1

UNIT OBJECTIVES

T 1
UNovIery and
At the end of this unit, students will be able to:
understand texts and conversations about discoveries
and inventions
discuss attitudes to discoveries and inventions
describe how discoveries were made
ask for and give directions in a building
write a post (for a website) expressing an opinion

Disc n
inventio
a Ask students to look at the picture and tell you
UNIT CONTENTS what they can see. In pairs, students read and discuss
G  GRAMMAR the questions. Monitor and help students with any
Defining relative clauses vocabulary they may need, e.g. bark, wag its tail, fetch,
Articles dog hairs, take the dog for a walk, feed, vet, charge up
batteries. Ask students to share their ideas with the class.
V  VOCABULARY If you wish, give students information from the Culture
Compound nouns: science fiction, cash machine, street notes below.
lights, television programme, road sign, shoe shop, address
Suggested answers
book, bookshelf, ticket office, key ring, mountain top,
1 playing with a ball
mountain climbing, rock climbing, rock star, TV star, TV 2 to let him have some fun / for company
screen, computer screen, computer game, coffee cup, tea 3 perhaps – it would be warm and friendly; perhaps not – have to
cup, tea bag, shopping bag, shopping centre, city park, feed it, it makes a mess, it needs walks
car park, car door, kitchen door, kitchen knife, bread knife, 4 nothing; it can’t lick you, communicate
bottle top
Adverbials: luck and chance: accidentally, amazingly,
CULTURE NOTES
as expected, by chance, fortunately, luckily, on purpose,
surprisingly, unfortunately The picture shows the AIBO, an artificial intelligence robot.
Wordpower: preposition + noun: at home, at university, by Several models of the robot dog were produced by Sony
chance, for sale, in advance, in hospital, in love, in prison, in between 1999 and 2006. The AIBO had many abilities,
school, on business, on purpose, on time including understanding commands, reacting to touch,
chasing a ball, barking, dancing and even walking to a
P  PRONUNCIATION docking station to charge its own batteries. The AIBO was the
Word stress first consumer robot to be offered to the public and the first
Sound and spelling: /ɜː/ /ɔː/ model cost around $2000.
C  COMMUNICATION SKILLS
Explaining what technology does b Students discuss the questions in pairs and report
Talking about discoveries back to the class. Write the best ideas on the board. Ask
the class to vote for their favourite ‘new robot’ from the
Asking for and giving directions in a building
descriptions on the board.
Writing a web post
Giving opinions
EXTRA ACTIVITY
GETTING STARTED Ask the class: Do you think robots will be good for family
life? Why / Why not? Divide the class into two groups. Ask
one group to think of reasons why robots will be good, and
OPTIONAL LEAD-IN the other group to think of reasons why they won’t. Ask for
Books closed. Write robot on the board. Say: Robots can say reasons from both groups in full group feedback.
words, but they can’t have a conversation. In pairs, students think
of other things that robots can or can’t do, e.g. Robots can walk,
pick up something, take messages, clean floors, rescue people at
sea, travel into space, explore inside volcanoes. Robots can’t feel
emotion, take care of someone, breathe, think, learn new skills.
Ask students to share their ideas with the class. Encourage them
to give examples if they know of any.

UNIT 11 Discovery and invention 147

11A It’s a robot that At the end of this lesson, students will be able to:
• use defining relative clauses

looks like a human • read and understand a text about inventions

from science fiction
• understand a person talking about inventions
• use compound nouns
• talk about new technology
OPTIONAL LEAD-IN
Books closed. Ask students if they have been to see a film
at the cinema recently and find out from them what films
are currently on. Ask students to tell you the names of the
films, but also the genre, e.g. comedy, drama, animated
1 READING AND LISTENING
film, thriller, documentary, science fiction film. Find out if any a In pairs, students look at the pictures and the film
students have a particular film genre they enjoy. and book titles on this page and tell their partner what
they know about each one. Take feedback and find out
which students have read the books or seen the films.
CULTURE NOTES Elicit what they know about them and ask if anyone has
Books and films in the science fiction genre speculate about both read the book and seen the film. Ask: Did you prefer
the book or the film? Why?
future events and technology, and their effects on the human
race, but the stories are not fantasy. The stories always show a Answer
good understanding of scientific principles. Some of the most science-fiction stories
popular science fiction authors are Aldous Huxley (Brave New
World), H.G. Wells (The Invisible Man), and Arthur C. Clarke b Ask students to read the title of the article and guess
(2001: a Space Odyssey). Return from the Stars by Polish author what it is about (some inventions were first thought
Stanislaw Lem tells the story of an astronaut returning to Earth of by science fiction writers, but went on to become a
to find it completely changed. It was translated into English in reality). They then read the introduction to check their
1980, 19 years after it was first published. ideas and to answer the question.
Fahrenheit 451 by American author Ray Bradbury tells the Answer
story of a future society where reading or even owning books Both cash machines and e-book readers appeared in stories about
is illegal. The title refers to the temperature that paper catches thirty to forty years before they were invented.
fire. There were many ideas in this book which have later
become reality including large-screen TVs, in-ear wireless c Ask students who have seen all or some of the films
headphones, electronic surveillance and more. The novel has featured in the article to tell the class what they think
were the most interesting technological inventions and
won many awards.
gadgets featured in these films. Put these on the board
Back to the Future is an extremely successful trilogy of films
and then ask students to read the article to check if they
directed by Robert Zemeckis and produced by Steven
are mentioned. If not, they should write down the other
Spielberg. The first film was released in 1985 and used state-
inventions that are talked about. Check answers as a
of-the-art special effects which are now common in action class.
adventure movies. The films starred Michael J. Fox (pictured
on SB p.109, top right) who travels in time both to the past and Answers
to the future in a car which is adapted into a time machine. Back to the Future II: flying cars
AI: androids / robot children
A.I. stands for Artificial Intelligence. The film of this name was
Iron Man: cyborgs
released in 2001 and was written, directed and produced by Minority Report: predicting crimes before they happen;
Steven Spielberg. It was based on a 1969 short story Super- personalised advertising
Toys Last All Summer Long by British author Brian Aldiss. The
film starred Jude Law and child actor Haley Joel Osment
(pictured on SB p.109, top left). Haley Joel Osment plays a
VOCABULARY SUPPORT
child-like robot called David who is the result of a scientist’s android – a robot that is made to look like a person
experiment to make a robot who can love and be loved. billboard – a very large board on which advertisements are
The Iron Man films are based on the Marvel comicbook shown, especially by the side of the road
superhero (pictured on SB p.109, bottom) who first appeared break the law (B2) – do something against the law
in comicbooks in 1963. Iron Man 3 (2013) is one of the highest- personalised – make something suitable for the needs of a
grossing films of all time. In the films, Robert Downey Jr plays particular person
engineer Tony Stark who creates a suit of armour which gives psychic – a person who has the ability to predict the future
him superhuman strength and the ability to fly. In time the robotic – adjective from robot
armour becomes part of Stark’s body, turning him into a
cyborg.
LANGUAGE NOTES
The film Minority Report (2002) is a science fiction thriller based
on a short story by Philip K. Dick of the same name, starring Sci fi is a common abbreviation of science fiction. It can also
Tom Cruise, Colin Farrell and Samantha Morton. Directed be abbreviated to SF.
by Steven Spielberg, this film was one of the first to make 3.34 List the technologies from c on the board and
d
extensive use of digital production. The story features precogs, ask the class if they think they exist in real life yet. Elicit
mutated humans who can see into the future. Special precrime a ‘yes’ or ‘no’ answer for each. Then play the recording
police officers try to use this information to prevent crimes for students to find out whether they were right.
being committed.

148 UNIT 11 Discovery and invention

 Answers Answers
flying cars – yes 1 T
androids – no 2 F – You have to have a pilot’s licence.
cyborgs – yes, almost 3 F – It was designed as a friend for astronauts.
predicting crimes – yes 4 T
personalised advertising – yes 5 T
6 T
e 3.34 Students listen to the recording and note down 7 F – Crime has gone down by 30%.
the differences between the real technology and the 8 T
book/film version. Encourage them to compare their
ideas with a partner before you check answers as a class.   VOCABULARY SUPPORT
Answers fold up (B1) – you can bend it to take up a smaller space
There are flying cars (but very expensive and you need a licence). recognise (B1) – know someone / something because you
There aren’t robots that can love their owners yet, but there are
have seen them before
robots that appear friendly.
There are cyborgs – doctors often give people robotic hands and
rescue (worker) (B1) – person who saves others
arms. There is even an ‘Iron Man’ suit which allows people who trapped (B2) – unable to move, get out of a place

g
can’t use their legs to stand, walk and climb stairs
and also makes people ten times stronger – only for use in Students discuss the questions in pairs. Monitor
hospitals but possibly in development for rescue workers. and help with vocabulary as needed. Point out errors
Police can’t exactly predict crimes but a computer program can for students to self-correct. Take feedback as a class and
say where and what kinds of crime might occur. ask students to give examples of the most interesting or
Personalised advertising is possible: it recognises the age and sex extraordinary new technologies they have heard/read
of a person and when you look at one, it chooses an advert for about.
something it thinks you will like. It also records how long you look
at the advert and how close you stand.
  EXTRA ACTIVITY
Audioscript In pairs, students choose a science-fiction film that has not
There aren’t any road signs in the sky yet, but just like in Back to the been discussed so far in class. They write a summary of the
Future II, flying cars are real. The Terrafugia Transition is a car which can film like the ones described in the article, pointing out the
fly for 800 kilometres at a speed of 185 kilometres an hour. It has two interesting technology in the film. Students read out their
seats and wings that fold up, so it can be driven on a road, too. But it summaries or circulate them in the class. The rest of the
isn’t cheap – it costs about €220,000. And to fly the Terrafugia, you have students try to guess which film they are describing.
to have a pilot’s licence.
People who have seen AI might be happy to hear that no one can
make robots that love their human owner yet. But scientists are trying
to make friendly robots: One example is Kirobo – a Japanese robot
2 GRAMMAR Defining relative clauses
that was designed as a friend for astronauts. Kirobo goes with the a Books closed. Ask: What do you call robots that look like
astronauts into space. It recognises their faces and says “hello” in humans? (androids) What do you call the place where
Japanese when it sees them. It also gives them messages from people astronauts go? (space) Ask students to look at the words
on Earth. and complete the definitions, using what they remember
You might not know it, but there are already many cyborgs – doctors from the reading and listening to help them. Check
give people robotic hands and arms every week. And, these days, ‘Iron answers as a class.
Man’ suits are also available … well, almost. In Japan, Cyberdyne have
Answers
created a suit which allows people who can’t use their legs to stand,
1 Psychics  2 Androids  3 Cyborgs  4 Billboards  5 Space
walk and climb stairs. The suit also makes the person who wears it five
to ten times stronger. At the moment, the suit is produced for use in
hospitals, but Cyberdyne also want it to be used by rescue workers to b Draw students attention to the underlined words in the
lift heavy objects and get to injured or trapped people more quickly definitions. Elicit or explain that the function of these
after an accident or disaster. words is to refer/relate back to the word you are defining
In the United States, the Memphis Police Department is trying to predict and that they are called relative pronouns. Students
the future, just like in the film Minority Report. They don’t have psychics, complete the rules individually and compare their ideas
but they do have a computer program called Blue CRUSH. The program with a partner before you check answers as a class.
can’t tell the police exactly who will break the law, but it can tell the Answers
police where it might happen and even what kind of crime it might be.
who; that  which; that  where
Crime has gone down by 30% since they started using the program. …
The Japanese company NEC has invented billboards which are similar
to the ones in Minority Report. The billboards know how old you are LOA TIP ELICITING
and if you are male or female. And when you look at one, it chooses
an advert for something it thinks you will like. It also records how long
Ask students to look at the completed sentences in 2a. Ask:
you look at the advert and how close you stand. This measures your
interest in the advert. The billboards are already used in train stations
Are the underlined words giving more information about the
in Tokyo. subject or the object of the sentence? (the subject) Ask: If we
take out these words, do the sentences still make sense? (no)
f 3.34 Read through the sentences and play the Ask: What do we call these words? (relative pronouns)
recording again for students to do the true/false task.
Check answers as a class. You may wish to help students c Answer the questions as a class.
with words in the Vocabulary support box. Answers
1 which  2 who  3 where

UNIT 11  Discovery and invention  149

 b Go through the words with the class and elicit whether
d 3.35 Students read the information in Grammar
each one is singular or plural. Establish that they are all
Focus 11A on SB p.162. Play the recording where
in the singular form.
indicated and ask students to listen and repeat. Students
then complete the exercises in Grammar Focus 11A on Answers
SB p.163. Check answers as a class. Tell students to go singular
back to SB p.109.
c 3.36 Students complete the exercises in
Answers (Grammar Focus 11A SB p.163)
Vocabulary Focus 11A on SB p.140. Go through
a 1 which  2 who  3 where  4 who  5 which 
the two points in the Tip with the class and check
6 where  7 which  8 who
b 1  where  2  who, which, that  3  which, where 
understanding. Check answers to Exercise a. Play
4  who, which, that  5  which, where  6  who, which, that the recording where indicated for students to decide
7  who, where on the stressed syllables in Exercise b and repeat.
c 1  the actor who  2  the shoes that/which  3  a shop where Check answers to Exercises d and e and monitor the
4  a device that/which  5  The man who  conversations in Exercise f. Then tell students to go back
6  camera that/which broke to SB p.109.
Answers (Vocabulary Focus 11A SB p.140)
 CAREFUL! a 1 shoe shop  2 address book  3 bookshelf  4 ticket office 
5  key ring  6  television programme 
Students sometimes use what instead of that/which in
7  street lights / streetlights  8  road sign  9  cash machine
relative clauses, e.g. This is one of the best films what stars 10  science fiction
Brad Pitt. (Correct form = This is one of the best films which/ b 1  shoe shop  2  address book  3  bookshelf 4 ticket office 
that stars Brad Pitt.). 5  key ring  6  television programme 7 street lights 
8  road sign  9  cash machine  10  science fiction
e Read through the examples with the class and elicit 1  the first one  2  science fiction
what they are describing. Write: It’s a person who ... d mountain top, mountain climbing, mountain centre; TV star,
It’s a thing which ... on the board and say that these are TV screen, TV game; bread knife; coffee cup; shopping bag,
very useful phrases for defining and explaining. Give shopping centre; city park, city centre; kitchen knife, kitchen
the beginning of some definitions and elicit different door; computer screen, computer game; tea bag, teacup; rock
climbing, rock star; car park, car door; bottle top
possible endings from the class, e.g. a teacher is a person
e 1  computer games  2  TV screen / computer screen 
who ... (helps students to learn); a dictionary is a book 3  rock climbing / mountain climbing  4  rock star / TV star 
that (you can look up new words in). 5  rock star / TV star
Suggested answers 6  shopping centre / city park / computer game
A doctor, nurse B bed, (sofa)

f Divide students into pairs and assign A and B roles.

4 SPEAKING
Student A turns to SB p. 129. Student B turns to SB a Ask the class if anyone has recently bought or
p.131. Explain that they need to describe the words for started used a new piece of technology and elicit more
their partners to guess, using relative clauses. Allow two information about it. Ask individual students what was
minutes for each student’s descriptions. Monitor and the last piece of technological equipment they bought
point out errors for students to self-correct. Ask some and why they bought it.
students to tell you some of their descriptions. Who
b Individually, students think about the inventions in
described most things? Ask students to describe any
the pictures and then compare answers with a partner.
remaining words as a class.
c Take feedback as a class and compare different
  EXTRA ACTIVITY suggestions from the pairs about the gadgets. (top
left) Smoke detectors are fitted to the ceiling inside
In pairs, students role play a conversation between a teenager a building. A smoke detector sounds an alarm when
and a great-grandparent. The great-grandparent asks the smoke is present. The alarm allows people to either
teenager to explain some modern technology, e.g. What’s an prevent or escape a fire. Deaths due to fire have been
email? How does a smartphone work?. The teenager describes reduced by 50% since smoke detectors became easily
the item for their great-grandparent. They then swap roles. available. This smoke detector is in the shape of a bird
Choose a pair to role play a conversation for the class. which ‘chirps’ to warn you of smoke. (top right) This is
an induction hob. Electromagnets in the hob are used to
heat pans by induction. This means only the pan heats
3 VOCABULARY Compound nouns up and not the hob, which is energy-efficient and safer.
a Write the word driving licence on the board and ask (bottom) This is a charging station. Phone chargers are
whether it is a noun or a verb (a noun). Explain that put inside the box and covered with artificial grass. This
nouns that are made up of two words like this are called keeps a number of different phone chargers in one place
compound nouns. Ask students to do the matching task and looks more natural.
and check answers as a class. Answers
Answers top left: smoke detector  top right: induction hob
bottom: charging station
science fiction  cash machines  street lights 
television programme  road sign
ADDITIONAL MATERIAL
Workbook 11A
Photocopiable activities: Grammar p.224, Vocabulary p.248
150  UNIT 11  Discovery and invention
11B I think they discovered At the end of this lesson, students will be
able to:

it by chance • read and understand texts about discoveries

• use articles correctly
• use adverbials related to luck and chance
accurately
• talk about discoveries and inventions
OPTIONAL LEAD-IN • relate experiences about unexpected events
Books closed. Play Backs to the board. Split the class into two
teams. One student from each team sits with their back to
the board. Write a word on the board. The students who can
see the board must explain the word to their teammate who
VOCABULARY SUPPORT
cannot see the board. They may not use their own language.
The person who guesses the word from their team’s clues archaeologist (C1) – someone who studies ancient cultures
wins a point for their team. Use these words in this game: by looking for and examining their buildings, tools, and
statue, stone, metal, soldier, diamond, cave, painting, other objects
microwave, farmer, popcorn, climber. bury (B1) – to put something into a hole in the ground and
cover it
clay – a kind of heavy, sticky earth, soft when wet and hard
1 READING when dry or baked, which is used for making pots and other
a Students match the headlines with the stories and objects
pictures. Check answers as a class and ask which story curious (B1) – wanting to know or learn about something
they would like to read most, and why. dig (B1) – to make a hole in the ground by moving some of
Answers the earth away
1 second story 2 third story 3 first story hike – to walk a long distance especially in the countryside
melt (B2) – go from solid to liquid because of heat
b Ask students to read the stories and answer the
pop (C2) – sudden loud, short sound like a small explosion
questions about each one. You may wish to help
students with words in the Vocabulary support box at popcorn (B1) – seeds of corn that have been cooked to break
this point. Check answers as a class. If you wish, give open into soft, light balls and are eaten as a snack
students information from the Culture notes below. radar – a system that uses radio waves to detect objects you
Answers cannot see
Scientist discovers how to cook food in seconds terracotta – a hard, baked, red-brown clay
1 Percy LeBaron Spencer
2 working on radar for the army
3 the microwave oven LANGUAGE NOTES
5,000-year-old body found in the Alps Some students confuse hope and expect. Explain that we use
1 Helmut and Erika Simon
hope when we want something to happen and expect when
2 hiking in the mountains in Italy
3 one of the oldest, most complete human bodies we think it will happen. Elicit some examples to show the
meanings: I hope I pass the exam. (I’m not sure.) I expect I’ll
Farmers uncover ancient army in the fields
1 local farmers pass the exam. (I think I will.)
2 digging and looking for water
3 thousands of clay/terracotta soldiers buried underground CAREFUL!
• When we use a compound noun as an adjective like
LANGUAGE NOTES this, all nouns remain in the singular form singular, e.g
a multi-words verb (Correct form = a multi-word verb);
Point out the difference between inventions and discoveries.
a 5,000-years-old body (Correct form = a 5,000-year-old
Inventions are things that people create/imagine/build.
body); a ten years old boy (Correct form = a ten-year-old
Discoveries are things that already existed but we find out
boy, BUT The boy was ten years old); a five pages-story
about them.
(Correct form = a five-page-story).
• In headlines, articles (and auxiliaries) are often left out,
e.g. 5,000-year-old body discovered in Alps! = A 5,000-year-
old body has been discovered in the Alps.

UNIT 11 Discovery and invention 151

   CULTURE NOTES 2 GRAMMAR Articles
Percy LeBaron Spencer created the first microwave oven a Books closed. Read the first sentence, leaving out
in 1947. It was about two metres tall and weighed 340 some of the articles: He put … small bowl in front of the
kilograms. It cost between $2,000 and $3,000. It wasn’t until machine. It started popping and jumping out of … bowl.
1967 that an affordable microwave was on sale for $495. Ask students what words are missing (a, the) and what
Spencer didn’t profit from his invention – he was paid a fee of we call this kind of word (articles). Read through the
$2.00 by his company! sentences and rules and ask students to match them
Ötzi the Iceman is thought to have been 1.65 metres tall, individually. Check answers as a class.
about 50 kilograms in weight and about 45 years old. Answers
Scientific tests have shown where he lived and what his last a 6  b 3, 4  c 1  d 2, 5  e 7
meals were – red deer, herb bread, grain and fruits. They also
show that he looked old for his age, had been quite ill just b 3.37 Students read the information in Grammar

before his death and that he had tattoos. He was wearing a Focus 11B on SB p.162. Play the recording where
coat, leggings and well-made shoes. indicated and ask students to listen and repeat. Students
The Terracotta Army includes soldiers and horses and are then complete the exercises in Grammar Focus 11B on
SB p.163. Check answers as a class. Tell students to go
representations of Qin Shi Huang, the first Emperor of China.
back to SB p.111.
It is believed that the army is a kind of funeral art and that it
was buried with the Emperor to protect him after death. Answers (Grammar Focus 11B SB p.163)
a 1 A  2 Ø  3 the  4 A  5 An  6 a  7 a  8 Ø  9 the 
c Students read the texts again and answer the questions 10 An
individually. Check answers as a class. b 1D 2D 3S 4S 5D 6S
c 1 Ø  2 Ø  3 a  4 the  5 a  6 a  7 The  8 Ø  9 a 
Answers 10 The  11 a  12 the  13 the/Ø
1 He put a small bowl of popcorn in front of the machine.
2 They thought that it was the body of an unlucky mountain c Ask students to look at the picture and title and tell
climber. They tore the clothes and broke one arm. you what the picture shows. Ask: What do you think the
3 They believe most of them are still buried underground.
article will be about? Students read the article to check
their ideas. Ask: Which articles could we add to the title?
  EXTRA ACTIVITY (a new species, on the menu). Ask: Which auxiliary could
we add? (was discovered) Students then read the text
Write on the board: 700,000 / 6,000 / 1991 / 5,000 / 2,200 and
and complete it with the correct articles. They do this
ask students what the numbers refer to in the text.
individually and then compare answers with a partner.
(700,000 people who helped make the army; 6,000 –
approximate number of figures; 2,200 – the terracotta army d 3.38 Play the recording for students to check their
answers.
was made 2,200 years ago; 1991 – 5,000 – age of body when
the body of the Iceman was discovered) Answers
1 the  2 a  3 a  4 a  5 a  6 the  7 the 
d In pairs, students discuss the questions before you 8 the  9 the  10 a  11 no article  12 a 
take feedback as a class. Take a class vote on the order 13 the  14 the  15 the  16 the  17 a
of the importance of the discoveries and elicit some
ideas from the group about important discoveries in
  VOCABULARY SUPPORT
their lifetimes.
bench (B2) – long seat for two or more people
nearby (B1) – not far away

e Students answer the questions in pairs. Take feedback

and check answers.
Answers
1  Ngo Van Tri
2  he thought they looked unusual; to send to a biologist in America
3  by plane
4  The lizards were cooked and eaten.
5  in a nearby restaurant

f Students work in pairs. Ask them to take turns

covering the story and using the prompts to retell
it. Monitor and correct students’ pronunciation as
appropriate and listen for appropriate usage of articles.
Point out errors for students to self-correct where
necessary.

  EXTRA ACTIVITY
Ask students if they have ever eaten lizards. What other
unusual things do students eat in their countries? What
would they never eat? Why?

152  UNIT 11  Discovery and invention

 3 VOCABULARY  4 SPEAKING
Adverbials: luck and chance a Divide the class into pairs and assign A and B roles.
Student As read the texts on SB p.128 and Student
a Write the highlighted adverbials from the four stories Bs read the texts on SB p.132. Explain that they are
on the board. In pairs, students discuss the meanings. each going to read about three different accidental
Check their ideas as a class. Use some of the adverbials discoveries. They can use their dictionaries to check
in sentences and concept check. Keep the adverbials on the meaning of any unfamiliar words. Monitor and
the board to refer to later. help with vocabulary as necessary. Students tell their
partners their three stories. One of the stories is not
LOA TIP CONCEPT CHECKING true and the pairs decide together which one it is. Take
feedback as a class and ask students to share their ideas
Use concept questions to check the understanding of the and say why they think the stories they have chosen are
adverbials in the sentences you have on the board. For untrue. Give the answers from SB p.131.
example, to check the meaning of by chance in the sentence I Answers
met James by chance in the station, ask: Did I arrange to meet Car keys were not invented by an American businessman called
James? (no) Was it a surprise to meet James? (yes) Spencer.
The exercise bike was not invented by Hans Weger.
Answers
as expected – this was something we thought was going to happen ADDITIONAL MATERIAL
by chance – it wasn’t planned
accidentally – it wasn’t planned
Workbook 11B
amazingly – it was a real surprise
fortunately – it was a good/lucky thing Photocopiable activities: Grammar p.225, Vocabulary p.249
surprisingly – it was a surprise
on purpose – it was planned
unfortunately – it was a bad / an unlucky thing
luckily – it was a lucky thing

 CAREFUL!
Watch out for mistakes: unfortunatly or unfortunatelly.
(Correct spelling = unfortunately.)

b Individually, students search the texts for the opposites

of the words and phrases in the table. They compare
their answers with a partner before you check as a class.
Answers
1 fortunately  2 luckily  3 by chance
4 accidentally  5 amazingly  6 surprisingly

c 3.39 In pairs, students take turns to practise

pronouncing the words out loud. They underline where
they think the main stress falls. Play the recording for
them to listen, check their answers and repeat.
Answers
luckily, fortunately, accidentally, by chance, unfortunately,
surprisingly, amazingly, on purpose, as expected

d Read through the task with the class and give students a
couple of minutes to prepare their sentences using three
of the phrases from c. Monitor and help with vocabulary
as necessary.
e Take feedback and ask students to share some of
their examples with the class. Find out which student
has written about the most interesting/amusing/
frightening occasion.

  EXTRA ACTIVITY
In pairs, students take turns to make up a sentence and give
an adverbial to begin the next sentence for their partner to
complete, e.g. I opened the classroom door. Surprisingly ...
(the room was empty). Take feedback and ask students to
share some examples with the class.

UNIT 11  Discovery and invention  153

11C Everyday English At the end of this lesson, students will be able to:
• use phrases to ask for and give directions in a building
It’s straight ahead • check information
• differentiate between /ɜː/ and /ɔː/
• understand someone asking for and being given
directions

OPTIONAL LEAD-IN
Write sat nav on the board. Ask students if they have a sat
LANGUAGE NOTES
nav in their car. Ask: Is a sat nav an essential invention?
Should you have one in your car? Divide the class into small Make sure that students know the words and phrases:
groups. Some of the groups think of reasons why sat navs are first floor ground floor top floor corridor
essential, e.g. You can find new places. You don’t need to stop In many countries, first floor is the same as ground floor in the
to look at a map. Some of the groups think of reasons why UK.
the sat nav is not a good invention, e.g. You can look at road
signs instead. It is dangerous to take your eyes off the road. Sat
navs are always out-of-date. Set up short debates between EXTRA ACTIVITY
the groups. Now take a class vote on students’ real opinions. Give students two minutes to memorise the directions in 1c.
Students role play the conversation between Annie and the
receptionist. The receptionist gives instructions and Annie
1 LISTENING mimes following them. Then students swap roles. Monitor
a Ask the class if they are good at knowing where they and point out errors for students to self-correct.
are and elicit examples from individual students of what
they would do if they got lost in a town or city. In pairs,
students ask and answer the questions. Encourage them
2 USEFUL LANGUAGE 
to give details and extend their answers. Take feedback as Asking for and giving directions in a
a class on the most interesting items their partners talked building
about. Extend by asking how many students have apps on
a 3.41 Ask students to complete the question, and then
their phones to find the way and how useful these are.
play the recording to check. Check the answer as a class
b 3.40 Ask students to tell you what has happened to and focus on the position of the verb (is) at the end of
Annie in the story so far and the reason why she has the sentence.
come to visit Mark at his office. Play Part 1 of the video or
Answer
play the audio recording for the class to find out why she
Excuse me, can you tell me where the reception is?
gets lost. Check the answer together.
Answer
Annie can’t remember the receptionist’s directions to Mark’s office. LOA TIP DRILLING

Video/audioscript (Part 1) Give a short transformation drill to practise the structure, e.g.
ANNIE Excuse me. Can you tell me expecting you. He said you can Say: Reception. Can you tell me where the reception is?
where the reception is? go up to see him. Have you (Gesture for students to repeat.)
PERSON It’s over there, by been to his office before?
Students: Can you tell me where the reception is?
the trees. Can you see the A No.
doors? And the sign that says R OK. It’s on the first floor. So, go Say: Mark’s office
reception. up the stairs and turn left. Go Students: Can you tell me where Mark’s office is?
A Oh, yes. Thanks very much. through the door and turn right.
Say: the language lab
P You’re welcome. Then go down the corridor and
RECEPTIONIST Good afternoon. it’s the first door on the right. Students: Can you tell me where the language lab is?
A Hello. I’m here to see Mark Riley. A Fine. Thank you. Say: the cafeteria
R What’s your name, please? AUDIO ONLY
A It’s Annie Morton.
Students: Can you tell me where the cafeteria is?
A Sorry, I got lost. Could you tell
R OK, I’ll let him know you’re me where the office is again,
b 3.42 Individually, students match the phrases with
here. Oh, hello Mark, it’s please?
Sandra here at reception. I’ve the pictures. Play the recording for them to check their
R Yes, of course. So, first go up the
got Annie Morton here to see ...
answers. Play it again or model the phrases yourself for
you. OK, thanks. Bye. Yes, he’s students to repeat. Ask them to underline the stressed
word or words in each sentence and to pay attention to
c 3.40 Elicit from students what they can remember correct sentence stress and intonation.
about the directions that the receptionist gives Annie. Answers
Write any phrases they manage to produce on the 1 b 2 f 3 c 4 g 5 h 6 d 7 a 8 i 9 j 10 e
board. Then play Part 1 of the video or play the audio
recording again for the class to complete the directions c In pairs, students take turns to cover the phrases and
in 1c. Check answers as a class. remember the directions for each picture. Uncover and
Answers check.
1 first 2 up 3 left 4 door 5 right 6 down
7 first 8 right

154 UNIT 11 Discovery and invention

 3 CONVERSATION SKILLS  Video/audioscript (Part 3)
MARK  Obviously, I can’t promise M OK.
Checking information anything. But I think you’ve a A Oh, and have fun at the gym
really good chance of getting a with Leo tomorrow!
a 3.43 Ask the class what they think Annie does next
job here. M Thanks. I’m sure it’ll be good.
after she gets lost and elicit some ideas – e.g. she goes ANNIE  Thanks, Mark! That’s great. Do you want me to walk down
home, she goes into another office to ask directions, she You’ve helped me so much. with you or …?
goes back to reception, etc. Then play Part 2 of the video M Not at all. You’ve got a really A No, it’s OK – I know the way out.
or play the audio recording for them to check their ideas. good CV and lots of experience. Thanks again.
Answer I’m sure my boss will be very M Not a problem. See you soon.

She goes back to (the) reception (and asks again). impressed. A Bye.
A I hope so! Anyway, I’ll let you get M Bye.
back to your work now.
Video/audioscript (Part 2)
ANNIE  Sorry, I got lost. Could you A Sorry, the fourth office?
tell me where the office is again, No, the first.
please?
R
A Right, I think I’ve got that.
  VOCABULARY SUPPORT
RECEPTIONIST  Yes, of course. So, first R Good. a good chance of – quite likely that
go up the stairs to the first floor A So can I just check? Go up the CV (B1) – document that describes your education and
and turn left. Then go through stairs and turn right … experience
the door and turn right. R No, turn left.
A So go up the stairs to the first A Left! Then go through the door impressed (B2) – think something is very good

e
floor and turn left. Then go and turn left … no … right.
through the door and turn right. R That’s it. Ask the class whether they would give Annie a job
R Yes. Then go down the corridor A Thanks very much at their company and elicit reasons as to why or why not.
and it’s the first office on the right.
4 PRONUNCIATION 
b 3.44 Students read and listen to the three exchanges
Sound and spelling: /ɜː/ and /ɔː/
based on the conversation and match the underlined
phrases with their uses. Check answers as a class. Then a 3.46 Tell the class that they are going to hear two
play Part 2 of the video or play the audio recording words with different vowel sounds. Play the recording
again for students to listen and repeat the conversations. for students to listen and repeat. Contrast the two
Answers
sounds /ɜː/ and /ɔː/ for students to repeat after you in
chorus. Do this several times to give them practice in
to check information by repeating it: 1, 2, 4
to show we understand: 3 producing as well as hearing the sounds.
b In pairs, students take turns to say the pairs of words,
c Choose a place in the building you are in and circling the word with the /ɜː/ sound. Check answers as
direct students to it. e.g. Go out of the classroom and class. Model the word pairs for students to repeat after
turn right. Go down the corridor and turn left. Go down you.
the stairs and through the big glass doors at the bottom.
Where are you? Elicit the correct answer, then tell the Answers
class that you are going to direct them again, but this 1 third  2 Thursday  3 thirty  4 work  5 bird
time you want them to check the information and
show they understand, using the phrases in b. Repeat c 3.47 Play the recording for students to circle the

the directions, pausing where appropriate to elicit the words they hear. Check answers as a class.
checking or confirming phrases from the class. Then Answers
give students a couple of minutes to prepare their own 1 fourth  2 Thursday  3 thirty  4 work  5 board
directions. They take turns to read their phrases to their
partner who listens and repeats the information to check
it’s correct. Monitor and correct students’ pronunciation 5 SPEAKING
as appropriate and listen for correct use of the target Ask the class to look at the plan of the building and go
phrases. through the key with them. Check understanding of
d 3.45 Tell students that now they’re going to hear any words they do not know. Students work in pairs
the conversation between Mark and Annie. Look at the and take turns to ask for and give directions from the
question and play Part 3 of the video or play the audio entrance of the school. Remind them to check and
recording for students to answer. Check the answer as a confirm information. Monitor and correct students’
class. pronunciation as appropriate and listen for correct usage
of the target language from this lesson.
Answer
Mark thinks Annie has a good chance.
ADDITIONAL MATERIAL
Workbook 11C
Photocopiable activities: Pronunciation p.285, 286
Unit Progress Test
Personalised online practice

UNIT 11  Discovery and invention  155

11D Skills for Writing At the end of this lesson, students will be able to:
• understand people talking about inventions
In my opinion, it’s because • read and understand a text about inventions
• use phrases to give opinions, results and reasons
of the Internet • write a web post giving an opinion

OPTIONAL LEAD-IN H Thanks, Utta. Artificial meat! Wow, that sounds scary … Anyhow, last
Books closed. Individually, students write down an invention up we have Pierre. Hi, Pierre.
PIERRE Hi.
that they have used today and think about how their lives
H So Pierre, tell us about your idea for a great invention.
would be different without it. Students share their ideas with
P Well, a really useful invention I read about was a device that you
the class, e.g. My alarm clock is an excellent invention. Without
could put in your ear and it would translate languages for you.
it, I might still be in bed! Or my mum would need to wake me up You wouldn’t need to study for hours and hours to learn a foreign
every day. language. You could just put it in your ear when you went on holiday
to foreign countries and you’d understand everything everyone was
1 LISTENING AND SPEAKING saying to you. It would help people to communicate and would be
very useful for business people or for politicians. But it wouldn’t
a Ask students: Is there one new invention that would be very good news for teachers. Fortunately, for them, it’s probably
have helped you today? Students can talk about this in impossible to make such a device, or at least it will take many years.
pairs and then tell the class in feedback, e.g. a time H Cool. I’d love that invention! Thanks for those great ideas. Who
machine to get them to school faster. Ask students to knows which of them will happen! We can only wait and see!
look at the pictures and talk about what they can see
and what kinds of inventions they might be. Elicit or
point out that the man is saying Hello! How are you? in VOCABULARY SUPPORT
Spanish. Take feedback as a class and write on the board artificial (B2) – not natural or real
students’ different ideas about what the three inventions device (B2) – a piece of equipment that is used for a particular
might be. purpose
b 3.48 Tell students that they are going to hear people
laboratory (B1) – a room used for scientific work
on a radio programme talking about the inventions in
pollution (B1) – damage caused to water, air, etc. by harmful
the pictures. Play the recording for the class to listen for
substances or waste
general meaning and to complete the first row of the table
with the invention each person talks about. Check answers run (on) (C1) – uses a supply of power to work
as a class.
Answers LANGUAGE NOTES
Amir – new kind of car engine
The host uses idiomatic phrases to sequence the people he
Utta – artificial meat
Pierre – device to put in ear to translate languages
talks to: First up (Firstly) and Last up (Lastly/Finally).

c 3.48 Read through the remaining two questions in the

Audioscript table. You may wish to help students with the items in
HOST Hi, welcome to the show. Today we’re looking at great inventions the Vocabulary support box at this point. Then play the
for the future. What really useful inventions do you think we need? recording again for students to complete the rest of the
People have called in to the show to tell us their ideas. First up we table. You may need to play the recording more than
have Amir. Hi, Amir. once. Check answers as a class.
AMIR Hi.
H So Amir, tell us about what invention you’d like to see. Answers
A I think the most important invention we need is a new kind of Amir – clean cars so no more pollution; yes (someone will invent
car engine that doesn’t need petrol. There are too many cars in something to solve the problem)
the world already, and as countries become richer, more and Utta – cheap, tastes good, fields used for growing food for cows
more people will want a car. That will be terrible news for the can be used for something else; yes (I think it will happen and it’ll
environment. But imagine a world with clean cars and no more be really good)
pollution to worry about! I’m sure it will be invented soon. We Pierre – no need to study, would help people to communicate; no
already have electric cars, but I think it will be something different, (it’s probably impossible or will take many years)
maybe something like a car that runs on air. I’m sure someone will
invent something to solve the problem. I hope so, anyway.
d Individually, students decide if they think the inventions
H Thanks, Amir. That’s a great invention. Next on the line we have Utta.
are a good idea or not and why and any other ways
Utta, tell us about your invention. they might be able to think of to solve the same
UTTA Hi, well, one really useful invention would be artificial meat problem. Give them a couple of minutes to do this and
that’s cheap and tastes good and which doesn’t need cows, sheep tell them to make notes about their ideas – at least two
or chickens to produce it. It sounds like science fiction, but in fact or three lines for each invention.
they’ve already invented it in a way. Amazingly, they’ve produced beef
e In small groups, students compare their ideas
in a laboratory, but it cost thousands of pounds to make. But that’s
from d. Monitor and help with vocabulary as necessary.
the same with all new inventions; they’re always expensive at the
Take feedback as a class and ask different groups to
start. So, I think it will happen and it’ll be really good, because all the
fields we use to grow food for cows could be used for something else
summarise their ideas and suggestions regarding each
– to grow vegetables or plant trees, for example. invention. If you wish, give students information from
the Culture notes below.

156 UNIT 11 Discovery and invention

 Answers
  CULTURE NOTES
I think
Meat has been grown in a laboratory, and in March 2013 it seems to me that (2), I believe (3), In my opinion, In my view (4)
the first lab-grown burger was eaten in London. It was
produced in the Netherlands and the cost of the project was b Read through and correct the sentences as a class.
€250,000. The critic who ate the burger said that it tasted Answers
similar to meat but was drier and not as tasty as real meat. 1  In my view  2  In my opinion  3  I believe  4  It seems to me
At the moment, it is far too expensive to grow a lot of meat
in this way, but this proves that it is possible and it may be c Write cause and result on the board. Underneath write
produced more cheaply in the future. a sentence such as Pablo speaks better English than he did
last year. Elicit possible causes for this from students
2 READING (e.g. he did an English course last summer, he’s got an
English girlfriend) and then possible results (e.g. he gets
a Ask students to tell you what they think was the most better marks for his homework, he feels more confident,
important invention of the last 2,000 years. Put their etc.). When you are sure students understand cause and
suggestions on the board. Then tell them they are going result, ask them to look at the sentences and elicit the
to read some web posts where people answer the same cause and result for each one. Check answers as a class.
question. Ask the class to read the posts quickly in order
Answers
to find the names of the inventions and write them in
1 cause/reason: invention of numbers; result: science could develop
the list. Check their answers as a class.
2 cause/reason: invention of paper; result: send messages
Answers long-distance
1 the Internet 3 Hindu-Arabic number system 3 cause/reason: do everything online at home; result: stop using
2 paper 4 reading glasses shops and offices
4 cause/reason: invention of reading glasses; result: stay active
b Students read the posts again to match the inventions when older
and the results. Check answers as a class.
d Individually, students match the phrases and the different
Answers possible structures. Check answers as a class.
a 4  b 3  c 1  d 2
Answers
noun / noun phrase / pronoun + comma: because of, as a result of
  VOCABULARY SUPPORT join two clauses: as, because
active (B1) – busy, moving around
essential (B1) – very important   EXTRA ACTIVITY
Give students some extra practice by writing this sentence on
c Individually, students read the web posts again and note
the board:
down their answers to the questions. Encourage them
to compare their ideas with a partner before checking The computer was broken, so we couldn’t finish our work.
answers as a class. Ask students in pairs to rewrite the sentence in as many ways
Answers as they can using as / because / as a result of / because of.
1 earliest: paper, latest: the Internet Suggested answers: As/Because the computer was broken,
2 We might/will do everything from home. we couldn’t finish our work. We couldn’t finish our work as/
3 People were able to write down information, keep it and send it because the computer was broken. The computer was broken.
over long distances. As a result of this, we couldn’t finish our work. Because of the
4 There might be no science, engineering or computers.
broken computer, we couldn’t finish our work.
5 He can do lots of things (that he couldn’t do without them).
e Students complete the sentences individually.
  EXTRA ACTIVITY Check answers as a class.

Have a brief open discussion about which of the inventions Answers

the class think is most important and why. Make a note of 1  Because; As  2  Because of; As a result of 
3  Because of; As a result of
any errors students make when giving their opinions so that
they can self-correct after the class has studied the language
f Say: Let’s revise: tell me some possible phrases for giving
for giving opinions in the next section. your opinion. Elicit three or four from the class (they
should be able to produce the phrases from 3b). Tell
3 WRITING SKILLS  me some phrases for connecting causes and results. Elicit
the phrases from 3c from the class. Then give students
Giving opinions; Expressing results a minute or two to write the sentences about the
and reasons telephone using this language. Check answers as a class.
a Students underline the phrase I think in the sentence. Suggested answers
Ask the class if they know any other phrases for giving In my opinion, the telephone is the most important invention of
opinions and write any suggestions on the board. Say the 19th century. Because we can talk to people in other places, we
that there are four more phrases for giving opinions in can communicate more quickly.
the texts and give students a minute or two to find and
underline them. Then check answers as a class.
g Students write an additional sentence. Ask for examples
in feedback.

UNIT 11  Discovery and invention  157

 4 WRITING c Students swap their posts with another student and reply
to it. They should give comments including whether they
a Tell students that they are going to write a web agree or disagree, and why. Monitor and point out errors
post like the ones in the reading text. This time, they for students to self-correct.
have to choose one of the inventions in the list or think
of another important invention. Ask students to note d Students return their posts and replies. They should
down the ideas they’re going to write about, using the read the replies and check them according to the points
questions to help them. Then give them some time to given. Ask some students to read their posts and replies
do research by asking other students in the class for to the class.
their responses to the questions. They can either simply
talk to the students on either side of them or you can   FAST FINISHERS
encourage them to walk round the class and ask more Fast finishers can return to 3f and write a post about the
people. Monitor and help students with ideas if they invention of the telephone. Remember to look at these
need them.
posts, too, during feedback.
LOA TIP MONITORING
ADDITIONAL MATERIAL
When monitoring, be aware of differences of ability and
personality. Ensure that shyer students have a chance to Workbook 11D
contribute by encouraging them to speak. Prevent the more
confident students from dominating with a gesture or by
saying ‘one moment’.

b Students write their posts. Remind them to use words

and phrases to explain reasons and results. Monitor and
help with vocabulary as necessary.

158  UNIT 11  Discovery and invention

UNIT 11 3 WORDPOWER: preposition + noun
Review and extension a Write these sentences on the board: My printer’s not
working properly. It can’t print anything in colour at the
moment. Underline in colour and tell students that this
is an example of a phrase with preposition + noun.
1 GRAMMAR Explain that we can’t guess the preposition in phrases
like this. We need to learn them as complete phrases.
a Students do the task individually. Point out that there Ask students to work in pairs to match the phrases
may be more than one possible answer. Check answers in bold in the sentences with their meanings. Check
as a class. answers together.
Answers
1 He was the man who/that invented the colour TV.   FAST FINISHERS
2 These are the mobile phones that/which work under water.
3 That is the machine that/which makes the screens for the
Fast finishers can think of more sentences using the different
computers. phrases.
4 This is the place where they found the statue.
5 These are the people who/that discovered the ancient city. Answers
6 This is the shop where they sell that delicious bread. 1 f  2 d  3 a  4 e  5 g  6 c  7 b

b Students complete the conversation with the correct b In pairs, students discuss which sentences are true
articles. Check answers together. for them or which they agree with.
Answers c Read the explanation and the example with the class.
1 a  2 the  3 a  4 the  5 a  6 the  7 a  8 a  9 a  Then ask them to match the sentences with the pictures.
10 The  11 the  12 an
Check answers.
c Students practise the conversation in 1b. If necessary, Answers
model it first with a student for the class to repeat. 1 b  2 c  3 d  4 a

  EXTRA ACTIVITY d Students underline the preposition + noun

combinations in the sentences in 3c. Ask them to write a
Write some sentences from the web posts in 11D on the sentence about somebody they know (of) who is in each
board but leave a space where the articles should or place. Check answers and ask students to give you some
shouldn’t be. Ask students to tell you which (if any) articles example sentences.
should fill the gaps, e.g. I believe … (the) … most important
Answers
invention is … (the) … Hindu-Arabic number system, which
1  in hospital  2  at university 
was invented around … (the) … sixth century in … (no article)
3  in school  4  in prison
… India.
Students then work in pairs. Each looks back at a different
unit in the book so far and writes down two or three
  LANGUAGE NOTES
sentences from a text but takes out the articles. Their partner In school is used in the USA; at school is more common in the
has to fill the gaps. To make this more fun, they can read out UK.
the sentences but make a ‘beep’ sound instead of the gap.
Photocopiable activities: Wordpower p.262
Ask for examples in feedback.
LOA REVIEW YOUR PROGRESS
2 VOCABULARY
a Remind students that a compound noun combines Students look back through the unit, think about what they’ve
two words and elicit examples that they remember studied and decide how well they did. Students work on weak
from the unit. Then they make compound nouns for areas by using the appropriate sections of the Workbook, the
the definitions. Check answers as a class. Say each Photocopiable activities and the Personalised online practice.
compound noun in turn and ask individual students to
make a sentence with it.
Answers
1  cash machine  2  rock star  3  ticket office  4  road signs
5  street lights (or one word)  6  shopping bag  7  kitchen knife
8  bottle top

b Students choose the correct alternatives to complete the

sentences. Check answers together.
Answers
1 accidentally  2 as expected  3 by chance  4 luckily 
5 on purpose  6 Surprisingly

UNIT 11  Discovery and invention  159