Teacher s resources book unit 9 expert

9

Teacher’s Notes

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.

Lead-in p.135
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).

9A Personal challenges
Reading 1 p.136
1

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.
• AmericaninventorThomasEdisoniscreditedwiththe
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.

• Whilstthereissomedebateoverwhatisclassifiedas
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.
• Theinventionofthedouble-lenscompoundmicroscope
in the late 16th century is generally attributed to Dutchman
Zacharias Janssen.
• ThetelephonewasfirstpatentedbyScottishinventor
Alexander Graham Bell in 1876. However, other inventors,
mostfamouslyAmericanElishaGray,hadalsoinventeda
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.
2 These questions could be discussed in small groups before
beingopenedtotheclass.Encouragestudentstojustify
their opinions.

2

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
discussingthequestionsinpairsorsmallgroups.Elicit
ideas from the class.
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.
Encouragestudentstomakeanoteofusefulstrategies
that they can refer to in the future.
4 RemindstudentsthattheExpertWordCheck(givenon
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
beforelookingthemupinadictionary.Encouragestudents
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.

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Teacher’s Notes

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.’

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

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

2C

3B

4C

1

6d

1b These questions incorporate some of the language from
Exercise1aandcanbeansweredinpairsorsmallgroups
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

Use of English 1 p.139

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.

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
completingit.CheckanswersafterExercise2b.
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.
EncouragestudentstodoasinExercises2aand2beach
timetheyencounterPaper1Part3.Elicitanswersand
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

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

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.

As students have encountered word formation tasks
(Paper 1 Part 3) in modules 1A, 4A and 8A, 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.

6a

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Teacher’s Notes

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
decidethetypeofwordmissingineachgap.Witha
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
thediscussionisopenedtotheclass.Encouragestudents
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
Exercise3:
1 Are labour-saving devices a good thing?
2Willthetotallyself-cleaninghouseevertakeoff ?

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 Astrongerclasscouldgostraightintothetask.Weaker
classescouldstartbylookingattheExpertGrammaron
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
inExercise2.Encouragestudentstocompareideasand
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
Exercise3aforhelpwithpatternsasneeded.
4a Explainthatimpersonalreportstructuresareusedto
create distance between the writer and the information.
As a class, discuss which of the 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

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 …

Extra!
Students decide which structure of the 2 presented in
Exercise4b(1or2)ismostcommonlyusedwiththe
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.

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Teacher’s Notes

Extra!
Students write an article on a news story they have found
particularlyinteresting.Encouragethemtowriteabout
it in their own words and to use reported speech and
impersonal reported structures.

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.

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 ReferstudentstotheExpertStrategynoteandremind
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.
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.Withthehelpof 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/toblamefortheobesitycrisis.Withhighfat, 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 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
mistaketheymostcommonlymake.Encouragestudents
to make a list of these areas and to set time aside to work
on them during self-study. If spelling and punctuation are

weak,referstudentstotheExpertWritingsectionson
pages 199 and 200.

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

Extra!
Eithershareoutoraskstudentstochooseoneofthe
inventionsdiscussedinExercise2b.Studentsthenresearch
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

3

2A

3D

4A

5B

6A

This task analysis is best conducted as a class.

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Teacher’s Notes
4

StudentslookattheitemsintheExpertWordCheckbox
and find all relevant information (e.g. pronunciation, stress,
word type, use, grammar, word family, collocations) for
each word before referring to the audioscript on page
146 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
whattheysaidinExercise1.Roundupbyelicitingideas
from the class and finding out whether any of them have
changed their opinions.

3a Elicitwhatstudentsrecallaboutthecollaborativetask
before focusing their attention on the spidergram. Refer
themtotheExpertTaskStrategynotesonpage172if
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
taskbeforebeingdiscussedasaclass.Encouragestudents
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.

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
pairsoralone.Whengoingthroughanswers,checkon

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, quickwitted 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
prepositionindifferentexpressions.Elicitthecomplete
expressions during feedback and discuss their meaning.
1 by

2 about

3 on

4 through

5 through

6 on

7 up

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 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.

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

theaccuracyoftheirwrittenwork.Weakerstudentsmight
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

1b This exercise is best done in pairs, with students referring
toExpertGrammaronpages186–7tochecktheir
answers.
1 Yes

2

2 the -ing form

Here, students have practice in determining where
prepositions are required and, if so, which ones to use.
Encouragestudentstocompareanswersinpairsand,
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
6 with, about/over

3

3 formal

3 to, through

4 of, into

5 to, for

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
prepositionispossible.Withweakerstudentsitmaybe
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.

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Teacher’s Notes
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.
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)

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

2

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.
Writekeyideasandusefulnewvocabularyontheboard.
Explaintostudentsthattheyaregoingtofocusonthe
newtaskfortheReadingandUseofEnglishPaper(Paper
1Part6),whichwasintroducedinModule5.Elicitwhat

they remember about this task if they covered it in this
previousmodule.ReferstudentstotheExpertTask
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

3

2A

3B

4C

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.

Extra!
Students write their own blog article (220–260 words) on

their view of adult learning, providing reasons and examples
tosupporttheirideasasuseful.Encouragethemtofeedin
anyusefullanguagewrittenontheboardfromExercise1.

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
studentstodiscussthequestionsinsmallgroups.Elicit
ideas.
2 In this exercise, students are introduced to the task
and given the opportunity to focus on what it entails.
Encouragestudentstounderlinekeywordsandphrases
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
conclusionsandpresentsExpertStrategiesfortheclass
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.
Samples:
1 Background, e.g. scientific research is adequately funded but this is
not the case (present passive).
2Whatyouintendtowriteabout,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).

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Teacher’s Notes

4b Here, students are given further practice in completing
sentence openings, although these are for the paragraph
thatformsthemainbodyoftheessay.Encouragestudents
to compare answers in pairs before eliciting ideas.
See sample answer.

4c ReferstudentstotheExpertStrategynotesoncemore
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).
2Warning:…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
inExercises4a–cforaccuracy.Studentsmaywishtoswap
their sentences with a partner and check each other’s.
Encouragethemtoaddmorevarietytotheirlanguageby
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.
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 never-ending, 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.
[261words]

6

Students spend 5–10 minutes checking their essay, using
thechecklistintheExpertWritingsectiononpage190.
Alternatively, students swap and check their partner’s
essay.

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. 10ElisuspectedPeterof
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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