 5–10 minutes checking their
essay, using the checklist in the Expert Writing
section on page 190. Alternatively, students swap
and check their partner’s essay.

Advanced Expert Module 9

Review
These exercises aim to help both students and
teachers monitor and analyse progress after each
module has been completed, focusing on vocabulary
and grammar from the module. They are best used
to show where further consolidation is required or, in
the case of students who have missed a module, to
assess how much they need to catch up on. In terms
of usage, the review exercises can be set in class

time as a 20–25-minute test or completed as a
pair/group activity followed by a class discussion.
Alternatively, they can be given for homework, which
in the case of any student who has missed a module
would be more practical.
1 1 by 2 in, into/on 3 on 4 for, from, about/
on 5 out, for 6 on 7 off 8 with, over/about
9 of 10 of
2 1 unforgettable 2 sight 3 dog with a bone
4 many moons ago 5 precocious 6 glimpse
7 all at sea 8 objected
3 1 Our team leader blamed the service provider
for cutting/having cut us off. 2 Olivia agreed to
contact the press for Chris. 3 The customs
official insisted on us/our opening/that we opened
our bags. 4 Ryan’s mother warned him not to be
late for college. 5 The teacher tried to persuade
all the girls to co-operate. 6 Darren confessed to
driving/having driven/that he’d been driving/that
he’d driven carelessly. 7 Liam suggested (that)
Sam (should) try/tried a new approach. 8 Mark
advised us not to rule out any of the options.
9 The head of department complained to the
principal about never getting/that they never got
enough money for research. 10 Eli suspected
Peter of causing/having caused the accident/(that
Peter might have caused the accident).
4 1 is/has been/was alleged that she had been
mixing/had mixed 2 admitted causing/that she
(had) caused 3 apologised to the principal for

4 denied doing/that she did/that she had done
5 were shocked at 6 accused the school of
overreacting/of having overreacted 7 told the
principal (that) 8 urged the police to drop

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