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 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 questions correctly and which ones they were wrong about These questions could be discussed in small groups before being opened to the class Encourage students to justify their opinions 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 As students have covered gapped texts previously in Modules 3A and 6A, you might want to elicit what they remember about tackling Paper Part before focusing their attention on the title and eliciting what they think the article could be about Before they 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 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 72 M09_EXP_TB_CAEGLB_3768_09.indd 72 17/02/2014 11:11 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 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 like two peas in a pod like water off a duck’s back like a red rag to a bull like a bull in a china shop like a fish out of water 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 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 This exercise asks students to identify the word that collocates in each sentence Students could work alone or in pairs 1B Use of English 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 chemist, chemistry, chemical physicist, physics, physical zoologist, zoology, zoological geneticist, genetics, genetic engineer, engineering 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 Part 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 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: (s); (s); (s); (pl); (pl) Adjective: (neg) Verb: Adverb: discover, discovery invent, invention, inventive analyse, analysis, analytic(al) explore, exploration, explorative/ exploratory atmosphere, atmospheric 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 Part 3) in modules 1A, 4A and 8A, they should remember what to However, with new students or weaker ones, it could be useful to ask what they remember about the word formation task before they it Allow time for students to compare answers in pairs before checking them distraction unbearable inspiration handle regardless investor products belongings 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 73 M09_EXP_TB_CAEGLB_3768_09.indd 73 17/02/2014 11:11 Teacher’s Notes Listening p.140 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 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 construction disabled car wash washing machine comfort earthquake sculpture door frames 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: Are labour-saving devices a good thing? 2 Will the totally self-cleaning house ever take off ? Language development p.141 This section focuses on reported speech Students with particular difficulties should be given suitable remedial exercises 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 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 the task in pairs A (complained to him) C (confessed that she’d lost/to having lost) D (told me that I should contact him/told me to contact him) C (discussed writing) C (suggested that it would be a good idea for me to text you) B (noticed what good company) A (suggested that people should have) D (objected to the fact that we use) 2b Focus on the first 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: apologised for being late for the biology lesson blamed Delia for copying his idea reminded Jim/him to meet them at the science museum regretted giving up/having given up his medical studies admitted she’d done/having done/doing really badly in her chemistry paper 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 that 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 the exercise 1a It is alleged that … 1b is alleged to be … has been argued that … 3a is thought that … 3b is thought to be … 4a is feared that … 4b is feared to be … has been claimed that … was believed that … Extra! Students decide which structure of the 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 74 M09_EXP_TB_CAEGLB_3768_09.indd 74 17/02/2014 11:11 Teacher’s Notes 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 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 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 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 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 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 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 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 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 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) 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 T58 As students have encountered Paper Part 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 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 This task analysis is best conducted as a class 75 M09_EXP_TB_CAEGLB_3768_09.indd 75 17/02/2014 11:11 Teacher’s Notes 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 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 the task, keeping an eye on timing 3b Students take a minute to reach a decision before sharing ideas with the class 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 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, 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 preposition in different expressions Elicit the complete expressions during feedback and discuss their meaning by about on through through on up 1c This exercise focuses on words that collocate in particular expressions Allow time for students to compare answers in pairs before checking ideas forgotten, memory reminder, forget remember, memory recollection, unforgettable remind, mental memorable, mind 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 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 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 Students work in pairs to discuss the questions, presenting and justifying their opinions Round up by eliciting ideas from the class Language development 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 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 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 to Expert Grammar on pages 186–7 to check their answers Yes 2 the -ing form 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 at, ø, for ø, to with, about/over 3 formal to, through of, into 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 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 76 M09_EXP_TB_CAEGLB_3768_09.indd 76 17/02/2014 11:11 Teacher’s Notes at/about finding about/of asking against using on us/our working out me of not keeping/failing to keep for/about losing/for having lost Here, students focus on word combinations where the use of a different preposition alters the meaning Students could 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 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 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 or 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 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 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 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 p.148 This section provides students with further practice in essay writing, which they have encountered in previous modules 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 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 It is an opinion essay, which requires a choice to be made and reasons to support it to be given 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 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 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 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: 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) Thesis statement: Increased government funding is required in two areas of scientific research (present passive) 77 M09_EXP_TB_CAEGLB_3768_09.indd 77 17/02/2014 11:11 Teacher’s Notes 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: 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) Rhetorical question: … stem cell research had to be halted and cancer patients died unnecessarily? (past for hypothetical situation) 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 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] 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 by in, into/on on for, from, about/on out, for on off with, over/about of 10 of unforgettable sight dog with a bone many moons ago precocious glimpse all at sea objected Our team leader blamed the service provider for cutting/ having cut us off Olivia agreed to contact the press for Chris The customs official insisted on us/our opening/that we opened our bags Ryan’s mother warned him not to be late for college The teacher tried to persuade all the girls to co-operate Darren confessed to driving/having driven/that he’d been driving/that he’d driven carelessly Liam suggested (that) Sam (should) try/tried a new approach Mark advised us not to rule out any of the options 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) is/has been/was alleged that she had been mixing/had mixed admitted causing/that she (had) caused apologised to the principal for denied doing/that she did/ that she had done were shocked at accused the school of overreacting/of having overreacted told the principal (that) urged the police to drop 78 M09_EXP_TB_CAEGLB_3768_09.indd 78 17/02/2014 11:11