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1 Reading
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a Read these definitions and decide which one
refers to a discovery and which one to an
invention.
1 When someone finds out about something he /
she did not know about before.
2 When someone makes something that has
never been made or used before.
b Which of these things were inventions and
which were discoveries?
1 fire 2 concrete 3 paper 4 gold
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2 Reading and speaking
a In pairs, match the items in the
photographs with the ancient
civilizations you associate them with.
1 China ___
2 Egypt ___
3 Mesopotamia ___
4 Greece ___
5 Rome ___
E
A
B
1
2
3
4
5
China ___
Egypt ___
Mesopotamia ___
Greece ___
Rome ___
D
C
b Read the text to check
your answers.
c Read the text again more
carefully and complete the
timeline of inventions.
d In pairs, decide which three
inventions mentioned in the text
were the most
important and why. Compare your
list with that of another pair.
3 Word builder: word
formation
Complete this table with the
correct forms of each word.
4 Listening and speaking
a Look at the picture. In pairs, describe
what you can see.
b Listen to a part of a
radio program about a famous
historical
scientist. Who is described
as ‘the father of
photography’?
Important
inventions
OLD
INVENTIONS
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BASKETBALL 
The game of basketball was invented by James Naismith
(1861-1939). Naismith was a Canadian physical education
instructor who invented the game in 1891 so that his
students could participate in sports during the winter. In his
original game, which he developed while at the Springfield,
Massachusetts YMCA (Young Men's Christian Association),
Naismith used a soccer ball which were thrown into peach
baskets (with their bottoms intact). The first public
basketball game was in Springfield, MA, USA, on March 11,
1892. Basketball was first played at the Olympics in Berlin
Germany in 1936 (America won the gold medal, and
Naismith was there).
 BUBBLE GUM
Bubblegum was invented by Frank Henry
Fleer in 1906, but was not successful; the
formulation of Fleer's "Blibber-Blubber," was
too sticky. In 1928, Walter E. Diemer invented
a superior formulation for bubble gum, which
he called " Double Bubble."
KITE
The kite was invented roughly 2,500 to 3,000 
years ago. It originated in China, Malaysia or
Indonesia . Some people say that the earliest
kites consisted of a huge leaf attached to a
long string (there is a type of Indonesian leaf
that is wonderful as a kite).
 1 Speaking
 a In pairs, match each item on the
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right with the
year in which the item was invented.
b Can you think of any other modern
inventions
that are important? With your
partner, make a
list. Compare your list with that of
another pair
 Reading, writing, and speaking
 a Look at the photographs on the right again.
 Do you associate any names with the objects?
 b Work in pairs. Student A, read the first excerpt;
 Student B, read the second excerpt. Complete
 the notes below for your text. Then read your
 partner’s notes and check them against the
 appropriate excerpt.
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The ___________________ was
originally
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invented by ___________________.
However,
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___________________ took the idea
and
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developed it. He
___________________. Today,
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people associate the
___________________
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with ___________________, not with
the
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original inventor
___________________.
 c In pairs, discuss these
questions.
 1 What is one similarity
between Elias Howe and
 Charles Goodyear?
 2 What is one difference
between them?
 3 Why are patents
important?
 4 Why is Goodyear’s
name remembered, but
 Howe’s name not
remembered?
 Passive voice is used when the focus
is on the action. The doer of the action is not 
important or not known.
A passive sentences will not always include 
the doer of the action.
e.g My house was painted (by Susan) 
3 Grammar builder: past
passive
 b Change these sentences from active to
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passive voice.
1 Jonas Salk developed the polio vaccine in
1957.
2 Robert Goddard launched the first liquidfueled rocket in 1926.
3 The Swiss made the first milk-chocolate
bars in the 1870s.
4 Steve Jobs commercialized the Apple
Macintosh computer in 1984.
 c Complete the sentences with the appropriate forms of the
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verbs in parentheses.
1 Dynamite ___________________________ (invent) by
Alfred Nobel in 1866.
2 Nobel ___________________________ (leave) his fortune to
establish the famous prizes.
3 The pyramids of Cheops and Giza
___________________________ (build) more than 4,000
years ago.
4 The Pharaoh Khafre ___________________________ (build)
the Great Pyramid of Giza around 2600 B.C.E.
5 The Tomb of Tutankhamun ___________________________
(discover) in 1922.
 4 Speaking, writing, and reading
 a Select a modern product or service that has changed
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your life
significantly. Write a short paragraph about what your
life was
like before you had the product or service, and another
paragraph
about how your life has been different since. Look at the
box for
ideas.
 b In groups, read one
 another’s essays. Then talk
 about your experiences and
 ideas. Is there any product
 or service that several of
 you have written about?
Unexpected
outcomes
Unexpected outcomes
 1 Speaking and listening
a Look at the photograph. In pairs, discuss what
you think these
people’s lives may be like.
b Listen to the conversation. How close were your
ideas?
c Now listen again and answer these questions.
1 What was Jack going to study, and what did he
study?
2 Why did Jack look for jobs in Saudi Arabia and
other countries?
3 Why does he like his life in Riyadh?
4 What is his long term plan?
d In groups, discuss the
roles that planning and
chance have had
in your lives.
I am going to do what I said
I was going to do
Future from the past using
was/were going to and would+
verb
The future in the past… 
Is used to express the future plans that 
someone had in the past
Is often used with a but clause 
The but vlause is used to explain why the 
plan never happened
Is formed with was/were + going to + base 
form of the verb
Future from the past using
was/were going to and would+
 The future in the past…
verb
 Is used to express the future plans that
someone had in the past
 Is often used with a but clause
 The but values is used to explain why the
plan never happened
 Is formed with was/were + going to + base
form of the verb
2 Grammar builder: using was
/ were going to
 a Look at these examples.
 I was going to study mathematics, but I majored
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in chemistry instead.
I was going to get a job in Chicago, but there
weren’t any decent vacancies.
When do we use was / were going to?
1 for a situation in progress at a specific time in
the past
2 for a future plan or intention
3 for a plan or intention in the past that didn’t
happen
 b Complete the sentences in a logical way. In
pairs, compare your sentences.
 1 I was going to call you, but . . .
 2 We were going to invite you to the game,
but . . .
 3 Chris was going to play tennis, but . . .
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c In pairs, write was / were going to sentences expressing the same ideas as these
sentences.
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1 His plan was to go to university, but he didn’t pass his exams.
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He __________________________________________________________________
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2 They didn’t buy two cars because they only had money for one.
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They
____________________________________________________________________
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3 My intention was to arrive ten minutes early, but I couldn’t get a taxi.I
__________________________________________________________________ .
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d Write two or three sentences about yourself, following the example. In groups,
read and discuss your
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sentences.
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I was going to study veterinary medicine, but I wasn’t good in biology, so I studied
languages instead.
3 Pronunciation: weak forms—
was / were
 a Listen to the completed sentences from
exercise 2b. Are your ideas similar?
 b Listen again. Notice the pronunciation of
was and were. Are these words stressed?
 c In pairs, practice your sentences from
exercise 2b.
4 Speaking and reading
 a In pairs, look at the photograph and discuss
 these questions.
 1 What is this simple invention?
 2 What is it used for?
 3 Do you use it?
 4 What did people use before this product
existed?
b Read the article and number the events below 
in
order. In pairs, compare your sequence of events. 
Mr. Fry discovers a use for the adhesive. 
________
Development of the product stops. ________ 
The company 3M makes moveable notes. 
________
Mr. Silver invents an adhesive that is too weak. 
________
negative and opposite
prefixes
 A prefix is a group of letters (affixes) added in
front of a word or a root of the word to change
its meaning. A negative prefix is a prefix which
carries a negative meaning 'not' , 'opposite of'.
 Common negative prefixes in English are un-,
im-, in-, il-, and ir-, and dis-. Some of these
prefixes are only attached to a noun or an
adjective while some are only attached to a verb.
It is not possible to predict whether the negative
prefix un-, in-, or dis- is used with a particular
word. The correct form must be learned.
negative and opposite
prefixes
 . The negative prefix un-
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2. The negative prefixes in-, im-, il-, ir The negative prefix dis- 'not, opposite of,
away'
5 Word builder:
negative and opposite
prefixes
 a Write the words in the box in the
appropriate
 section of the table below according to
their
 prefix (im-, in-, ir-, un-). In pairs, discuss
the
 meanings of these words. Use a dictionary
if necessary.
 b In pairs, give the words in the box below a
 negative or opposite meaning by adding a
 prefix. Then write them in the appropriate
 section of the table. Again, use a dictionary if
 necessary.
c Write
sentences
with three or
four of the
words
you consider
most useful.
In groups,
compare
your
sentences
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Lifeline to
information
technology (I.T.)
information
technology
1 Speaking and
reading
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a In groups, discuss these
questions.
1 What is the World Wide
Web?
2 What do people use the
Web for?
3 Do you use the Internet?
If so, how?
b Read the text to find
some of the answers to
the questions
2 Listening
 a Listen to the talk about Tim Berners-Lee. What
 did he do that is so remarkable?
 b Listen again and number the events in the order
 you hear them.
 1 He studied at Oxford. _______
 2 He got a job at MIT (Massachusetts Institute of
 Technology). _______
 3 His World Wide Web was launched. _______
 4 He was born and raised in London.
 _______
 5 He invented HTML (HyperText Markup
 Language). _______
 6 He started to develop his ideas for the
 Web in Switzerland. _______
3 Speaking, reading,
and writing
 a In pairs, look at the house in
 the photograph.
 1 Does it look different from
 other houses?
 2 What do you think is special
 about this “smart house”?
 b Read the article. Then in
 pairs, discuss these questions.
 1 Where do you think the
 article comes from?
 a) a scientific journal
 b) an instruction manual
 c) a general-interest
 magazine
 2 What are some of the
 problems mentioned in the
 article?
 3 Do you think the article is a
 factual account?
c In groups, pick one room
in your house and imagine
it as a “smart” room. Write
a paragraph describing the
room. Use ideas from the box
to help you.
d Share your ideas with your
classmates
What’s
out?
74
How I can learn more?
What I learned?
What I want to learn?
What I know?
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