STUDENT’S BOOK MACROTIPO

English
8 básico
VOLUME I

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN

ADAPTACIÓN MACROTIPO
INGLÉS
8º Básico

Volume I

Authors
Carolina Soto Concha
Hilda Curwen
Susana Pontón

University of Dayton
Publishing

Biblioteca Central para Ciegos

Santiago Chile 2020
 Índice

TOMO I
Pág.

UNIT 1: INFORMATION
AND COMMUNICATION
TECHNOLOGIES............................. 1

Lesson 1: The World of Apps ............. 6

Lesson 2: Social Media .................. 49

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UNIT 2: COUNTRIES,
CULTURES AND CUSTOMS ........... 99

Lesson 3: Travel ........................... 104

Lesson 4: Culture and Heritage ....... 146

 TOMO II

Pág.

UNIT 3: GOING PLACES ............... 201

Lesson 5: Sightseeing ................... 207

Lesson 6: Getting Around ............... 243

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UNIT 4: FUTURE MATTERS .......... 293

Lesson 7: Teens and Technology ..... 298

Lesson 8: Taking Care of

Planet Earth.................................. 345
Information and communication technologies 11

UNIT 1
INFORMATION AND
COMUNICATION TECHNOLOGIES

4
2 Unit 1

In this unit I Will learn to…

Integrate skills to communicate,

orally and in writing, ideas about social
media and the world of apps, give ad-
vice, express possession, and express
preference.

LESSON 1

Oral Communication
• Listen and understand a conversation
about apps.

Reading
• Read and understand a textbook about
apps.
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 Information and communication technologies 3

Writing
• Write a comic strip.

Attitudes
• Use communication technologies
responsibly and effectively in order to
gather information and to create texts,
giving credit to the work of others
and respecting people’s property and
privacy.

Before you start

1. Read the title of the unit and look at

the picture. Discuss what you think the
topic of the unit will be about.

4-5
4 Unit 1

2. What do you think about the ways

human beings communicate nowadays?

3. How has life changed during the last

years due to the use of apps?

4. What do you think you will learn in this

unit about the new information and
communication technologies?

LESSON 2
Oral Communication

• Listen to and understand a news report

about the use of social media.

• Use modal verbs to give advice.

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 Information and communication technologies 5

Reading
• Read and understand a blog about
the most popular social networks
nowadays.

Writing
• Write an e-mail.

Attitudes
• Use communication technologies
responsibly and effectively in order to
gather information and to create texts,
giving credit to the work of others
and respecting people’s property and
privacy.

5
6 Unit 1

LESSON 1
THE WORLD OF APPS

In this lesson you will listen, speak, read

and write about the world of apps and
how they have changed our lives through
a conversation and a textbook.

WHAT DOES “APP” MEAN?

BEFORE LISTENING
A Conversation

1. Look at the picture and discuss what it

is about.

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 Information and communication technologies 7

WHILE LISTENING

Listen 1

2. Listen to the conversation and answer

the questions below. Write the answers
in your notebook.

a. In the teenager’s own words, what’s

an app?

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8 Unit 1

b. What can people use apps for?

c. What’s an app from a technical point

of view?

d. What’s the best thing about apps?

AFTER LISTENING
3. In groups, discuss the following
questions.

a. How do you think apps have changed

people’s lives? Give examples.

b. Do you use apps? How many apps

have you installed in your cellphone?

c. What apps do you use the most?

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 Information and communication technologies 9

4. Pronunciation. Listen to the following

words and repeat.

Listen 2

Initial sound: / r /

Ready
Rent
Really?

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10 Unit 1

5. In pairs, take turns saying the

following tongue twister.

Robert Randall Rickman runs around

the red rocks requesting a refund for
his rabbit. If the rabbit runs away, the
rat, the rooster and the reindeer will run
around the red rocks Robert released
when he was ready.

SPEAKING TASK
Expressing Quantity: a lot of, all

1. Look at the conversations below,

paying attention to the expressions in
bold.

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 Information and communication technologies 11

Do you know you can

download a lot of
apps to your tablet?

I use apps to buy

all the things that I
need. That’s great!

2. In pairs, discuss the following

questions.

a. Which quantifier refers to a large

amount of things?

b. Which quantifier refers to the total

amount of things?

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12 Unit 1

3. Work in pairs. Create similar

conversations using the quantifiers and
the ideas in the box below.

smartphone – delivery apps – internet –

learning tool – language apps – videos

4. With your partner, choose one of your

conversations and present it to the
class.

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 Information and communication technologies 13

BEFORE READING
A Textbook
1. Look at the pictures below and talk
about what you notice about them.

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14 Unit 1

a. Mention the differences between the

two cellphones. Consider aspects
such as:

• Design
• Size of the screen
• Functions

b. What are the advantages of each

model?

c. What are the disadvantages of each

model?

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 Information and communication technologies 15

2. Look at the following functions on the

chart and tell your partner if they apply
to each cellphone or not. Discuss your
answers as a class.

Function
Talk to other people
Play games
Connect to the internet
Do calculations
Listen to music
Watch videos
Download files
Set Alarms
Take picture

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16 Unit 1

WHILE READING

3. Read the text below and answer the

questions that follow in your notebook.

Brief History of Mobile Apps

Mobile
applications are
an essential
part of our
lives. We use
them to chat
with friends, pay taxes, order pizza,
take photos of cats, and lots of other
stuff.

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 Information and communication technologies 17

Statistically, we’re spending more

time with our smartphones than in front
of PCs. So today, we’ll consider the
history of mobile applications, trying
to understand how they became the
center of our attention in such a short
period of time.

The very first mobile phone was

equipped with features like word clock,
calculator, calendar, and contact book.
By the way, do you remember the
legendary snake game? The one that
made a certain multinational cell phone
company extremely popular? At that
time, it was the pinnacle of the mobile
gaming experience.

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18 Unit 1

The Big Change

The announcement of the first

smartphone designed and marketed by
the company co-founded by Steve Jobs
was a giant leap forward in the evolution
of mobile apps. The digital keyboard
revolutionized the way people used
mobile apps. Many experts believe that
it was the beginning of new era for the
whole mobile industry. July 2008 is when
everything changed: the digital store of
this revolutionary brand went online. In
one day, a bunch of apps where released
for you to download on the company’s
smartphone. To be more exact, they
released about 552 apps, with 135 of
them being free to download.

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 Information and communication technologies 19

In just one week, its users downloaded

about 10,000,000 (ten million) apps!

The Bottom Line

Mobile applications are in a process of

constant evolution, which is unlikely to
stop in the near future. What’s even more
interesting is that mobile applications
have started to affect the design and
format of smartphones, as well as our
lifestyle. The question is: Do you go for
a pizza or do you order a pizza through
an app?

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20 Unit 1

a. Why are mobile applications an

essential part of our life?

b. What features was the first mobile

phone equipped with?

c. Why was the snake game so important?

d. What began a new era for the mobile

industry?

e. What is the future of mobile

applications?

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 Information and communication technologies 21

4. Read the text again and match the

sentences below, in the left column, with
the same meaning in the right column.
Write the answers in your notebook.

1. At that time, it was the pinnacle of

the mobile gaming experience.

2. The announcement of the first

smartphone from the company co-
founded by Steve Jobs was a giant leap
towards the evolution of mobile apps.

3. In one day, this revolutionary

company released a bunch of apps…

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22 Unit 1

A. In a single day a cellphone company

published a lot of applications.

B. In those days, you could not find a

more advanced cell phone game.

C. The proclamation of the first

cellphone of its kind was a huge
advance in the development of mobile
applications.

5. Put the events below in chronological

order. Write the answers in your
notebook.

a. Users of this brand, whose symbol is

a fruit, downloaded a lot of apps.
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 Information and communication technologies 23

b. The new era for mobile industry

began.

c. Apps transformed smartphones and

lives.

d. The multinational cellphone brand

was very popular.

e. The first smartphone designed and

marketed by the company co-founded
by Steve Jobs was announced.

AFTER READING

6. Speaking. In pairs make a list of the

apps you know and tell your partner
which of these you think are the most
popular and why.

10
24 Unit 1

7. Share your thoughts with the class.

Useful Vocabulary: use of Apps

taxi apps

payment

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 Information and communication technologies 25

READING AND VOCABULARY

A Begginner’s Guide to Mobile Apps

1. Read the text below and find examples

of the following.

A. Types of apps

B. Device

C. Unofficial sources

D. Desktop apps

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26 Unit 1

A Begginner’s Guide to Mobile Apps

The word “app” is an abbreviation for

“application.” It’s a piece of software
that can run through a web browser or
offline on a device such as a computer,
smartphone, tablet, or other electronic
devices, including smart TVs and
smartwatches. Apps may or may not
have a connection to the internet.

Types of Apps

There are three main types of apps:

desktop, mobile, and web. Desktop apps
are usually much fuller than mobile apps
and have all the features of a program,
whereas the mobile app is a simpler and
easier-to-use version.
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 Information and communication technologies 27

Web apps can be full of features too, but

they depend on the internet connection
and a web browser program.

Examples of Apps

Some apps exist in all three forms and

are available as not only mobile apps but
also desktop and web apps.

Some image editors that run on your

computer, but there are mobile versions,
too. Another example are text generators.
They are available for computers in its
most advanced form but also on the web,
by subscription, and via a mobile app.
Others (often games) are similar in that
there are both mobile and web versions
of the same game.
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28 Unit 1

Where to Get Apps

In the context of mobile apps, almost

every platform has an online shop where
its users can download both free and
paid apps. These are normally accessible
through the device itself or a website.

Desktop apps are more widely available

from unofficial sources such as web
pages, but there are also some official
online shops ran by companies. Web
apps load within a web browser and don’t
need to be downloaded.

11
 2. Read the text again and match the words below
with their corresponding definition. Write the answers
in your notebook.
A. An app or program to write
1. Download texts.

B. A software program used to

2. Image editor
locate, access, and display web

11
pages.
3. Text generator
C. An app to edit images or
4. Web browser photos.

D. To copy computer programs

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or information electronically
using the Internet.
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30 Unit 1

3. Check your answers as a class.

LANGUAGE FOCUS
Expressing Possession

1. Look at the pictures below paying

attention to the words in bold.

Whose mobile pone is that?

It’s mine!

The Tablet is hers.

We use Possessive Pronouns to avoid

the repetition of a Word already said.

11 - 12
 Information and communication technologies 31

• What do the words below indicate?

• Do we use a word after them? Why?

Why not?

I Mine
He His
We Ours
You Yours
She Hers
They Their

2. Complete the sentences with the

correct possessive pronoun. Write the
answers in your notebook.

a. Fabián has a new computer. I think

the one on the desk is …

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32 Unit 1

b. My app doesn’t work. Can I use …?

c. We paid for that program. It is …

d. Sofía left the tablet in the classroom.

So this tablet is not…

e. I can help you with the project. If

your computer is old, use …

f. My classmates created a website.

Your idea looks very similar to …

3. Check your answers with the class.

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 Information and communication technologies 33

READING TASK
A Comic Strip

1. Read the comic strip below and discuss

the answers to the following questions
with a partner.

a. What is it about?

b. Who are the characters?

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34 Unit 1

Okay, sorry guys I’ve got

to leave you. I have lots
of stuff to finish.

Oh really?

Now?
Already!

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Information and communication technologies 35

NO, seriously, just leave me

alone my work is already
late.

Oh come on.
stay!

Stay!

It’s cool here!

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 That’s not cool guys,
not cool at all. How
am I supposed to work
properly?

13
Come on, just play with
us one more minute…
Unit 1
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 Information and communication technologies 37

2. Share your answers with the class.

3. Discuss the following questions.

a. Do you think the situation presented

in the comic strip is happening
nowadays? Why? Why not?

b. What do you think will happen in the

future?

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38 Unit 1

WRITING TASK
A Comic Strip

A comic strip is a fun way to express

your ideas through words and images. It
can also help understand concepts more
clearly. Comic strips have three parts: the
introduction (to present the story), the
build-up (the middle section of the story),
and the punchline (the unexpected and
funny conclusion of any performance,
story). Here are the elements of a comic
strip:

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 I should have done it It feels like I never
before, and now it’s really got use it to it’s
dead… full potential…

14
Time goes by and then
Onomatopoeia
Information and communication technologies

suddenly, it’s to late…

39
 My screen died before
Maybe you can take I never removed the plastic
it off now? film, that’s all. I screwed up

14
Don’t be
ridiculous! What a
waste…
Unit 1

speech bubble illustrations

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 Information and communication technologies 41

Illustration:
The graphic representation or drawing
of an idea.

Bubble speech:
The outline that encloses the words or
text the characters say.

Onomatopoeia:
The word that represents a sound.

1. Read the elements that make up a

comic strip.

2. In groups, decide the story you want to

tell through a comic strip. Remember:
the topic is the use of apps.

14
42 Unit 1

3. In groups, create your own comic

strip. Use all the elements presented
above.

4. Show your comic strip to the class.

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 Information and communication technologies 43

Cross-Curricular Social Studies

Ada Lovelace: The First Computer

Programmer

Augusta Ada King, Countess of Lovelace

(10 December 1815 – 27 November
1852), born Augusta Ada Byron, was an
English writer who became the world’s
first computer programmer. She wrote
the program for Charles Babbage’s
mechanical computer, the analytical
engine. She wrote the first algorithm
that was meant to be processed by a
machine. She was the only legitimate
child of the poet Lord Byron and Anne
Isabella Milbanke.

15
44 Unit 1

She had no relationship with her

father, who died when she was nine. As
a Young adult she took an interest
in mathematics, and in particular
Babbage’s work on the analytical
engine. Between 1842 and 1843 she
translated an article on the engine by
Italian mathematician Luigi Menabrea.
She added her own notes on the engine.
These notes contain what is considered
to be the first computer program, that
is, an algorithm encoded for processing
by a machine. Though Babbage’s
engine was never built, Lovelace’s notes
are important in the early history of
computers.

15
 Information and communication technologies 45

She realized that computers would be

able to do more than just calculating or
number-crunching. Others, including
Babbage himself, worked only on the
possibilities of calculating.

Source: https://kids.kiddle.co/Ada_
Lovelace

1. In pairs, discuss the following

questions.

a. What important things did Ada

Lovelace do that contributed to
computer programming?

b. Why do you think Ada Lovelace was

a very important person in human
history?

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46 Unit 1

2. In pairs, search on the Internet other

important scientists that contributed to
science and technology.

3. In your notebook, make notes about

the most important aspects of his/her
life and achievements.

4. Create a poster or an infographics to

present the biography.

5. Present your work to the class.

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 Information and communication technologies 47

FINAL TASK
Create Your Own App

You already know what apps are and the

various tasks they do. However, are they
ever enough to solve our problems and
cover all our needs?

HOW DO YOU CREATE AN APP?

Work in groups

1. Think of a need that you or people you

know have. For example: to record the
simples for hip hop songs, to reduce
stress, etc.

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48 Unit 1

2. Think and create the app content:

a game, communication, learning,
shopping, meeting people, lifestyle,
sports, music, maps, business, etc.

3. Describe your app in very simple

words: What it does, the main functions,
etc.

4. Think about your target group: Who

will be the users of your app?

5. Where will it be available?

6. Create a name for your app and design

a logo.

7. Encourage your classmates to download

and use the app: Mention the benefits
of it.
16 - 17
 Information and communication technologies 49

LESSON 2
SOCIAL MEDIA

In this lesson you will listen, speak,

read and write about social media and
networking through a report and a blog.

Do you use social networks? Which one

do you use the most? What do you use it
for?

BEFORE LISTENING
A News Report

1. In pairs, discuss the following questions.

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50 Unit 1

a. Do you use social media? What for?

b. What is your favorite social media

platform? Why?

WHILE LISTENING

2. Listen to the report and match the two

parts of the sentences below.

Write the answers in your notebook.

Listen 3

1. It was an
2. Just the beginning of connecting
3. Stronger relationships with
4. One of the biggest
5. Mark Zuckerberg
18
 Information and communication technologies 51

A. those you love

B. the ninth richest person in the world
C. the whole world
D. sites in the world
E. important achievement

3. Listen again and answer the questions

below. Write the answers in your
notebook.
What does it mean…?

a. The boss of the largest social

network in the world said it was a big
achievement.

b. “It’s just the beginning of connecting

the whole world to bring stronger
relationships with those you love”.

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52 Unit 1

AFTER LISTENING

4. In groups, discuss the following

questions.

a. What do you think about the report

you listened to?

b. Do you think the social network

created by Mark Zuckerberg is the
most popular one nowadays?

c. Do you think using social networks is

dangerous? Why or why not?

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 Information and communication technologies 53

SPEAKING TASK
Giving Advice

1. Read the following tips, paying

attention to the words in bold.

How to use a social network safely:

• You should connect with family and

friends only.

• You should think before you post.

• You shouldn’t share your password.

• You shouldn’t accept invitations from

people you don’t know.

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54 Unit 1

Speaking Tip

Remember we use the modal verb

should / shouldn’t to give advice. We
use should / shouldn’t + infinitive

2. Work in pairs. Give advice to your

partner about the correct use of social
networks. Use should or shouldn’t and
the ideas from the box below.

– share private information with

strangers

– upload inappropriate content

– tell your parents if you are being

cyberbullied

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 Information and communication technologies 55

– be cautious about the information you

share

– log out after using it

– block and report people who post

upsetting comments or content

3. Work in groups. Imagine there is a

new and more popular social network
nowadays called Partners Zone. Take
turns asking for advice to safely be part
of this network.

Write the conversation in your notebook.

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56 Unit 1

Example:

Student A: What should I do to be part

of Partners Zone?

Student B: You should register on www.

partnerszone.com

Student A: Should I use my real name?

Student B: Yes, you should, but you can

use a nickname, too.

4. Present your conversation to the class.

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 Information and communication technologies 57

BEFORE READING
A Blog

1. In groups, discuss these questions.

a. Do you use photo-sharing networks?

b. What do you use it for?

c. What do you like the most: posting

or reading stories?

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58 Unit 1

2. Are you a photo-sharing network lover?

Take this quiz and find out!
Write the answers in your notebook.

1. Do you post everything you do on

photo-sharing networks?

Yes No

2. Do you follow more than 500 accounts?

Yes No

3. Do you have more than 500 followers?

Yes No

4. Do you know all your followers?

Yes No

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 Information and communication technologies 59

5. Do you buy and sell things on photo-

sharing networks?

Yes No

6. Do you spend more than two hours on

photo-sharing networks every day?

Yes No

7. Do likes and comments affect how you

feel about a post?

Yes No

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60 Unit 1

3. Check your answers with a partner.

• If you have 4 or more Yes answers,

you are a real photo-sharing
networks lover!

• If you have 3 Yes answers, you just

like photo-sharing networks.

• If you have 2 Yes answers or less,

you are no phot-sharing networks
lover.

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 Information and communication technologies 61

WHILE READING

4. Read the text and answer the

questions below. Write the answers in
your notebook.

a. What do people use a famous

platform for?

b. What’s the platform’s new service

about?

c. What was the first book posted on

this social network?

d. What other titles can be found on

this social network?

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62 Unit 1

Full Classic Novels Have Arrived

on a Famous Photo Sharing Social
Network

There is a hugely popular platform

for users to share pictures, videos and
messages with family and friends. This
social media service is estimated to have
more than 1 billion active monthly users
worldwide. Most people use the service
on their mobile phones. Now, the users
of this platform are able to use the
service for a completely different activity
– reading books.

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 Information and communication technologies 63

The New York Public Library recently

launched a new service. This new offering
will include a collection of classic books
through the popular social network with
the colorful camera icon. The service is
available to all users, not just people in
New York City.

Lewis Carroll’s “Alice’s Adventures in

Wonderland” was the first on the app.
The New York Public Library said this
famous story was specially designed for
the platform to include colorful animations
and modern drawings.

The books can be found in the app’s

stories. This feature was designed to let
users post photos and videos that would
automatically disappear after 24 hours.
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64 Unit 1

But Lewis Carroll’s “Alice’s Adventures

in Wonderland” is not the only book users
can find. The library has already lined
up several other classic works to be
released on the popular photo sharing
social network in the coming months.
These include “The Yellow Wallpaper”,
a short story by Charlotte Perkins
Gilman, and “The Metamorphosis,” by
Franz Kafka.

5. Discuss your answers as a class.

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 Information and communication technologies 65

AFTER READING
6. In groups, discuss the following
questions.

a. What other ideas can you think of to

include educational material in social
networks?

b. What other books would you like to

read on the social networks’ stories?

c. Do you think that this idea could be

useful in the classroom? Why or why
not?

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66 Unit 1

READING AND VOCABULARY

1. Read the clues below and guess which

words in bold from the Reading each
clue refers to. Write the answers in your
notebook.

a. Process by which drawings and

models are made to look they are
moving.

b. Computer program designed to do

a specific task or set of related or
connected tasks.

c. Something that has been popular for

a long time and is considered to be of
a very high quality.

d. Everywhere in the world.

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 Information and communication technologies 67

2. Discuss your answers as a class.

Useful Vocabulary: Media

social network

photo sharing

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68 Unit 1

CONECTING IDEAS

So

1. Read the text on page 62 - 64 again

and pay attention to the words in bold.

• This project, called Insta Novels, isn’t

focused on teenagers, so anyone with
a social media presence will find it
refreshing.

• The next book to be released is Franz

Kafka’s novella The Metamorphosis. So it
would be a good idea to start a book
club!

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 Information and communication technologies 69

2. Read the sentences above and answer

the following question. Answer orally.

a. The connector so expresses:

• consequence
• addition
• contrast

b. Check your answer with the class.

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70 Unit 1

3. In pairs, write sentences in your

notebook that contain the connector
so. Use it correctly. Focus on the topic
of social media.
I posted a photo of my Wow! So he
cat and in minutes I got is an Insta
a lot of likes. So he is cat! Hahaha
famous now!

4. Share your sentences with the class.

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 Information and communication technologies 71

LANGUAGE FOCUS
Expressing Preference

1. Read the sentences below, paying

attention to the underlined verbs. Then,
discuss the answers to the questions
below with a partner.

• I like finding information on a website.

• I enjoy checking my social media

every morning.

• We love using smartphones for

communicating.

• She doesn’t like downloading music.

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• He hates sending a lot of e-mails.

• They don’t mind using applications

for everything.

a. What do these verbs express?

b. What verb form goes after these

verbs?

c. Which verbs have a positive meaning

and which ones have a negative
meaning?

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 Information and communication technologies 73

2. In groups, take turns expressing your

preferences about the topics in the box
below.

mass media – blog – broadcasting –

text messaging – posting on social
networks – social networking –
watching videos – playing games

3. Share your preferences with the

class.

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74 Unit 1

READING TASK
1. Read the article and discuss why
teenagers prefer using different
platforms other than the one created
by Mark Zuckerberg to share videos
and pictures.
Why Teenagers Love Video and
Photo-Sharing Platforms
Since teens don’t like using the social
network whose icon is a rounded f very
much, its use has dropped in recent years.
If this tren continues, by 2022, teenage
use of this social network will have dropped
by another 2.2 million users. Since 2018,
teenagers have enjoyed using video
and photo-sharing platforms. Here’s the
breakdown of how teenagers use social
media:
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 Information and communication technologies 75

85% are on the video-sharing platform.

72% use the photo-sharing social
network.
69% are on the multimedia messaging
app.
51% still usethe social network directed
by Mark Zuckerberg.

Teenagers on the video-sharing

platform

Teens like watching videos and movies

on internet platforms more than TV. 34%
watch the most popular video-sharing
platform, 27% watch most popular
streaming service platform, and 14%
watch live TV.

25
 76 Unit 1

According to teenagers, the first of these

three is like the new TV. There are videos
for anyone, and everybody can contribute to
the community by making their own videos.
Today, teens’ biggest aspiration is to be use
it to turn themselves into a great celebrity.

Teenagers on the photo-sharing social

network
Nowadays it is very common to see a
teenager taking a selfie that will probably
be posted on the social network with the
colorful camera icon. 63% of teens use this
social network every day. They love being
creative and expressing themselves through
photos and art. And of course, they want to
be the biggest photo-sharing social network
superstars.

25
 Information and communication technologies 77

Teenagers on the multimedia

messaging app

Lastly, the app with the white gost

icon is where teenagers can share
hilarious pictures in intimate groups
rather than with the world. Teens feel
more able to be themselves while
sharing their day to day lives.

2. In your notebook, draw a bar graph

indicating the percentage of use of
each social network.

3. After you draw the graph, work in small

groups and discuss:
a. Which of the social networks from the
article you like the most, and why.
b. Which you dislike the most, and why.
25
78 Unit 1

WRITING TASK
An E-mail

1. Read the e-mail below and answer

questions a and b. Answer orally.

a. What is the purpose of an e-mail?

b. Is this e-mail formal or informal?

26
 Information and communication technologies 79

New Message Recipient

To m.rodiguez@mail.cl
Sender From camila.a@mail.com
Subject Request
Dear Mr. Rodríguez. Greeting

My name is Camila Acuña from the 8th

Content
grade and I´m writing to you because
we have a request. We need a smart
TV for our classroom. It would be very
useful for our English class. A smart TV
is a technological tool where we can
watch videos in English, surf on the
Internet, etc. Concluding line
I´m looking forwar for your reply.
Thank you in advance.
Best regards Complimentary
close
Camila Acuña
8th grade student
Name
Colegio Pumas Andinos

26
80 Unit 1

2. In pairs, read the e-mail again and

review the parts that make it up.

3. Choose one of the following subjects

and, in your notebook, write an e-mail
to your school principal requesting
something for your class, or for the
whole school.

create a school website –

improve the Wi-Fi connection -
buy electronic or digital devices for
the school

4. Exchange the e-mails with your

classmates and share them with the
rest of the class.

26
 Information and communication technologies 81

CROSS -
CURRICULAR SOCIAL STUDIES

Alan Turing: The Father of Modern

Computing

Young Life and Family

Alan Turing was born in Maida Vale,

London. His father was part of a family
of merchants from Scotland. His mother,
Ethel Sara, was the daughter of an
engineer.

Education

Turing went to St. Michael’s, a school

located at 20 Charles Road, St
Leonardson-Sea, when he was six years
old.
27
82 Unit 1

Career

Turing was one of the people who worked

on the first computers. He was the first
person to think of using a computer to
do things that were too hard for a person
to do. He created the Turing machine
in 1936. It was considered a model for
modern computers. Turing was interested
in artificial intelligence. He proposed the
Turing test, which would determine when
a machine could be called “intelligent”.

During World War II, Turing worked to

break German ciphers (secret messages).
Using cryptanalysis, a technique that
analyzed information to study the secret
aspects of systems, he helped to break
the codes of the Enigma machine.

27
 Information and communication technologies 83

From 1945 to 1947, Turing worked

on the design of the ACE (Automatic
Computing Engine) at the National
Physical Laboratory. He presented
a paper on 19 February 1946. That
paper was “the first detailed design
of a stored-program computer”. In
late 1947, he returned to Cambridge
for a sabbatical year. While he was
at Cambridge, the Pilot ACE was built
without him. It ran its first program on
10 May 1950. Alan Turing died on June
7, 1954.

1. Work in pairs. Draw a timeline in

your notebook indicating the most
important events in Alan Touring’s life.

27
84 Unit 1

2. Present the timeline to the class.

3. Discuss with your partner the following

questions.

a. Why is Alan Turing considered the

father of modern computing?

b. Why was his work so important

during World War II?

27
 Information and communication technologies 85

FINAL TASK
A Social Network Profile

1. Partners Zone is a new social network.

Work in pairs and take turns to create
your profile in Partners Zone.

2. Make a list of personal information for

your profile. You may include:

• Name
• Date of birth
• Age
• Phone number
• E-mail address

28
86 Unit 1

3. Consider the aspects you will show in

your profile.

• User name

• Avatar

4. Include your preferences

• I like

• I don’t like

• I love

• I hate

• I don’t mind

• I enjoy

28 - 29
 Information and communication technologies 87

5. Add your friends and groups.

• Friends • Groups

6. Write a short description of you.

• Upload your profile photo

7. Share your Partners Zone profile with

the class.

29
88 Unit 1

SYNTHESIZE
1. Apps and social media are closely
related. Actually, social networks are
apps. In groups, discuss the following
questions.
a. Why do you like using social media?

b. Do you enjoy being connected a lot?

c. Why do you think people love posting

everything on social media they do?
2. Using social networks can be very fun,
but we should be careful to protect our
privacy and integrity as human beings.
Working in pairs, give advice to your
partner about the correct use of social
networks. Use should and shouldn’t.
Make notes in your notebook.
30
 Information and communication technologies 89

3. Use of a lot of and all. Complete the

sentences using your own ideas or
opinions.

a. … teenagers use social media instead

of face to fase communication.

b. … teenagers enjoy being online all

day long.

c. … adults love ordering food through

apps instead of going to the
supermarket and then cooking.

d. … people use taxi apps instead of

taking a traditional taxi.

30
90 Unit 1

CHECK POINT

BEFORE READING
A News Report

1. Look at the pictures below and talk

about what you notice.

a. What are the differences between

the two kinds of taxi services?

b. Which one do you think people

prefer? Why?

31
 Information and communication technologies 91

WHILE READING
A News Report

2. Read the text below and answer the

questions that follow. Write the
answers in your notebook.

Price War Over Taxi Apps

A price war has started across the world

among taxi companies. There is a lot of
competition for passengers because of
apps used to order taxis. Some companies
are reducing fares by half to beat their
competitors. The world’s biggest taxi-
booking app has become very popular
among users all around the world.

31
92 Unit 1

It started in 2009 and operates in

over 200 cities worldwide. Drivers of
London’s traditional black taxis are not
happy with these apps. They say that
drivers of app taxis are too inexperienced.
They do not know London’s streets very
well. London taxi drivers have reduced
some of their fares from £ 45 to £ 7.50.

The U.K. boss of of thise well-known

transportation network company said
the price war could mean higher profits
for his company. He said: “There’s a lot
of competition over the app makers….You
need to think of things that you can do
to stand out from the crowd.” A London
black cab driver said business was good
despite the app companies. He said:

31
 Information and communication technologies 93

“There are lots of technologies that

are changing things for us.” One of
New York’s biggest taxi companies
wants thise taxi-booking app’s license
to be suspended. In Singapore, the
government has just announced that
it would start regulating taxi app
companies.

a. What strategy are taxi companies

using to win the “price war”?

b. Why are the English taxi drivers not

happy with this app?

c. What´s the impact of taxi apps in some

countries like USA and Singapore?
31
94 Unit 1

3. Check your answers with the class.

4. Vocabulary. Match the definition below

with the corresponding word in bold
in the text. Write the answers in your
notebook.

1. Fare
2. Worldwide
3. Profits
4. Crowd
5. Cab

A. Money gained, as from a business or

transaction, after deducting all relevant
costs.

B. Taxi.

32
 Information and communication technologies 95

C. All around the world.

D. The price of traveling in a bus, airplane

or taxi, etc.

E. A large group of people.

AFTER READING
5. Speaking. Discuss the following
questions.

a. Does this situation happen in Chile?

b. Do you know any other taxi apps apart

from the well-known transportation
network company from the article
that people use in Chile?

32
96 Unit 1

c. What do you think Chilean people use

more: traditional taxi or taxi apps?
Why?

6. Work in pairs. Copy the table below

in your notebook and compare the two
systems: the traditional taxi and the
taxi apps. What are the advantages and
disadvantages of each one?

Traditional Taxi v/s Taxi Apps

7. Work in pairs. Considering the

disadvantages of each system in
activity 6, use should and shouldn’t to
give advice to improve the service of
traditional taxi and taxi apps. Write
the answers in your notebook.

8. Share your answers with the class.

32
 Information and communication technologies 97

BEFORE YOU GO ON

• Go back to page 2 - 3 and check your

predictions about the unit. In groups,
discuss whether you’ve made any
mistakes and correct them.

• Go back to page 2 - 3 and read the

strategies you chose to apply in
the unit. In groups, give examples of
activities where you used each:

- Listening strategies
- Speaking strategies
- Reading strategies
- Writing strategies

33
98 Unit 1

• Did you use any other strategy that

was not on the list? Discuss with your
partners, make notes in your notebook
and remember it for future work.

• What was your favorite part of the unit?

What was your least favorite part of the
unit? Why? Discuss with the class.

33
Information and communication technologies 99

UNIT 2
COUNTRIES, CULTURES AND
CUSTOMS

34
100 Unit 2

In this unit I Will learn to…

Integrate skills to communicate, orally

and in writing, ideas about travel,
countries, nationalities, culture and
heritage.

LESSON 3
Oral Communication
• Listen to and understand an
advertisement about Chile and its
tourist attractions.

Reading
• Read about and understand a tourist
brochure, as well as about different
countries and their nationalities.
34
 Countries, cultures and customs 101

Writing
• Write a vacation brochure.

Attitudes
• Develop my cultural awareness showing
interest and respect for my own and
foreign cultures.

Before you start

1. Read the title of the unit and look at the

picture. Discuss the topic of the unit.

2. Where do you think most people go on

vacation?

3. Do you think Chile is an attractive

tourist destination? Why?

34 - 35
102 Unit 2

4. Do you think it is important to learn

about our indigenous people?

5. Why do you think it is important

to respect the legacy of ancient
civilizations?

Oral Communication

• Listen to and understand an

informative guide.

• Use the prepositions of time in, on, at.

• Ask information questions.

35
 Countries, cultures and customs 103

Reading
• Read and understand an enciclopedia
entry about indigenous groups.

• Read an article about traditional

celebrations of indigenous groups.

Writing
• Write an encyclopedia entry..

Attitudes
• Develop my cultural awareness by
showing interest and respect for my own
and foreign cultures.

35
104 Unit 2

LESSON 3
TRAVEL

In this lesson you will listen,

speak, read and write about different
countries and their culture through an
advertisement and a brochure.

Do you like traveling? Have you traveled

through Chile? What Chilean tourist
attractions would you recommend to a
tourist?

BEFORE LISTENING

An Advertisement: Chile, a Country

to Fall in Love With

36
 Countries, cultures and customs 105

1. In pairs, discuss the following

questions.

a. What do you think you will listen to

in the advertisement?

b. Do you think Chile has a lot or few

places to visit? Why?

WHILE LISTENING

2. Listen to the advertisement and

match the verbs below with their
complements.

Listen 6

36
106 Unit 2

Verb Complement
happiness in the simple
Climb
things.
Walk to be free.
Rediscover the language of animals.
Decipher to feel alive.

3. Listen to the ad again and match the

sentences below with the places you
think they are associated with (some
of the words may give you clues). Then
explain why you chose them. Write the
answers in your notebook.

Ex: Marvel in new colors and shapes –

Arica

36
 Countries, cultures and customs 107

1. Travel through the city’s underground.

2. Lose yourself in funiculars and

labyrinths.

3. Find yourself on a mysterious island.

4. Understand that home is wherever

we want to be.

A. Easter Island
B. Chile
C. Santiago
D. Valparaíso

36
108 Unit 2

AFTER LISTENING
Pronunciation of Initial Sound /w/

4. Listen and repeat the sentences below.

Pay attention to the underlined words.

Listen 7

a. Walk amidst thousand-year-old

forests.

b. Wait for the calm at night.

37
 Countries, cultures and customs 109

5. Work in pairs. Take turns saying the

following words.

a. world

b. west

c. week

d. wake

e. while

f. wonder

37
110 Unit 2

SPEAKING TASK
Comparatives and Superlatives

1. Look at the following sentences.

a. Now is the best time to visit Peru.

b. Is Brazil bigger than Argentina?

2. Discuss the following questions in

groups.

a. Which sentence above compares

two things?

b. Which sentence above expresses

that something is the most
favorable of a group?

37
 Countries, cultures and customs 111

3. Study the information about five

different countries. Use the adjectives
in the box to talk about them. Use
comparatives and superlatives.

Ex: USA has the oldest constitution

big – small – populated – old (according

to formation) – new

37
 Chile Argentina Germany
Population 17,574,003 43,847,430 83,592,241
Area 756,096.3 km2 2,780,400 km2 357,386 km2
Current

37
1980 1860 1949
constitution
September May 25,
Formation 18, 1810 843 (East
1810 (May
(history) (Government
Unit 2

Francia)
Junta) Revolution)
112
 China USA

Population 1,403,500,365 327,167,434

Area 9,596,961 km2 9,833,520 km2

37
Current
1982 1788
constitution
c. 2070 BC
July 4, 1776
Formation (First
(Declaration of
(history) Preimperial
Independence)
Dinasty)
Countries, cultures and customs
113
114 Unit 2

BEFORE READING
A Brochure

1. Look at the pictures below and answer

the following questions.

a. Is Chile a country welcoming to

tourists?

b. What are the most famous tourist

destinations in Chile?

c. In your opinion, where is the most

beautiful place to go on vacation in
Chile?

38
 Countries, cultures and customs 115

Vacations in the South of Chile

We are organizing a
walking tour in the south
of Chiloé this summer. Last
year, we organized one to
Torres del Paine and it was
a success. We covered 50
kilometres through the
national park in 10 days. It was hard
work and sometimes tough, but exciting.

We were often wet, cold and tired,

but the scenery we saw along the walk
was gorgeous. “It was worth every
centimeter of it”, one of the girls told us.

38
116 Unit 2

This summer, we
are planning to
go to the south of
Coyhaique, down
to Chile Chico. So,
if you are Young
and fit and enjoy
visiting beautiful places – join us! We will
start our trip in Santiago, and we will fly
down to Balmaceda. You can join us there,
too. It will be all-inclusive-, you won’t
regret it! For more details, write to: Dream
Vacation, 3634
Box, Ñuñoa,
Santiago or
www.survival_
vacations.cl

38
 Countries, cultures and customs 117

2. Look at the pictures again and

discuss with your partner what activities
you can do if you go on vacation in the
south of Chile.

WHILE READING

3. Read the brochure below and talk

about the places that you can visit in
Temuco and Lago Budi.

• forests
• city
• restaurants
• university
• hotel
• museums

38 - 39
118 Unit 2

4. Read the brochure again and match

the adjectives in bold with their
corresponding synonym. Write the
answers in your notebook.

Synonym Adjective
incredible last
fascinating high
pretty amazing
final crowded
congested interesting
tall beautiful

39
 Countries, cultures and customs 119

Temuco and Lago Budi

“Mary mary wenul”

is the traditional
Mapuche greeting
and the best way
to walk into the last
indigenous bastion
of the country. Bring
out the warrior in
yourself and get to
know the cosmovision
of these indigenous peoples that live
among the ancient Araucaria forests and
crystalclear streams. Soak up the rustic
smells and flavors, the best reflections of
local culture. Climb the high Ñielol Hill.

39
120 Unit 2

From the top of this Natural Heritage

Site you’ll have an amazing view of a city
that mixes countryside and the modern
world. Walking along its popular streets,
you’ll be surprised by the crowded
university section, and its interesting
history museums.

Season your food with a little merquén

(smoked dried chili flakes), relax in the
beautiful healing hot springs and end
your day with a lively visit to the casino,
the center of he city’s nightlife.

Text adapted from http://chile.travel/

en/where-to-go/thesouth-its-lakes-
and-volcanoes/Temuco

39
 Countries, cultures and customs 121

5.
Paraphrasing. Read the text above
again and find the same idea for each
of the descriptions in the table below.
Write the answers in your notebook.

Flavor your meal with a

spicy kind of chili.

Reveal your inner fighter and

discover the way these native
peoples see and interpret the world.
You will be able to see the
perfect mix of the rural and
urban sides of the city.
End your daytime in the heart
of the rowdy side of the city.

40
122 Unit 2

6. Share your answers with a partner.

AFTER READING
7. Speaking

a. Discuss, with a partner, another

interesting place to visit in Chile. Use
the adjectives from activity 4 (page
118).

READING AND VOCABULARY

Countries and Nationalities

1. Look at the pictures of the most

representative landmarks of various
countries below and answer orally the
following questions.

40
 Countries, cultures and customs 123

F
C
B

E
A

40
124 Unit 2

a. What is the name of each landmark?

b. In which countries are they located?

c. Can you mention another

representative landmark and its
country?

2.Think about the various tourist

attractions of different countries in the
world. Share your thoughts with the
class.

3. Take a look at the following chart and

study the countries and nationalities.

40 - 41
 Countries, cultures and customs 125

North America
Canada Canadian
USA American
Mexico Mexican

Central America
Costa Rica Costa Rican
Guatemala Guatemalan
Panama Panamanian

South America
Chile Chilean
Brazil Brazilian
Peru Peruvian
Argentina Argentinian

41
126 Unit 2

Europe
United Kingdom British
Italy Italian
Germany German

Oceania
Australia Australian
New Zealand New Zealander
Samoa Samoan

Asia
China Chinese
Singapore Singaporean
Japan Japanese

41
Countries, cultures and customs 127

Africa
South Africa South African
Egypt Egyptian
Nigeria Nigerian

41
128 Unit 2

LANGUAGE FOCUS
Verbs Make & Do

1. In pairs, read the sentences below and

discuss the answers to the questions
that follow with a partner.

- I make my breakfast every morning.

- You do your homework after class.

- He made a mistake yesterday.

- She does the housework on weekends.

42
 Countries, cultures and customs 129

a. Which sentence refers to producing

something?

b. Which sentences refer to an activity

or repetitive task?

c. Which sentence refers to an action

that is a choice?

2. In pairs, complete the rules below with

the correct verb DO or MAKE. Then,
discuss your answers as a class.

a. We use the verb … for actions,

obligations, and repetitive tasks.

b. We use the verb … for creating or

producing something, and for actions
you choose to do.

42
130 Unit 2

3. Write in your notebook the correct

collocations for the corresponding
verbs:
MAKE DO

friends – a favor – yoga - the bed – the

shopping – the laundry - a mess – noise

the bed
laundry

noise
42
 Countries, cultures and customs 131

READING TASK
4. Read the text and answer the
questions. Write the answers in your
notebook.
The Magical Country

What is the
only country in
the world that is
also a continent?
Located in
the southern
hemisphere and
surrounded by the Indian and the
Pacific Oceans, Australia belongs to
Oceania, the smallest continent in
the world. Australia is a land full of
natural wonders that make it unique.
43
132 Unit 2

It is the sixth largest country in

the world, after Russia, Canada, USA,
China, and Brazil. Australia’s geography
is special, too. The cities are all located
along the coast and its interior is a large
desert that covers two thirds of the
entire country. Australia also has more
tan 10% of the world’s biodiversity,
including exotic animals and plants. These
animals include the famous kangaroos
and koalas, but also wonderful creatures
like possums, wombats, dingos, emus,
platypus, echidnas, among others. Did
you know that platypus and echidnas
are the only two mammals in the world
that lay eggs? Australia’s amazing fauna
includes around 1,500 types of spiders
and 4,000 types of ants.

43
 Countries, cultures and customs 133

It is also important to know that

Australia has 17 of the most poisonous
snakes in the world, including the famous
black mamba.
However, Australia is much more than
that. This magical country offers tourists
and Aussies (Australian people) interesting
places to visit or live. If you want to see
the mountains, visit the Australian Alps;
Brisbane is a beach paradise; the Great
Barrier Reef offers the most beautiful view
of coral reefs. And if you want to go into
the jungle and see magnificent waterfalls,
visit Kakadu National Park. Great cities
like Sydney, Melbourne, Adelaide, and
Perth have a lot on offer to see. Australia
is a magical country, isn’t it?

43
134 Unit 2

a. What is that specific characteristic

that makes Australia special?

b. What oceans surround Australia?

c. Where are its cities located?

d. Why are platypus and echidnas

special?

e. What’s the meaning of Aussie?

f. What cities are mentioned in the text?

5. Do you know all the animals

mentioned in the text? To find out more
about them, search for information
about these amazing creatures on the
internet. Make notes in your notebook
and share your findings with the class.

43
 Countries, cultures and customs 135

WRITING TASK
Brochure

1. Look at the pictures below and answer

the questions. Discuss your answers as
a class.

a. Which activities would you most

like to do? Why?

b. Where can you do these activities in

Chile?

44
136 Unit 2

44
 Countries, cultures and customs 137

2. Go back to page 115 to remind yourself

of the different elements a brochure
has.

3. Work in small groups. Design a brochure

for a vacation destination you are
interested in. Think of the topics and
sections you would like to cover and
make notes in your notebook. Use the
table below.

Description
Interesting
(use adjectives,
Places information
Activities comparatives
to visit (contact
and
information)
superlatives)

44
138 Unit 2

4. Write and design a brochure. Use your

notes from activity 3.

• Decide on a place and type of vacation.

• Divide your brochure into clear

sections.

• Say what you can do and describe

the places.

• Give a contact address for more

information.

5. In pairs, exchange and correct your

work.

6. Write a clean version of your brochure.

44
 Countries, cultures and customs 139

CROSS CURRICULAR GEOGRAPHY

Australia
Our first days in Australia were too hot
(high 30s), a very sweaty start to the
10 weeks we have here. We spent our
first few days looking around Sydney,
including the amazing Opera House,
Harbour Bridge, and all of the city
center. We saw hundreds of large bats
which were pretty amazing. All the
locals probably thought we were very
strange looking at the trees for hours!
After a few exhausting days, we caught
the train to the Featherdale Wildlife
Park. There we saw koalas, hundreds
of Australian birds, and some gorgeous
kangaroos and wallabies.
45
140 Unit 2

The park was excellent as it was

very open. We were close to lots of
the animals, who were roaming freely
around the park. We had an awesome
day meeting the local wildlife.
John Morrow, 18

Philadelphia to Miami
I should have known it was going to be
a bad trip after we sat on the runway
in Philly for two hours. The captain told
us that we were waiting for the plane
to be serviced. Yet, when we arrived in
Miami (two hours late), the scene was
a total chaos: about 50 people on our
flight lost their bags! The terminal was
packed with unclaimed luggage – you
could not move.

45
 Countries, cultures and customs 141

Star Airways had only one person

working at the lost luggage counter.
Stan (the guy at the counter) couldn’t
have been nicer. He told us he was
“totally embarrassed” to work for Star
Airways. “This isn’t how I treat people,”
he told the angry crowd. Luckily, we
were at the front of the line, so we only
ended up waiting for an hour to file a
claim.
Jen Jones, 20

1. Read the travel blogs and talk with

a partner about which writer had an
enjoyable experience.

45
142 Unit 2

2. In pairs, answer the questions below.

Write the answers in your notebook.

a. What did John do during his first few

days in Australia?

b. Why did the local people think John

was strange?

c. What different animals did John see

in Australia?

d. Why did Jen think her trip was going

to be bad?

e. Why was Stan embarrassed?

3. Work in pairs. Imagine you have arrived

at your destination and you want a city
tour. Role-play a conversation.
Student A: Be the traveler.
Student B: Be the tourist guide.
45
 Countries, cultures and customs 143

FINAL TASK
An Interview
An interview is defined as a
conversation in which a reporter seeks
information from one or more persons for
a news story.

1. An interview
• Work in small groups. Think of the
topics you would like to cover in your
interview with someone about his/her
vacation experience in Chile. Use the table
to make notes in your notebook.

Places to Visit
Activities
Description
Extra /Interesting Information
46
144 Unit 2

2. Conduct the interview

• Choose someone that you think is a
good person to interview. Use your
notes from Step 1 to formulate the
questions you are going to ask. Divide
the questions among your group
members.
• Conduct the interview and take
notes while the person is speaking.

3. Write a clean version

• Write a clean version of the questions
asked and the answers given.
• In groups, swap texts and make
comments to improve them.

47
 Countries, cultures and customs 145

4. Present your interview

• Have a class presentation of the
interviews.

• Choose two students from each

group to role-play the interviews
and take notes. Ask questions about
anything you are unsure about.

• Would you like to meet any of

the people interviewed by your
classmates? Why?

• Are there any important questions

your classmates forgot to ask?

• Decide which interview you found the

most interesting and why.
47
146 Unit 2

LESSON 4
CULTURE AND HERITAGE

In this lesson you will listen, speak,

read and write about culture through
a tourist informative guide and an
encyclopedia entry.

Do you like visiting museums? Do

you know about the cultural heritage of
ancient peoples of the world?

BEFORE LISTENING
An Informative Guide

1. Answer the following questions.

Discuss your answers as a class.

48
 Countries, cultures and customs 147

a. What is the purpose of an informative

guide?
b. Where can you find this kind of
recording?

WHILE LISTENING
2. Listen to the informative guide and
answer the following questions. Write
the answers in your notebook.

Listen 8

a. What is the exhibition about?

b. What aspects of your answer to a
question does the exhibition explore?
c. How does this culture remain alive
these days?
48
148 Unit 2

3. Listen again and check your answers

with a partner.

AFTER LISTENING
Pronunciation /w/ Initial Sound
4. Listen to the recording again and pay
attention to the underlined words
below.

Listen 9

a. Although the Mayan culture is

different to how it was…

b. Over twenty thousand visitors

have already come to study this
fascinating culture.

48
 Countries, cultures and customs 149

5. Listen carefully to the sounds. Study

the table.

Listen 10

ð Θ
although thousand

6. Work in pairs and take turns

pronouncing the following words. Draw
a table in your notebook and classify the
words in the correct category of sounds
from activity 5.

think these that

thanks Thursday there

48 - 49
150 Unit 2

7. Check your answers with the class.

SPEAKING TASK
Prepositions IN – ON - AT

8. Read the sentences below and discuss,

with a partner, what the prepositions
refer to.

• The exhibition is free in the morning.

• The museum is closed on Mondays.

• The museum opens at 9:00 am.

9. In your notebook, match the

prepositions IN – ON - AT with their
corresponding use.

49
 Countries, cultures and customs 151

This preposition is used for

In
days of the week.
This preposition is used for
On
specific time.
This preposition is used for
At
parts of the day.

10. In pairs, take turns answering the

following questions. Use the correct
preposition. Discuss your answers as a
class.
a. What time does the festival start?
b. When is the best time of the day to
visit the pyramids?
c. When will the monument be
inaugurated?

49
152 Unit 2

11. Check your answers with the class.

12. In pairs, create more questions

similar to the ones above and answer
them. Use the ideas in the box below.

restaurant with local food – carnival –

cultural exhibition – parade – temple

49
 Countries, cultures and customs 153

BEFORE READING
Encyclopedia Entries

1. Look at the pictures below and make

predictions. Discuss your answers as a
class.

a. What is the text about?

b. Which indigenous groups are

described and what type of
information do you think the entries
give about them?

50
154 Unit 2

Social Groups
Aborigines

The Aborigines of Australia have

the longest cultural history in the world.
They originated in the Ice Age. Early
Aboriginal society consisted of around
five hundred tribes and each had its
own territory and dialect. Their culture
existed in rock art, cave paintings,
and engraving of plants, animals, and
ceremonies.
50
 Countries, cultures and customs 155

Aboriginal tribes hunted kangaroos,

snakes, and emus. They also gathered
fruit, roots, honey, and seeds. They
walked long distances and they often did
not wear clothes. In winter, they would
wear protective coats of kangaroo fur.
British colonizers were the first to settle
in Australia. They took the land from the
Aborigine people.
Today, Aborigines have adapted to
Australian culture.Some family groups
live in remote areas where they try
to maintain traditional hunting, food
gathering and ceremonial practices.
However, communication and transport
have changed their lifestyles. Now
they wear modern clothes and use
technology.
50
156 Unit 2

WHILE READING
2. Read the sentences below and
determine whether they are T (true)
or F (false). Write the answers in your
notebook.

a. Cherokees are from Australia.

b. The Huichol language is Tsalagi.

c. Aborigines of Australia have adapted

to Australian culture.

d. Wixarika is not a written language

51
 Countries, cultures and customs 157

Cherokee Indians
Cherokee Indians have
lived in North America
for fourteen thousand
years. Today, there
are 300,000 Cherokee
people in the United
States, the largest Native
American group in the
country. Most of them
live in northeastern Oklahoma. The idea
of balance and harmony is very important
in Cherokee traditions. They see the world
as pairs of opposites: male and female,
summer and winter, earth and sky. In the
past, Cherokees were agrarian people.
Women looked after the crops while
men hunted deer, bear, buffalo and elk
for meat.
51
158 Unit 2

Their clothing was made of deerskin.

Cherokees today are very similar

to other Americans in their customs.
However, a small number of them
still speak Tsalagi, which was their
language.

51
 Countries, cultures and customs 159

Huichol

The Huichol people

still maintain their
culture, language,
and spiritual way of
life. Their number is
estimated at around
18,000, and their
homeland is in the Mexican states
of Jalisco and Nayarit. They are
descendants of the Aztecs and their
language is called Wixarika. It is not
a written language, so beliefs and
traditions are passed on orally. Nature
is extremely important to the Huichol
people.

51
160 Unit 2

Maize is a symbol of life in the Huichol

culture. Other important symbols are
those of deer and peyote (a kind of
cactus). Many Huichol were and are
farmers, but the use of pesticides is
bad for their health and unfortunately
this century is threatening the Huichol
way of life, so they are migrating to
cities.

Source: Archivo editorial

51
 Countries, cultures and customs 161

3. After reading the information about

Aboringine, Cherokee Indians and
Huichol indigenous people, identify the
following information in the text:

a. Origin and location.

b. Society traditions, language and

culture.

c. Present day culture and concerns.

Work in groups of three, each of you
chooses an indigenous group and
writes about the required elements
in your notebook.

52
162 Unit 2

4. Share the information about the

indigenous people you read about and,
on a piece of poster board, draw and
complete the mind map below. Use the
words in the box to help you.

fruit – kangaroos – deer – corn – beans

– emus – buffalo – milk – roots – cactus
– elk – snakes – honey – sedes

Crops

Their food

Animals Other

Snakes

52
 Countries, cultures and customs 163

5. Show your poster board to the class

and display it in the classroom.

AFTER READING

6. Speaking: Coming to a Consensus.

a. Why is it important to protect the

rights and traditions of different
cultures?

b. What problems do you think

indigenous groups will have in the
future?

c. What do you think about the

situation of Chilean indigenous
groups?

52
164 Unit 2

READING AND VOCABULARY

Traditions and Indigenous Groups

1. In groups, read the text on Social

Groups and determine if the following
sentences correspond to Aborigine,
Cherokee, or Huichol. Write the answers
in your notebook.

a. Their beliefs and traditions are

passed down orally.

b. Paintings and engravings of plants,

animals, and ceremonies were
important in their culture.

c. Most of them live in Oklahoma.

53
 Countries, cultures and customs 165

d. For them, maize is a symbol of life.

e. Pesticides are bad for their health.

f. The idea of balance and harmony is

very important.

g. Communication and transport have

changed their lifestyles.

h. Women looked after crops while

men hunted.

i. They are descendants of the Aztecs.

53
166 Unit 2

2. Read the text again and match the

information on the left to the correct
number on the right. Write the answers
in your notebook.

a. Number of Huichols in
500
today’s society.

b. Original number of
18,000
Aborigine tribes.

c. Number of Cherokees in
300,000
today’s society.

53
 Countries, cultures and customs 167

3. Copy the following sentences in your

notebook and underline the correct
words to complete them.

a. Kangaroos, rabbits, and cats have

fur / hair.

b. Your homeland / home town is the

country where you were born, and
with which you have a deep cultural
association.

c. Pictures which are carved or cut

into wood, metal, or stone are called
engravings / paintings.

d. Villages or towns which are very

far away from other civilizations are
lonely / remote.

53
168 Unit 2

4. Speaking: Discuss the Questions.

a. What are the positive and negative

aspects of indigenous people
adapting to modern society?

b. What can people do to help protect

traditional culture and language?

c. In Chile, how are the problems of

each indigenous group similar or
different?

53
 LANGUAGE FOCUS
Asking for Information
1. In pairs, read the questions and match the question
words in bold with their grammatical function on the
right. Write the answers in your notebook.
a. How long have the Cherokee

54
Time
been in North America?
b. How many early Aborigine tribes
Quantity
were there in Australia?
c. Whose language is Wixarika? Possession
Countries, cultures and customs

d. How did Aborigines get warm in

Manner
winter?
e. Where do the Cherokee live? Place
169
170 Unit 2

2. Now match the questions from activity

1 to their answer below. Write the
answers in your notebook.

a. They live in Oklahoma.

b. It is the Huichol’s language.

c. There were five - hundred tribes.

d. Fourteen - thousand years.

e. They wore coats of kangaroo fur.

54
 Countries, cultures and customs 171

3. Read and copy in your notebook these

questions and complete them with the
corresponding question word.

a. did the Rapa Nui choose their

leader?

b. have the Mapuche been fighting

for their land?

c. did the Selknam get their food?

d. celebration is the We Tripantu?

e. Yagan descendants are still

alive?

f. was the Kawésqar’s territory

located?
54
172 Unit 2

READING TASK
An Article
Traditional Celebrations in Chile
Tapati Party on Easter Island
(Rapa Nui)

On mystical Easter Island, each

February the Tapati party sees painted
bodies become art. A queen is chosen
for the festival from amongst the young
people, who compete for honor in
swimming and canoeing competitions
using small boats and rafts made of
totora reeds.
55
 Countries, cultures and customs 173

The teams prepare traditional

costumes, songs and dances, and share
the stories of myths and legends in oral
narrations. Physical skill is also put to
the test in the Haka Pei competition,
in which the most daring young men
hurl themselves at great speed down a
mountain, tobogganing over banana
tree trunks. Body painting, called Takona,
is the festival’s main characteristic,
where the islanders paint their bodies
with symbols of their mythic origins
using natural pigments.

55
174 Unit 2

Indigenous New Year

The indigenous
peoples of Chile
– the Aymara,
Quechua, Rapa
Nui and Mapuche
people – follow
their own ancestral calendar. For them,
the New Year begins with the winter
solstice on the night of June 24. The
harvest has ended and the earth must
rest, prepare itself for the sowing of
crops, and renew its fertility. It is a new
cycle of life, and the indigenous cultures
express their gratitude to Nature.

55
 Countries, cultures and customs 175

The New Year festival of the Mapuche

is one of the best known. It is called
We Tripantu, which means “the sun’s
new turn” or “the return of the sun.” It
is celebrated in the rural regions of the
south, in Temuco’s main square, and
in Santiago on the Santa Lucía Hill (or
Huelén Hill, its original name).

1. Read the article and find the

meaning of the following words. Write
the answers in your notebook.

a. Haka Pei
b. Takona
c. We Tripantu

55
176 Unit 2

2. In pairs, discuss these questions.

a. How are the Tapati and We Tripantu

similar or different?

b. When are Tapati and We Tripantu

celebrated?

c. Why is important for the Mapuche

people to celebrate their own New
Year?

55
 Countries, cultures and customs 177

WRITING TASK
An Encyclopedia Entry

1. Write information acording to the

folowing aspects:

a. Origins and Location

b. Traditional Culture and Language

c. Food and Culture

d. Present Day

56
178 Unit 2

2. In pairs, go back to the encyclopedia

entries on pages 153 - 155 and
156 - 160 and study the text. Then,
answer the following questions. Write
the answers in your notebook.

a. What adjectives are there?

b. What verb forms are there?

c. Is there a sequence in the way the

information is presented?

d. How would you describe the style of

writing?

56
 Countries, cultures and customs 179

3. Using your notes, write a short

encyclopedia entry about your chosen
group of indigenous peoples. Use the
tips below.

• Give your entry a title.

• Divide the entry into clear paragraphs.

• Start each paragraph with a topic

sentence and develop that theme.

• Include the sources of the information

you found.

56
180 Unit 2

4. In pairs, exchange and correct your

work.

5. Write a clean version of your

encyclopedia entry.

56
 Countries, cultures and customs 181

Cross-Curricular Social Studies

artifact: a simple
object (such as a
tool or weapon)
that was made by
people in the past.

Guarding Artifacts

When you walk around a museum, you

can see a huge variety of artifacts from
the past. Who finds these artifacts?
Where are they from and why do you
keep them?

Archaeologists have found artifacts

from ancient civilizations such as the
Egyptians, Mayans, Aztecs, and Incas.

57
182 Unit 2

They have helped us figure out

what life was like in the past. Famous
archaeologists include Howard Carter,
who discovered King Tut’s tomb in
Egypt in 1922, and Mary Leakey, who
found the 1.8 million-year-old skull of
the Nutcracker Man in 1959. A “site” is
the place where archaeologists want to
explore. At the site, archaeologists dig
to look for the remains of an ancient
civilization.
In fact, they call the
site they are working
on a “dig”. Many of
these sites turn into
tourist attractions,
such as the Mayan site of Palenque in
Mexico, or the Inca site of Machu Picchu
in Peru.
57
 Countries, cultures and customs 183

Archaeologists
dig very carefully
to preserve any
objects they find.
They use brushes,
spoons, sieves, and dental picks. It is
very slow work.

All of this care and attention is

important so that artifacts arrive at
museums in the best possible condition.
At the museum, they continue to receive
the highest level of care. This means that
future generations can learn from and
enjoy them. Next time you look at an
artifact in a museum, think about how it
got there!
Source: Archivo editorial
57
184 Unit 2

1. In pairs, read the dictionary definition

at the top of the text. Can you mention
other artefacts? For example, a spear.

2. Read the text again and write

examples of the following in your
notebook.

• Archaeologists
• Discoveries
• Tools

3. In groups, discuss the following

questions.
a. What skills do you need to be an
archaeologist?
b. Why is it important to preserve
artifacts?
c. What artifacts have you seen?

57
 Countries, cultures and customs 185

FINAL TASK
A Brouchure

A brochure is defined
as a pamphlet or
booklet, especially one
containing summarized or
introductory information or advertising.

1. Research and discuss.

• In small groups, research some

indigenous groups in Chile, for
example: Mapuche, Rapa Nui,
Aymara, Selknam, Diaguita,etc. Some
of them were warriors, hunters,
farmers, among other things. Decide
which is the most interesting for you.

58
186 Unit 2

• Use the Internet, magazines,

newspapers, or the library to help
you.http://www.precolombino.cl/en

58
 Countries, cultures and customs 187

2. Make notes and assign roles.

• Make notes about your group: their

history, the way they lived in the past,
how they live nowadays, what they
do for a living nowadays and in the
past, their homes, their food, their
clothes, their crafts, their music and
musical instruments.

• Their beliefs, celebrations, rituals and

legacy are very important, too!

59
188 Unit 2

3. Prepare your brochure.

• Write a summary of some interesting

aspects of the group you chose.

• Make sure people reading the

brochure will be interested in visiting
the place where indigenous people
live.

• You can also add some photos or

drawings.

• Don’t forget the most relevant

aspects of each indigenous group.

58
 Countries, cultures and customs 189

4. Present your brochure.

• Talk about why you chose that group.

• Demonstrate what you learned about

the group.

• Tell why tourists should visit them.

• Invite tourists on a cultural trip.

58
 SYNTHESIZE
1. In pairs, look at the map below and take turns saying the
countries, famous monuments and nationality of each.

60
Unit 2
190
 Countries, cultures and customs 191

2. Work in pairs. Choose an indigenous

group from Lesson 4 and write
information questions using the correct
question word. Then, answer the
questions. Write the questions and
answers in your notebook.

What language do
They speak
Mapuches speak?
Mapudungún.

60
192 Unit 2

CHECK POINT

1. Read the text below and discuss the

questions with your partner.

The ancient,
archaeological
city of Petra is
located in Jordan,
Western Asia. This
magnificent city
was carved into the rose-red cliffs of
the region over 2,000 years ago. In its
heyday, Petra controlled international
trade routes that linked China, India,
and Southern Arabia with the wealthy
Mediterranean markets.

61
 Countries, cultures and customs 193

Rediscovered in 1812, Petra’s unique

rock carving saw it appointed as one of
the New 7 Wonders of the World and
it now has thousands of visitors each
year. “Petra is the most amazing place
I’ve ever been to. I was lost for words
when I saw it,” said John Leigh, a tourist.

a. What do you think is the best title

for this text?

b. What is the main purpose of the

text?

c. Why is Petra one of the New 7 Wonders

of the World?

d. Why was Petra important in the past?

61
194 Unit 2
2. Share your answers with the class.

3. Look at the pictures below and write

sentences about them in your notebook,
using the correct verb do or make.

the shopping a mess

friends
yoga
61
 Countries, cultures and customs 195

4. Imagine your teacher asks you to write

an article for your school newspaper
about a traditional celebration in your
country. Go back to page 172 - 176 to
get some ideas.

This article must include:

• When and why the celebration takes

place.

• Where it is organized.

• An interesting fact about it.

62
196 Unit 2

5. Discuss the following questions.

a. Which indigenous groups still exist

in your country?

b. Do they still practice their traditions?

c. Where can you find information

about indigenous groups? Have you
ever been to a museum of Pre –
Columbian art?

62
 Countries, cultures and customs 197

6. In pairs, choose one of the following

situations and have a conversation
about it.

Student A

Situation 1
Think of an interesting place you
have visited and describe to student B
what you did there.

Situation 2
You are a tourist who wants to get
to know the city. Ask Student B to
describe his/her city.

62
198 Unit 2

Student B
Situation 1
You ask information questions about
his / her time visiting that interesting
place.

Situation 2
You describe your city using
adjectives, comparatives and
superlatives.

62
 Countries, cultures and customs 199

BEFORE YOU GO ON

• Go back to page 100 - 101 and check

your predictions about the unit.
In groups, discuss if there are any
mistakes and correct them.

• Go back to page 100 - 101 and read

the strategies you chose to apply in
the unit. In groups, give examples
of activities where you used the
following:

63
200 Unit 2

Listening strategies
Speaking strategies
Reading strategies
Writing strategies

• Did you use any other strategy that

was not on the list? Discuss with
your partners, make notes in your
notebook and remember it for further
work.

• What was your favorite part of the

unit? What was your least favorite
part of the unit? Why? Discuss with
the class.

63