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Moon myths
Lesson code: VXQI-G5FA-NCHV INTERMEDIATE (B1-B2)
British English

1 Warm-up
A myth /mIT/ is an idea that many people believe, but which is not actually true. Here are some
examples of myths about space:

1. The first animal in space was a dog. (The first animal in space was actually an insect.)
2. The moon has a dark side. (Both sides of the moon have a day and a night.)
3. You can see the Great Wall of China from the moon. (This is not true, but you can see the lights of big
cities at night.)
Do you know any other myths about the moon or space?

2 Before you read

Read the following text.

NASA's Apollo moon programme is 50 years old. Landing astronauts

on the moon was one of the greatest technological achievements of the
20th century. This programme didn't just advance the space race, it also
resulted in the development of new technology for inventions that we still
use every day here on Earth. However, the programme's technological
importance was not as great as some people think. There are still a
couple of popular myths about what technologies really resulted from the
Apollo programme.
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 Moon myths
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Now predict which of the items below were developed or improved as a result of the space programme.

3 Reading for the main idea

Now quickly read the full text on the next page to check your ideas. Label each item above as:

• True this item was developed or improved as a result of the space programme.
• False this item was not developed or improved as a result of the space programme.
• Not Given the article does not tell us if this item was developed or improved as a result of the space
programme.

4 Reading for detail

Work in groups of four. Each person will read about one of the technologies which was developed or
improved as a result of the space programme and complete one section of this chart with key words.
Then tell the other members of your group about this technology and make notes of what they tell you.

1 Clean water 2 Breathing 3 Safer clothing 4 Battery power

masks
What was the problem?

How does it work?

How do we use this on

Earth today?
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 Moon myths
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Four surprising technological
innovations that came out of the Apollo
moon landings
What has the Apollo programme done for us?
NASA's Apollo moon programme is 50 years old.
Landing astronauts on the moon in the late 1960s
was one of the greatest technological achievements
of the 20th century. This programme didn't just
advance the space race, it also resulted in the
development of new technology for inventions that
we still use every day here on Earth. However, the
programme's technological importance was not as
great as some people think. There are still a couple
of popular myths about what technologies really
resulted from the Apollo programme.
One favourite myth is that the heat resistant material for making these systems lighter and more useful.
Teflon was developed by NASA. This seems like it
could be true, since spaceships have to tolerate
very high temperatures when they return to Earth.
However, Teflon was invented by accident in 1938 breathing systems so as to reach the fire more
by Roy Plunkett at DuPont when he was
researching new technology for refrigerators. Today
Teflon is used to make non-stick cooking pans.
Velcro is another myth it was invented in the
1940s in Switzerland by George de Mestral. Its
usefulness in everyday life is clear - for fastening
shoes, clothes and bags. And Velcro has also been
useful for space travel - imagine how difficult it
would be for astronauts to stay in their beds to
sleep in zero gravity without Velcro!
As it has now been 50 years since the Apollo 11
moon landings, it is a good time to identify what
technology really is a result of the space race and
what is not. Here is a list of some developments
but there are many others too. Some of these were
not directly created by NASA, but they might never
have been developed without the space agency's
help.
Clean water
NASA developed a small light machine that provided
clean water for astronauts to drink in space, using
the metal silver to kill bacteria. This technology has
also improved water quality on Earth, since the old
cleaning systems used chemicals that would stop
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GENERAL ISSUES
working in sunlight or heat.
NASA's system today keeps the water in cooling
towers clean, helping to support air conditioning
across the world. And it is now also used for
cleaning pools and spas throughout the US, without
giving swimmers sore eyes.
Breathing masks
NASA helped to develop the breathing systems
used by firefighters across the world. Although
NASA did not invent these, they were responsible
In 1971, many US fire services complained that
their breathing equipment was so uncomfortable
and heavy that some firefighters even took off their
quickly.
Using its experience of inventing equipment for
astronauts to breathe on the moon, NASA then
cooperated with the National Fire Research
Laboratory to develop better breathing equipment
for firefighters. The improved system was much
lighter and easier to wear, and therefore much
safer.
Safer clothing
Polymers are man-made materials that are
extremely strong and heat resistant. US chemist
Carl Marvel first created a polymer cloth in the
1950s. But polymers may not have become
popular without NASA. After the Apollo 1 fire
disaster in 1967, which killed three crew members,
the space agency wanted to develop a material for
clothes which was fireproof under a wide range of
temperatures.
The International Association of Fire Fighters
worked with NASA in the 1970s in order to find a
way to use this new material to protect firefighters.
It is still used in various ways to protect people
working in emergency response, motor racing
sports, the military and industry.
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 Moon myths
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Battery power think of what else we have learned from the moon
The Apollo astronauts wanted to bring rocks back landings. Human space flight has led to new ways
to Earth and make some measurements while at the of thinking about ourselves and our planet. Seeing
moon. For that, they needed cordless tools, which the Earth from a distance, alone in space, has
used a battery to power them, so that they could helped us to understand how important it is to
work far away from their spaceship. Luckily, the protect our planet's environment.
company Black Decker had already developed GLOSSARY
some similar products in 1961. So NASA asked the
company to help develop more types of cordless fireproof (adjective) a material is fireproof when it
tools, such as a drill for taking moon samples. can come into contact with fire without getting
NASA's development of cordless technology burned or damaged.
resulted in the invention of both vacuum cleaners heat resistant (adjective) a material is heat
and medical equipment. resistant when it can be in very high temperatures
Conclusion without getting hurt or damaged.

NASA's Apollo programme has given us a lot of adapted from The Conversation, by Daniel Brown
useful everyday inventions, but it's interesting to Lecturer in Astronomy, Nottingham Trent University

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 Moon myths
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5 Language focus
Match the beginning and endings of these sentences from the text.

1. Velcro is used for

2. NASA's clean water system is used for
3. NASA asked the company to help develop more types of cordless tools, such as a drill for
4. NASA then cooperated with the National Fire Research Laboratory to
5. The International Association of Fire Fighters worked with NASA in the 1970s in order to
6. Some firefighters even took off their breathing systems so as to
7. ... they needed cordless tools, which used a battery to power them, so that

a. cleaning pools and spas.

b. develop better breathing equipment for firefighters.
c. fastening shoes, clothes and bags.
d. find a way to use this new material to protect firefighters.
e. reach the fire more quickly.
f. taking moon samples.
g. they could work far away from their spaceship.

All the sentences 1-7 use linking words (in bold) that introduce a reason for an action (a purpose). The
sentences answer these questions:

• Why do people need NASA's technology for Velcro, clean water systems and cordless drills?
• Why did NASA cooperate with firefighters' organisations?
• Why did firefighters sometimes take off their breathing equipment?
• Why did astronauts need a tool with a battery?

The meaning of these linking words is the same they explain the result someone wanted when they
did something. However, these linking words use several different grammar patterns.

What are the rules for using each linking word? Circle the correct option, using the sentences from the
exercise to help you decide:

1. After for, we use: a verb / a subject and a verb (clause) / verb + -ing.
2. After to/in order to/so as to, we use: a verb / a subject and a verb (clause) / verb + -ing.
3. After so that, we use: a verb / a subject and a verb (clause) / verb + -ing.
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 Moon myths
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6 Practice
Answer the questions in full sentences using the word in brackets.

1. Why do you wear a hat in the winter? (order)

2. Why does he leave the house at 6:30 AM? (as)
3. Why does she need a computer? (for)
4. Why does she always carry her phone? (that)
5. Why do some people have a big dog? (for)
6. Why are you studying so hard? (to)
7. Why should you wear sun cream at the beach? (so)

7 Talking point
In your opinion, which of the technologies that you read about today are the most important to us
today? Explain your ideas.

8 Extension/homework
In the article you just read, there was no information about the ball-point pen. However, this item does
relate to the story of the moon landings. Use the Internet to find out how a ball-point pen, or biro, was
used in the Apollo programme. Then write about this story using the grammar from today's lesson to
explain.

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 Moon myths - Key
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1- Warm-up

5 mins. It doesn't matter if students are not familiar with these or other myths about space; the purpose of this
activity is to ensure that they know what a myth is.

2- Before you read

5 mins. To keep up a lively pace, try a guided reading activity with the introductory paragraph, ie read the text out
loud to students at the same time as they read the text to themselves. Then ask them to predict what the rest of
the article will be about establish that the text will be about the myths and reality of technology related to the
Apollo programme. Then complete the prediction exercise using the pictures they could work in pairs or groups.
Feed in this vocabulary as needed: A = Formula 1/motor racing; B = swimming pools; C = Velcro fastenings; D
= fire-fighting equipment; E = cordless tools; F = a biro/ball-point pen; G = non-stick pans (Teflon).

3- Reading for the main idea

10 mins. Students sometimes have difficulty understanding the difference between false and not given. False
means the statement is wrong, according to the information in the article. Not given means that this information is
not included in the article it may be true or false but we can't tell from the text. This type of question is included
in some exams, eg IELTS. Set a time limit of 3 minutes to make sure students are skimming the text to check their
predictions; at this stage they don't need to worry about all the details.
Answers: A true / B true / C false / D true / E true / F not given / G false

4- Reading for detail

20 mins. This is a collaborative reading task and students will have to read just one part of the text carefully
to recover detailed information. This is also an opportunity for speaking and listening, so encourage students to
explain their ideas rather than just copying each other's notes.
What was the problem? 1. Astronauts needed drinking water in space. 2. Firefighters' equipment was too
uncomfortable and heavy. 3. Three astronauts died in a fire. 4. Using tools on the moon far away from the
spaceship.
How does it work? 1. Silver kills bacteria and cleans the water. 2. Breathing equipment from the moon landing
was developed for firefighters. 3. Fireproof polymers are used in clothing. 4. The tools use a battery.
How do we use this on Earth today? 1. Cooling towers and swimming pools. 2. Firefighters can breathe more
easily and work more safely. 3. Workers in other areas like emergency response, motor sports and the military
also use this clothing. 4. We have cordless vacuum cleaners and medical devices.

5- Language focus

Time 5 minutes
Students should be able to complete the matching exercise from memory. Go over the information with students
to make sure they recognise the similarities and the differences between these linking words.

1. c 2. a 3. f 4. b 5. d 6. e 7. g

1. verb + -ing
2. a verb
3. a subject and a verb (clause)
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 Moon myths - Key
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6- Practice

10 mins. This type of exercise is similar to Cambridge exam sentence transformations in the Use of English paper.
Make sure students write full answers to the sentences `in order to' practise the grammar. They can check answers
in pairs encourage them to correct their own/each other's mistakes at this stage before you check answers as
a class. The final two questions have more than one possible answer ask the class to provide and compare
multiple ideas.
Sample answers:
1. I wear a hat in winter in order to keep my head warm.
2. He leaves the house at 6:30 so as to get to work on time.
3. She needs a computer for writing essays.
4. She always carries her phone so that her mother can call her at any time.
5. Some people have a big dog for guarding their house.
6. I am studying so hard to/in order to/so as to pass my exams.
7. You should wear sun cream at the beach so that you don't get burned/so as to protect your skin.

7- Talking point

Time: 5 minutes
Encourage students to evaluate the technologies from the article and justify their answers.

8- Extension/homework

This activity promotes extensive reading and research skills and could be done as an extension task or for
homework.
Sample answer:
Astronaut Buzz Aldrin used a ball-point pen to/in order to/so as to repair a broken switch on the spaceship, so
that the astronauts could leave the moon and return safely to Earth.

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