SCIENTISTS MAKE SWEET DISCOVERY!
3. Why was Columbus delighted when Isabel, agreed to help?
4 Why was Columbus anxious to travel?
Why did Columbus fee! depressed?
He thought he had discovered the East Indies.
The Portuguese King had refused to help him.
He had been looking for support for his journey.
He had been reading about Marco Polo.
He'd been thinking about this voyage for years.
ta Columbus was happy when he reached. lanct because he thought he had discovered the East Suckes.
esaoee
4 Writing skills
a Columbus’ discovery of the Americas is one of the going to read another short story about serendipity, ‘most famous examples of serendipity. You are and then write your own story. First, put these connecting words and phrases in the table.
also although assoon as because eventually fortunately in addition in theend luckily suddenly later too when while
b Read the short story and fill in the blanks with words or phrases from Exercise 4a.
[never forget the day I met the love of my life. 1 was on my way home from work one evening
1 . It was raining 2__ the streets were
deserted. I had been driving for about 20 minutes 3 I noticed a strange burning smell.4 smoke started pouring out of the hood, 5___T pulled off the road, jumped out of the car, and ran into a computer store. The manager let me use the phone to call a garage. 6 _I was talking, a woman ran in, grabbed a fire extinguisher, and put out the fire. The woman explained that she was an off-duty fire-fighter, and, 7 ằ she had been passing the store at that time! Two years 8 __, we got married!
¢ Think of a case of serendipity in your life or in the life of someone you know. Use the questions below to make notes about the story.
+ when/where did the event take place?
+ what were you doing at the time?
* what had you been doing before the event?
* what was the unexpected thing that happened?
* what was the result of this unexpected event?
d_ Use your notes to write the story (approximately 120 words) of “a case of serendipity”.
1 Write the story, using connecting words and phrases where you can. Look at the underlined phrases in the story above and try to use similar phrases in your story, e.g. change one evening to one morning, or It was raining to The sun was shining,
2 Read your story and correct/edit it if necessary.
3 Give it to another student to read. Read your
partner's story and ask questions to find out,
more information.
Eureka! m Unit 5
aoe SS
1 Warm up
In groups, think of inventions or discoveries that have changed our lifestyle in important ways.
the invention of plastic
b Think of possible inventions that don’t exist yet but that you think we need, and that will exist in the future. Give your reasons.
If we had a gadget for ironing automatically, life would be much easier for people.
© Read the descriptions below of four gadgets.
Which of the gadgets ...
1 already exist?
2 do you think are going to exist in the future?
3. will never exist?
d_ Which of these gadgets would you like to have?
Why? / Why not?
TiVo
TiVo is a remote control system that allows you to interact
with live TV. With TiVo.
you can pause the
viewing, the TV will continue from the
point where you left
off, and TiVo keeps recording
action on TV, replay it, ahead so or see all the actionas you won't it happens in slow miss a thing.
motion. When you go back to normal
Handy scanner
The C-Pen pocket scanner means you
will never have to search the streets for a photocopy store again. It looks like a highlighter pen, and is basically a small portable scanner that can read and memorize a text line-by-line and then transfer it directly to your PC. It can store up to
3,000 pages of text.
How would you like a computer that understands your thoughts and acts upon them? You won't need a mouse or a keyboard;
you just think of the command that you want to give to the computer, and the cursor will
‘move where you want it to.
2 Task sas :
i \dget that you think is going to
be usofil Discuss these questions. io you or ther members of your society
1. What will it be used for?
Who might use it?
Where will it be used? (at home / in the office . Will it be useful to a lot of people?
Will it be attractive and stylish as well as useful?
Will it be expensive?
Will it be easy to use?
Will it sell in other countries?
`...
3 Prepare
Write a description of your gadget (about 60 words).
Use the texts below to help you.
MultiPhone
If you're looking for a cellphone that lets you see the person who you're talking to, and has Internet
access, a video camera, and plays your favorite CDs, this new multi-purpose phone will keep you
happy.
Itallows you to send
e-mails, do online banking, book travel tickets, and much, much more!
Thought-control computer
This is the ideal gadget if you suffer from Repetitive Action
‘Syndrome, and for people who are
physically
disadvantaged,
Unit 5 Eureka!
4 Feedba
a Describe your invention to the cl
on the other groups’ inventions, and ask questions about them if you want.
b Vote on the best invention in the class, according to the criteria in questions 4-8 of Exercise
5 Compare
Listen to someone describing a new invention.
® Answer the questions.
1 What is it and what does it do?
2 Would you like to have one?
3 When would you use it if you had it?
6 Notice
lative clauses in descriptions
When we describe objects (or people) we often add information that gives important details or differentiates the object (or person) from others.
To do this we use clauses beginning with that, which, or who. If the information is essential to the meaning of the sentence, we do not use commas:
CyberBug is a device that allows you to listen in
7n people's conversations
It consists of a little box that contains a microphone
you can hear people who are talking up to 50 meters away.
a Read the descriptions in Exercise 1 again and underline examples of relative clauses Do they describe things or people? What information do they give us’
b Combine the sentences in each pair with a relative pronoun.
1 The Alcohol Sensor is a small gadget. It
a small gadget that
Alls en. your cay
‘The sensor identifies people. The people have had too much to drink.
3 It is a precaution, Police can use it to stop drunk driving.
4 The sensor is attached to a computer.
This measures your reaction times.
5 If your reaction times are slow, it sends
out a signal. The police can pick up the signal
6 It also contains a swi
immobilizes your car
7 The police can then arrest people. The people are drunk and shouldn’t be in
ch. The switch
their cars.
7 Follow up
Choose an everyday object. Make notes about it and describe it to your partner Don't name the object! Can your partner guess what it is?
ss. Take notes
Grammar Summary
1 Third conditional
‘To talk about actions or situations in the past that are contrary to known facts, i.e. when we imagine consequences Use of actions:
that in realty didn’t happen:
if the Russians had used nuclear weapons in the Cold War, it wouldn't have ended in the 1990s,
(The Russians didn't use nuclear weapons in the Cold War) We can also imagine consequences of something that did not
happen, when in reality it did:
| Fleming hadn't discovered penicilin, lot of people would have died from bacterial infection.
(Fleming did discover penicilin,) Form
It + past perfect, would / wouldn't + have + past participle If Ross had studied harder, he wouldn't have failed his
exams.
if Penny hadn't gone to the party, she wouldn’t have met deft.
'We can put the clauses in either order:
Penny wouldn't have met Jeff if she hadn't gone to the party.
We put a comma after the if clause if it comes at the beginning of the sentence.
Complete the third conditional sentences, then compare
‘them with a partner, 1 ifthadhn't studied .., 2 If hadn't met...
3 Iihadwon...
4 If had been bom in...
2 Past perfect simple and progressive
‘To show sequence in the past, for an action that happened Use before another. It is often used with connectors such as before, after, when,
had become quite proficient in Spanish before | visited Latin America.
‘She got her degree after she had completed al the courses successfully.
Note the difference between the simple past and the past
perfect:
We were really late and when we arrived at the party, our friends
left.
(We arrived, then our friends left.)
We were really late and when we arrived at the party, our friends had left.
(Our friends left, then we arrived.)
The past perfect is often used to give an explanation for
‘something:
Why did they award her the Nobel Prize? Because she had fought for peace all her fe.
‘The past perfect progressive is used for ongoing actions or situations which continued until, or stopped just before the past time we are talking about:
We had been living in Chile for several months before we really
felt at home there.
Wilt had been experiencing pain for several weeks before his heart problem was diagnosed.
Unit 5 jm Eureka!
Form
past perfect simple: subject + had + past participle
1 had already seen the movie, so | didn’t want to see it again
‘ast night.
past perfect progressive: subject + had + been + ~ing vertằ
‘Susan had been waiting for an hour before Tom arrived.
Think of explanations for the following problems, using the clues given or your own ideas.
1. Why did Isabel leave John? (fal in love ...) 2 Why did Mike have a stomachache? (eat a lot 3. Why did they miss the plane? (arrive late ..) 4 Why were the streets wet? (rain ...) 5 Why were her eyes red? (cry ...) 6 Why did he wreck the car? (drink ...)
Vocabulary Summary
1 Everyday objects
‘Home Office Both
washing machine water cooler answering machine
dishwasher photocopier filing cabinet
armchair fax machine mouse pad
food processor paper clip
ironing board hole puncher
alarm clock ‘correction fluid
dishtowel sticky notes
cutting board.
Read these descriptions of gadgets and decide which
object from the box they describe. Then underline the relative clause in each one,
1. This is something that | use when | want to cut up
vegetables.
2 It's a device that makes holes in sheets of paper.
3. This machine takes telephone messages for people who are not at home or inthe office.
4 This isa machine that you use for a lot of jobs when you're
‘cooking.
5 This is very useful for people who find it dificuit to wake up.
in the moming!
6 This is a type of cabinet that we use for storing files and
Papers.
2 Describing food
‘Nutrients: carbohydrates, fats, fiber, protein, sugar, vitamins,
‘and minerals
‘Adjectives describing food: sweet, sour, salty, bitter, fatty, oly,
‘sugary, creamy, healthy, unhealthy, starchy
Expressions: full of. ích in .., high in... lowín....
Find two types of food in the box that are usually ...
Thigh in salt 2sourtothe taste 3 very unhealthy
4oily but healthy 5 rich in vitamins 6 starchy
fish such as salmon fresh fruit rice milk that is too old processed food junkfood potatoes lemons chips packaged nuts green vegetables olive oll
DEVELOP
YOUR
LEARNING
Speaking
Review your action plan: Discursive essays
1 Maximizing opportunities to speak English In pairs, tak about your action plan from page 47. Did you write a a The best way to improve your speaking is to speak! discursive essay? If so, show it to your partner. not, see how
Check how well you are doing by completing this ~ much you can remember about discursive essays and then
questionnaire. ‘compare your ideas with page 47.
Speak up!
‘Are you missing those valuable chances to practice your speaking? 64 soos way to manage these problems is
‘Take this little test and find out by checking the boxes on the right. F3 2ebtispdbeie-kitpeebielesrhie How often do you do the following? never rarely sometimes often situations occur. Look at these groups of phrases and match them with the
1 Speak English in pairs duingclas. 1 1 1 1 Situations in Exercise 2a
2 Speak English in groups duringclass. Q QO Q 2 1. Could you speak a litle more slowly / 3 Speak English to your teacherin cass. Q QO Q QO say that sen please?
ma ake =o o=—0—o 'm sorry, | didn’t understand the part
`... fee! when you said you wanted to leave
5 Š lu aa inEngish, foreampe at an English language club. ai i i TE Q Q 5 OQ as Q pes ie mean that you want to leave tele. that
= ơ TRE English. a a a a 2 |s that clear? Do you understand me?
8 Speak English to native speakers. Em. ứ.8 41/666 6y ng
= a Qo a
9 Speak English to native or non-native +1 1m eee
eakers on the phone. a you can't think because your mind is
10 Use a dictionary to help with Ge =o ar oS
pronunciation ad Suess: Can you say “my mind went blank”
11 Record yourself doingaroleplayor @ Q QQ 3 in Engish?
reading aloud. 4 Uh, let me think ... |... | want to leave
12 Have imaginary conversations in Engish. Q Q Qa nie.
Scoring Well, how can | put it? | want to leave
Add up the points you reoeived for each question: my ob.
never = 0, rarely = 1, sometimes = 2, often =3 Um ... what | want to say is | want to
leave my job.
b Add up your score and check the key on page 149. Sỉ? 40itlng the tnsgise 2 Strategies for getting around problems when speaking Ba Listen ancl epost the prases fom
‘a However much you practice speaking English, there will aways be es 20
moments when you get stuck. This is normal when you learn any 'b In pairs, take turns talking about these
foreign language. Look at the problems these students of English situations, Practice the strategies.
have and check the ones you have experienced. 1 Talk about your family, but talk quickly.
2 Talk about your studies/job. Check that
10 20) 30 40 your partner understands.
l I'm talking and Sometimes | If | notice 3. Ask your partner to help you:
I'm speaking I
and suddenly | everything's okay. feel pressured _that the other © ‘Youdon't now the word forpaonle needawodor Thenthe other person when I have to say person doesn't who are addicted to chocolate.
phrase but | don't S8¥SSomething and I'm something... Ineed understand © Yousleo wentto nowt ktsiokay to know tin English, Suddenly lost because | time to think exactly me, | usually say “to move on a diet” in English.
Then Ihave to stop, ng that really fustiates them. That makes _ it. And the pressure don’t understand me feel very how I'm going to say makes my mind panic. 4 Talk for one minute non-stop about what attracts you to other people.
me.
insecure. go blank.
'b In groups, discuss what you do in these situations.
a A
‘Your action plan: making opportunities to speak English
Talk to your partner about how you could speak more English. Then complete this action plan.
1 From now on, | am going to speak more Engish in class by ...
2 From now on, am going to speak more English outside of class by
‘Note: you will have to report back on your action plan at the end of Unit 6.
Eureka! ea Unit 5
Winia-3 Words, words, words
Fact or fiction?
1 Speaking skills
a Take the quiz below. Guess the answers if you
don’t know them, @a
1 What do William Shakespeare and
Miguel de Cervantes have in common?
a) They were born on the same day.
b) They died on the same day.
) They wrote the same
number of plays.
2 How big was Shakespeare's b
vocabulary?
a) 3,700 words 'b) 37,000 words
©) 370,000 words
3 Approximately how many
plays did Lope de Vega write?
a) 20
b) 200
©) 2,000
4 In which country were Panama hats first made?
a) Panama b) Ecuador
) the United States
5 What are the Canary
Islands named after?
a) a type of bird b) a type of dog
©) the daughter of a queen
@a
đạp
6 What was the first name of
King George VI of England?
a) George
b) Philp
©) Albert b In pairs, discuss your answers, Do you agree?
( c Listen to some people discussing the questions
and check your answers.
hító jm | jords, words, words
2 Grammar: deduction and possibility in the pe
Listen to some sentences from the discussion. † Complete them with modal verbs.
kespeare wrote lots of plays, so they have written the same number
2 So Shakespeare 37,000 words!
3 Buthe have written 2,000 plays. That's ridiculous!
_ have had a vocabulary of
4 I suppose he have written 200 plays.
5 Butthey have come from Ecuador. That's possible,
6 Orit
no idea. have been Albert, or Philip. I have How certain are the speakers in each of the
ove? Put the number of the sentence in the correct place.
sentence:
The speaker is 1009
is not truc sure this
Now complete these rules about deduction and possibility in the past
Form: modal verb + __
Use: for certainty that something is true, we use
for certainty that something is not true,
+ and for possibility + past
or or
3 Pronunciation: contractions
to the sentences from Exercis!
Liste
Circle the contractions you he:
they Gant have> written the same number.
Listen to this dialogue, then practice it with a
partner
A Have you seen my wallet? I can’t find it anywhere
B No. You could have left it in the car.
A No, I can’t have left it there. I didn’t take it out with me
B Well, you
A No, it isn’t there. I alt B Ah! Then you must har
when you changed earlier.
A Oh, yes, I must have done that. I'll check.
rawer
ht have put it int sady looked.
it in the bedroom Cover the dialogue and practice it again. This
time change wallet (e.g. keys, the remote control, my cellphone, my glasses) and change the places suggested above.
ing skills
a What kind of man do you think
William Shakespeare was? In groups, discuss these areas,
his family his background his education his profession Listen to a radio interview about William Shakespeare and check your answers. Did anything surprise
you about the information? What?
Listen again and answer these
questions about Shakespeare.
1 Where was he from?
2 Who was he married to?
3 How many children did they
have?
4 What exactly did he do fora
living?
5 What job did his father do?
6 How old was he when he left home?
7 How many poems did he write?
8 How many words did he know and use in English
d. In pairs, make a list of reasons from the listening for why William re could not have written the famous plays and poems.
5 Reading skills
a If Shakespeare did not write the “works of William Shakespeare”, then who did? Read the text below and check (§/) the most likely candidate,
b Can you guess the answer to the last question in the text?
c Write brief notes of the reasons why de Vere is considered the
most likely writer of the “works of William Shakespeare”. Then
compare with a partner
There have been a number of theories about who might have written the greatest works of literature in the English language. One offers Francis Bacon, a highly educated man for his time, but his writings are very different from Shakespeare's. Another theory cites the great playwright of the time, Christopher Marlowe, but this seems unlikely as he was assassinated very young
and couldn't have written so many works. Francis Bacon perfectly. He was the son-in-
law of the most powerful man in the kingdom ~ the Prime
Minister - who is made fun of
in Hamlet. People say only de Vere could have attacked the
Prime Minister and gotten away with it. William of
Stratford would have been
imprisoned or executed!
Many people believe that whoever “Shakespeare” was, he must have been an
aristocrat, pointing to the
most popular candidate nowadays, Edward de Vere, the 17th Earl of Oxford. This romantic character would have made the perfect
Hamlet; his biography fits
6 Voce
a Complete the table with words and phrases about literature.
bulary: literature
movie
screenplays
journalist
b Check your answers in the
Vocabulary Summary on p ge 66.
© In pairs, discuss these questions.
1 Which of the kinds of writing in the table do you read in
English?
2 Which do you read in your
own language?
Do you have a favorite writer?
Who is the most famous writer in your country?
d_ Conduct a class survey and find out the answers to these questions.
1 What are the three most popular forms of reading?
2 Which kinds of writing does nobody read?
Christopher Marlowe Edward de Vere
He studied law and traveled to Italy, which everybody agrees
“Shakespeare” must have done, as some of his plays draw so much on the country.
But if this is all true, why did he hide behind the mask of
“William Shakespeare”?
De Vere was a respected
writer who stopped writing
just when a genius called
“William Shakespeare”
appeared on the scene, and
all his plays have mysteriously
disappeared. His poems and letters. use. many unusual expressions that are also found in Shakespeare's works
Words, words, words j Unite