Allow time for students to compare answers in pairs before class feedback.. Once again, encourage students to work out the stress patterns and to compare answers in pairs.. Students work
Trang 19 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)
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
2 These questions could be discussed in small groups before
being opened to the class Encourage students to justify
their opinions
9A Personal challenges
Reading 1 p.136
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
1 B 2 F 3 D 4 A 5 G 6 C 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
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
Trang 2Extra!
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)
1 a 2 c 3 f 4 e 5 b 6 d
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
1 B 2 C 3 B 4 C 5 D 6 B
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
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
1 e 2 d 3 f 4 c 5 b 6 a
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, 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
Trang 3Listening 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?
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 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 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
Trang 4Extra!
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
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 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
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 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 self-study 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
1 C 2 A 3 D 4 A 5 B 6 A
3 This task analysis is best conducted as a class
Trang 54 Students look at the items in the Expert Word Check box
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
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 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
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
1 c 2 e 3 d 4 f 5 b 6 a 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 4 of, into 5 to, for
6 with, about/over
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
Trang 61 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 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
1 D 2 A 3 B 4 C
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
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
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).
Trang 74b 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
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
the checklist in the Expert Writing section on page 190
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 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