Satellite images are no longer used only by specialists. Some schools now include them in projects that help students understand how places change over time. A class might compare photographs of the same area, looking for buildings (9) .......... have appeared or fields that have become smaller. The activity can be useful not only in geography lessons, (10) .......... also in science and history. The images can prompt questions about vegetation, housing and the way public spaces are used. They are particularly useful when students compare observations with information collected on the ground.
Students soon realise that an image is not a complete explanation. It shows a scene at a particular moment, (11) .......... may be very different from the scene a week later. They therefore need to ask questions about what they can see and what might be missing. Even a clear image can be misleading (12) .......... it is viewed without context. Teachers often ask students to write a short account as they work, so that they can explain (13) .......... they reached a conclusion. The results are sometimes more interesting (14) .......... expected. In one school, students discovered how quickly a riverbank had changed and then discussed (15) .......... this might affect local wildlife. The project gave them confidence in (16) .......... ability to interpret evidence rather than simply accept the first explanation they heard.
Satellite images are no longer used only by specialists. Some schools now include them in projects that help students understand how places change over time. A class might compare photographs of the same area, looking for buildings (9) .......... have appeared or fields that have become smaller. The activity can be useful not only in geography lessons, (10) .......... also in science and history. The images can prompt questions about vegetation, housing and the way public spaces are used. They are particularly useful when students compare observations with information collected on the ground.
Students soon realise that an image is not a complete explanation. It shows a scene at a particular moment, (11) .......... may be very different from the scene a week later. They therefore need to ask questions about what they can see and what might be missing. Even a clear image can be misleading (12) .......... it is viewed without context. Teachers often ask students to write a short account as they work, so that they can explain (13) .......... they reached a conclusion. The results are sometimes more interesting (14) .......... expected. In one school, students discovered how quickly a riverbank had changed and then discussed (15) .......... this might affect local wildlife. The project gave them confidence in (16) .......... ability to interpret evidence rather than simply accept the first explanation they heard.
Question 9
Exam guide & reading text▾
Using satellite images in schools — Part 2: Open Cloze
"Using satellite images in schools" targets the Open Cloze (Part 2) of the Cambridge C1 Proficiency exam. Unlike Part 1, no options are provided — you must supply single words (articles, prepositions, auxiliaries, pronouns, conjunctions or discourse markers) that complete the text grammatically and logically. Scan each gap for the grammatical slot it occupies: is it linking clauses, marking reference, or completing a fixed structure? Small words carry heavy weight at C2 level.
Satellite images are no longer used only by specialists. Some schools now include them in projects that help students understand how places change over time. A class might compare photographs of the same area, looking for buildings (9) .......... have appeared or fields that have become smaller. The activity can be useful not only in geography lessons, (10) .......... also in science and history. The images can prompt questions about vegetation, housing and the way public spaces are used. They are particularly useful when students compare observations with information collected on the ground.
Students soon realise that an image is not a complete explanation. It shows a scene at a particular moment, (11) .......... may be very different from the scene a week later. They therefore need to ask questions about what they can see and what might be missing. Even a clear image can be misleading (12) .......... it is viewed without context. Teachers often ask students to write a short account as they work, so that they can explain (13) .......... they reached a conclusion. The results are sometimes more interesting (14) .......... expected. In one school, students discovered how quickly a riverbank had changed and then discussed (15) .......... this might affect local wildlife. The project gave them confidence in (16) .......... ability to interpret evidence rather than simply accept the first explanation they heard.