STUDENT’S BOOK MACROTIPO

English
8 básico
VOLUME II

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN

ADAPTACIÓN MACROTIPO
INGLÉS
8º Básico

Volume II

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

 Pág.
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

 Pág.

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

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

Lesson 8: Taking Care of

Planet Earth.................................. 345
 201

UNIT 3
GOING PLACES

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202 Unit 3

In this unit I Will learn to…

Integrates kills to communicate orally

and in writing, ideas about different
places in thecity to visit, their location
and how to get there, sightseeing
around the world, asking for and giving
information.

LESSON 5

Oral Communication
• Listen and understand a song about
sightseeing.

• Use connectors.

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 Going places 203

Reading
• Read and understand an article about
sightseeing anda text about travel
itineraries.

Writing
• Write a postcard.

Attitudes
• Show interest in continuous and
independent learning aspart of a
personal project, while contributing
to society.

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204 Unit 3

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.

2. Do you really know the city / townwhere

you live?

3. What country (ies) would you like

tovisit?

4. What do you think you will learn inthis

unit about the different placesyou can
visit in your own city andthe rest of the
world?

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 Going places 205

LESSON 6

Oral Communication
• Listen to and understand a
conversation about plans for the future in
and around the city.

• Ask and give directions.

Reading
• Read and understand a text about
getting around in the city and newmeans
of public transportation.

Writing
• Write a letter.

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206 Unit 3

Attitudes
• Develop cultural awareness or
intercultural understanding by showing
respect, interest and tolerance for other
cultures and your own, while valuing other
cultures’ contribution to knowledge.

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 Going places 207

LESSON 5
SIGHTSEEING

In this lesson you will listen, speak, read

and write about sightseeing around the
world through a song and an article.

Every country has its own magic and

interesting places to visit.

What are the most famous tourist

attractions in your country?

BEFORE LISTENING
A Song
1. Look at the pictures below. Can you
recognize these famous places? Where
are they? Discuss your answers as a
class.
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208 Unit 3

WHILE LISTENING

2. Listen to the song and in your

notebook write the countries and cities
that are mentioned. Check your
answers with a partner.

Listen 13

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 Going places 209

3. Are the places mentioned in the song

related to the pictures in activity 1?
Write the answers in your notebook.

4. Listen to the song again and answer

the following questions.

a. What things did the traveler do in

the past?

b. What will the traveler do in the

future?

c. What other experiences does the

traveler mention?

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210 Unit 3

AFTER LISTENING

5. In groups, discuss the following

questions.

a. Where did you travel on your last

vacation?

b. What did you do?

c. Where would you like to go in the

future?

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SPEAKING TASK
Connectors

1. Read the following paragraph and pay

attention to the words in bold.Then,
discuss your answers to the questions
with a partner.
First, I went to London and I took
pictures of the Big Ben, The London Eye
and a lot of historical buildings. Then,
I flew to Paris where I saw the Eiffel
Tower and the Arc of Triumph. Next,
I took a train to Italy where I visited
the Colosseum, museums and ate
delicious pizza until I was full! Finally,
I went to Barcelona, Spain where I
bought postcards of Gaudi’s beautiful
architecture.
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212 Unit 3

a. What do these words refer to?

b. What is their role in the paragraph?

c. What would happen in a paragraph if

they were not there?

2. In pairs, put the sentences in the box

below in order, using connectors. Write
the answers in your notebook.

When you visit tourist attractions in a

city, you have to follow some steps:

Wait in line for your turn to enter /

You can buy some souvenirs to take
home / Buy the tickets /
Enter and enjoy the tour /

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 Going places 213

3. Check your answers with the class.

4. Work in pairs. Choose one of the

options below and have a conversation
with your partner about your vacations.
Use connectors.

Option 1:
Think about your last vacation and tell
your partner the things you did during
your trip.

Option 2:
Think about your next vacation and
tell your partner the things you are
planning to do during your trip.

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214 Unit 3

BEFORE READING
An Article

1. What is sightseeing?

2. Look at the pictures below and make

predictions. Discuss themas a class.

a. Do you recognize the city in the

pictures?

b. If so, what is this city famous for?

c. What are the main characteristics of

this city?

d. Do you think it is attractive for

tourists?

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216 Unit 3

WHILE READING
Best Things to Do in Barcelona
La Sagrada Familia: This is where to
begin your adventure through Barcelona
and the wonderful Works of Antoni Gaudí.
His basilica is a project of incredible scale
and ambition that is still only around three
quarters complete more than 140 years
after Gaudí first started building it. When
finished, it will be the tallest church structure
in the world, and yet it hardly resembles any
religious building you will have seen in your
life. The Sagrada Familia combines several
architectural styles, including, Catalan
Modernism, Art Nouveau, and Gothic, but
Gaudí’s masterpiece defies these kinds of
definitions when you look up to the ceiling
of the sanctuary.
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 Going places 217

La Boquería: This is an iconic

sightand an educational experience.
There has been a Boquería market in
Barcelona since medieval times, though
this exact spot has only witnessed
trade for about 200 years. That elegant
distinctive iron and glass roof you will
see was put up in 1914. In the market
you can find many things, such as
vegetables, cold meats, cheese as well
as olive products. At the center of the
market you can also find an ovalshaped
plan corner of fishmongers. At the end
of your visit, you can also cool off with a
beer and a tapa at one of the market’s
bars.

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218 Unit 3
Barcelona City History Museum: The
History Museum preserves a few Roman
sites acorss the Gothic Quarter,such as the
Temple of Augustus and the Funeral Way of
Placa de la Vila de Madrid. But Placa del Rei
is where you can see Barcelona’s ancient
history in detailed layers. You will take an
elevator down to where the remnants of
agarum factory (garum is a fish sauce),
laundries, dyeing shops and parts ofancient
Barcino’s Roman walls are all visible.The site
is large, covering 4.000 square meters, which
you will explorevia elevated walkways. As
you rise through the museum building you
will step forward through time and enter the
vaults of the Palau Reial Major, seatf the
meadieval Dukes of Barcelona.
from:https://www.thecrazytourist.
com/best-things-barcelona-spain/5/
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3. Read the text and answer the

following questions. Write the answers
in your notebook.

a. What architecture styles are

combined in the Sagrada Familia?

b. What can you buy at La Boquería

market?

c. What can you see at the Barcelona

City History Museum?

4. Discuss your answers with a partner.

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220 Unit 3

5. Read the text again and determine

whether the following statements
are true or false. Correct the false
statements in your notebook.

a. La Sagrada Familia was finished 140

years ago.

b. La Boquería market has existed

since medieval times.

c. At the History Museums you can visit

ruins.

6. Read the text again and find the

following information.
a. The name of an architect.
b. Types of food.
c. Architecture buildings.

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AFTER READING
7. Speaking. In groups discuss the
following questions. Which of the four
places described in the text …

a. would you like to visit?

b. why?

c. is the least attractive for you?

d. why?

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8. Writing and Speaking

a. Barcelona has more interesting

places to be discovered. In groups,
search on the internet all those
places that are worth sightseeing.
Select one and write a short
description of it.

b. Present your work to the class.

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READING AND VOCABULARY

Sightseeing

1. Look at page 216 and read the text

again to find the following information.

a. What do these numbers refer to?

• 140

• 200

• 1914

• 4,000

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 2. Match the words below, highlighted in the text, with
their corresponding definition. Write the answers in
your notebook.
A. A work of art such as painting,
1. basilica architecture, film, etc. that is made
with great skill.
2. masterpiece B. Any passage for walking, especially
one connecting the various areas of a

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3. market factory, park, museum, etc.
C. A person who sells fish.
4. fishmonger
Unit 3

D. A church building that has been

accorded special privileges by the pope.
5. walkway
E. A place where buyers and sellers
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meet for the sale of goods.
 Going places 225

3. Discuss your answers with the class.

4. Can these concepts be used in a Chilean

context? If so, create a sentence for
each word from the previous activity.
Write the sentences in your notebook.

5. Share your sentences with a partner

and take turns reading them.

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LANGUAGE FOCUS
Expressions

1. Look at the table below and read the

sentences that follow.

a bus a bus
Catch Get on
a train a plane

a bus on hollidays
Get off Go
a train a train

a. Hurry up! We have to catch the

train.

b. My mom said, “Get on the bus

quickly before it leaves.”

c. This is the last stop, so I have to get

off the bus.

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d. I’m waiting for the winter break to

go on holidays!

2. Look at the pictures below and match

them with the sentences above.Write
the answers in your notebook.

3. Check your answers with the class.

A B

C D
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4. Discuss the following questions with a

partner.

a. What do these expressions mean?

b. What characteristic can you notice

in the use of these verbs?

5. Share your answers with the class.

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READING TASK
1. Read the text and answer the questions
below. Discuss them as a class.

a. What is a travel itinerary?

b. Why is it important for travelers?

A Travel Itinerary

How do you plan a trip? There are lots

of things to consider when traveling
abroad, and a number of steps to follow.

Where do you want to go? Choosing a

location is the first and probably most
important stage! Make a list of places
you want to visit.

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230 Unit 3

How much money will you need? Plan

your budget: flights, accommodation,
food… Can you afford it?

What do you have to take with you? If

you are going on a long trip, it is best
to travellight—only take the essentials.
What is the weather like there?

What clothes will you need? Don’t

forget your documents!

When are you going? Remember to

recordall dates for each stage of your
trip and make sure other people know
about them! What transportation will
you use?

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What are you going to do? This is the

fun part! Make a list of all the things
you want tosee and how you are going
to see them.

Remember, by planning well, you will

get more out of your dream vacation.
Have agreat trip!

Source: Archivo editorial

2. Work in pairs. Read the text again and

say the items that are mentioned below,
out loud.

Cost Transportation Location

Companions Belongings

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3. Plan your next vacation using the tips

from the text. Draw the following table
in your notebook and complete it with
your own itinerary.

Travel Itinerary
Location Start Date End Date

Things to do Essentials Transportation

4. In groups, share your answers.

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WRITING TASK
A Postcard

When you travel and go sightseeing it is

very common that you take pictures and
post them on social networks. How ever,
postcards are a nostalgic kind of souvenir
that you send to your family or friends in
order to tell them the adventures of your
trip, including a picture of the place where
you are.

1. Read the following postcard and pay

attention to the content.

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 Dear Grandma,
Greetings from Paris!
I’ve had a great time in thiscity.
I’ve visited museums, I’vetaken a
Mrs.
lot of pictures and I’veeaten a lot
Angélica
of croissants. I’vealso made new

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Acuña 0345
French friends!I was impressed
Palm Street
when I sawthe Mona Lisa!
Santiago,
I miss you!
Unit 3

Chile
Love, Rodrigo ;)
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 Going places 235

2. Work in pairs and discuss the following

questions.

a. Had you seen a postcard before?

b. Can you identify the elements in the

postcard above?

3. Share your answers with the class.

4. Write a postcard about a trip you’ve

gone on recently. If you haven’ttraveled
yet, imagine your dream holiday and
include the information of the place
you would like to visit. Don’t forget to
choose therecipient of your postcard.

5. Exchange post cards with your

partners.

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CROSS - CURRICULAR
A MATH PROBLEM
Using a Currency Conversion Chart
Sightseeing can be very fun and an
unforgettable experience. How ever,
when we travel to another country we
have to spend money. That is why it’s
very important to know the value of
international currencies. Situation: You
are sightseeing in Paris, France. Below
is a list of places you want to visit,
and the price of each in Chilean pesos.
You have Chilean pesos, but you also
bought some dollars before your trip.
Pay attention to the exchange rates
below.Then, calculate the price of each
item in euros and dollars. Calculate the
total cost in each currency.
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1 US dollar= $680 (Chilean

Exchange pesos)
Rates 1 Euro= $760 (Chilean
pesos)

***
LOUVRE MUSEUM

tickets: €15

€25
Eiffel Tower
tickets

(elevator entrance- top)

Palace
of Versailles
tickets €20

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238 Unit 3

US Dollars
N° of
Place Total
tickets
Louvre
4
Museum
Eiffel Tower 2
Palace off
4
Versailles
Total Cost

Euros
N° of
Place Total
tickets
Louvre
4
Museum
Eiffel Tower 2
Palace off
4
Versailles
Total Cost

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Chilean pesos
N° of
Place Total
tickets
Louvre
4
Museum
Eiffel Tower 2
Palace off
4
Versailles
Total Cost

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240 Unit 3

FINAL TASK
Design a Blog

It is very common nowadays that

people write and post about their trips or
vacations on a blog, but what is a blog?
Basically, a blog is a kind of online journal
or informational website. It is a platform
where a writer (called a blogger) or writers
share information, tips, orsimply their
view of a specific topic.

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HOW DO YOU CREATE A BLOG?

1. Include a Header

• The header contains the menu or the

navigation bar.

2. Main Content

• This is the body of your blog where

you post the highlighted or latest newsor
stories. Here you can write aboutyour
adventures during your trips, sightseeing,
your experience withdifferent cultures,
etc.

Everything depends on the information

you want to share.Don’t forget to give a
name toyour blog!

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242 Unit 3

3. Include a Sidebar

• Here you can include a social profile,

favorite content, tips for travelers, useful
information like the currency exchange
rate, weather forecast, etc.

4. Add a Footer

• The footer includes relevant links like a

subscription,privacy policy, contact page,
etc.

5. Present the Blog to the Class

• Explain to your classmates what your

blog is about.

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LESSON 6
GETTING AROUND

In this lesson you will listen, speak, read

and write about different places in the city
to visit, their location and how to get there,
through a conversation and an article.

What activities can you do in your city?

What interesting places can you visit in
your city?

BEFORE LISTENING

1. In pairs, take turns to asking and

answering the following questions.

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244 Unit 3

a. What places in your city do you go

most often?

b. How do you get to those places?

What means of transportation doyou
use?

WHILE LISTENING

What Are You Going to Do This

Weekend?

2. Listen to the conversation and check

the places the two friends mention
below.Write the answers in your
notebook.

Listen 13

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 Going places 245

1. restaurant

2. café

3. market

4. museum

5. bookshop

6. beach

7. mountains

8. theater

9. department store

10. supermarket

11. airport

12. station
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246 Unit 3

3. Listen again and take notes of all the

activities the two friends are planning
to do on the weekend. Then check your
answers with the class.

AFTER LISTENING

4. In groups, discuss the following

questions.

a. What are your plans for this

weekend?

b. Are you going to some of the places

mentioned in the conversation you
just listened to?

c. What are your favorite places in the

city? Why?

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SPEAKING TASK

Asking for and Giving Directions

1. Look at the conversations below and

identify:

a. Who is asking for information.

b. Who is giving information.

Excuse me. Is there

a supermarket near Yes, there is one
here? on Oak Street, next
to the shopping
center.

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248 Unit 3

Excuse me. You can take abus.

How do I get to It leaves from the
Liberty Park from bus terminal which
here? is 1 blockfrom here.

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 2. Work in pairs. Match the questions and answers
to make a conversation. Write the answers in your
notebook.
A. Take bus number 519. It
1. Where can I see a
stops over there. You’ll be
movie?
there in 30 minutes.
2. Is there a subway
station near here? B.It’s in the city center.

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3. How do I get Near the square.
to the Museum of
Natural History? C. At the cinema on the
4. Excuse me. corner of 1st Avenue and
Where is the nearest Palm Street.
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tourist information D. Yes, Kings Station is two

center? blocks from here.
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250 Unit 3

3. Check your answers with the class and

practice the conversations.

4. Think about the places around your

school or near where you live. In pairs,
ask and answer questions about how
to get to those places and their
location.

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BEFORE READING
1. Look at the pictures below and make
predictions. Answer orally the questions
below.

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252 Unit 3

a. What do you see in the pictures?

b. What do you think is the most used

means of transportation?

c. Which means of transportation do

you use most often?

d. Which means of transportation do

you not like to use? Why?

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WHILE READING
An Article

2. Work in pairs. Read the article and

answer the following questions.Write
the answers in your notebook.

Getting Around Santiago de Chile

Where are you going today? Are you
going to school? Are you going to see
an exhibition at the museum? Are you
going shopping? Whatever your plans
are today, choose the best means of
transportation. Santiago de Chile is a
big, crowded, cosmopolitan city where
you never get bored. There are so many
places to visit that it is impossible to go
to all of them in one day.
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254 Unit 3

If your plans are going to museums,

Quinta Normal district is the best place.
There you can find museums of every
kind. Do you want to learn about natural
science first? The Museum of Natural
History is the best place! Next, visit the
outdoor Railway Museum, then become
a scientist at the Museum of Science
and Technology. If you like art, the best
options are Artequin and the Museum
of Contemporary Art. How do you get
there? Take the subway and get of fat
Quinta Normal station. Would you like
to have a panoramic view of the city?
Get in the colored cable cars and see
the different buildings, parks, churches
and hills that surround the capital city
of Chile.
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Santiago is a city full of contrasts. On the

one hand you can enjoy the impressive gothic
churches and colonial buildings that take
tourists to past times. On the other hand, let
yourself be impressed by the highest tower
and the only skyscraperin South America,
Costanera Center, which offers more than
200 shops, restaurants, movie theaters
and an impressive 360-degree view of the
city from the 62nd floor, 300 meters up.
How do you get there? You can take the
subway and get off at Tobalaba station. A
lot of buses stop there, but if you want to
get some exercise, renta bike. There are
some public bikes for rentand, scooters, as
well. Just get the app and you’re ready! If
you are going to go around Santiago, you
have a lot of options. Just choose the best
activity and transportation option for you!
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256 Unit 3

a. How can you get around Santiago?

b. If you like art, where should you go?

c. Where can you get a panoramic and

impressive view of the city?

d. What is the best means of

transportation if you want to get
some exercise?

3. Check your answers with the class.

4. Vocabulary - Read the text again and

match the means of transportation
in the firt column below with the
corresponding definition. Write the
answers in your notebook.
81 - 82
 A. A vehicle pulled along
1. subway a track by acable, as up a
steep hill.

B. A paid system that

2. cable car provides access to bicycles
for a certain period of time.

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3. bus C. An underground electric
rail road.

D. A large, long motor

4. bike share
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vehicle equipped with

seating for passengers.
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258 Unit 3

5. Paraphrasing. Discuss, in your own

words and as a class, what the following
sentences mean.

a. There are so many places to visit

that it is impossible to go to all of
them in one day.

b. Santiago is a city full of contrasts.

c. You will get an impressive 360° view

of the city.

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AFTER READING
6. Speaking. Role Play.

a. In pairs, choose one of the two

options from the table below and
have a conversation.
Situation1
Student A
You live in Santiago and you´remaking
plans for the weekend with your friend.
Suggest ideas to visit different places.

Student B
You have plans for the weekend to visit
different places in Santiago, but you
don’t know how to get to those places.
Ask questions about the location and
transportation options.
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260 Unit 3

Situation2

Student A
You are a tourist in Santiago and you
want to visit some places, but you don’t
know how to get there.

Ask questions about location and public

transportation.

Student B
You are a local. Help the tourist giving
him/her the directions to get to the
different places. Also, suggest the best
transport to get there.

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READING AND VOCABULARY

Rent a Bike!

Copenhagen: How to Use Bike

Share as A Visitor

Something Copenhagen is famous

for?

Very expensive prices for everything,

from restaurants to taxis. However, you
can still find some deals. For example,
exploring the city by bike doesn’t have
to cost a fortune for a tourist. With the
city’s new bike share it is possible to get
around like a local for only a few Danish
crowns a day.

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262 Unit 3

How it Works

Just like other bike share programs, you

only need a credit card to get started,
and the first step is to create an account
online with a username and password.
When you are ready to go for a ride, find
one of the 30 parking stations, and just
use the tablet near the handlebars
that’s built in to each of the 450 bikes.

High-Tech bikes with built-in maps: for

tourists visiting the city, there is one big
feature that should be very appealing.
Built into each bike is a weather-
resistant tablet with GPS capability.
There’s no need to pull out your map or
guidebook to see where you are going.

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 Going places 263

There’s a map right between your

handle bars that tracks your exact
location, and it can help guide you to
popular landmarks, restaurants, and
sights. When you are ready to return
your bike, just use the tablet to find the
nearest parking station.

Is it worth it?

Even if this system might not save you

a lot of money compared to renting a
bike from a shop, we think many visitors
will find it a great option, because of the
convenience. You can explore the city
with ease on your own schedule, take
spontaneous trips at any time of dayor
night, and don’t have to worry about
where you will lock it.

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264 Unit 3

Plus, using the built-in tablet is a funway

to discover new places.

Text adapted from: https://www.

eurocheapo.com

1. Read the text and discuss, with

a partner, the advantages and
disadvantages of implementing a bike
scheme.

2. According to the text, what are the

steps needed to rent a bike? Wrtite the
answers in your notebook.

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 3. Read the words in bold below and match them with
their corresponding definition. Write the answers in
your notebook. A. Global Positioning
1. Handlebars System.

B. A building that you can

easily recognizeand helps
2. GPS
you to know where you are.

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C. The courved steering
3. Guidebook bar of a bicycle, motorcycle,
etc., grippe by the hands
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D. A book that gives

4. Landmarks tourists information about a
particular place.
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266 Unit 3

LANGUAGE FOCUS
Expressing Plans for the Future

1. In pairs, read the sentences below and

answer the questions that follow.

My parents are going to the theater

to see an opera.

I’m going to buy a new cell phone.

a. What do these sentences refer to?

b. What verb form do they use?

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 Going places 267

2. Read the following sentences and

determine whether they are corrector
incorrect. Correct the wrong ones in
your notebook.

1. I am going to see an art exhibition

at the local museum this weekend.

2. My friends are going rent bikes to

avoid the traffic.

3. My dad is going to take the subway

to go to work every day.

4. The tourists are going to visit the

cathedral last week.

5. I’m going to get off the bus at the

next stop.
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268 Unit 3

Useful Vocabulary: In the City

renting a bike

seeing an art
exhibition

3. Check your answers with the class.

4. Are you going into the city? In pairs,

write in your notebook four sentences
that relate your plans for today.

5. Share your sentences with the class.

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 Going places 269

READING TASK
A Flyer

DISCOVER THE BEST MUSIC,

NATURE AND CULTURE IN USA

Seattle Music

Seattle is the home of a lot of

musicians who played an important role
during the generation of alternative
music, grunge being the most popular.

84
270 Unit 3

Seattle Chihuly Garden and Glass

Do you love colors? Then this is the

place for you! An amazing exhibition
opened in 2012 which is an homage to
art in glass. It is the perfect combination
of art and nature. Enjoy the beautiful
view of its gardens and galleries.

When?
Mon –Thurs 8:30 a.m. to 8:30 p.m
Fri – Sun 8:30 a.m. to 9:30 p.m.

Museum of Pop Culture

The MoPOP includes exhibitions of

the biggest musicians, film makers,
innovatorsand game changers of our
time. It also offers educational programs
for everybody who loves pop culture.
84
 Going places 271

When? Daily from 10 a.m. to 5 p.m.

How much? - US$23-28

Source: Archivo editorial

1. Read the flyer and answer the

questions below. Write the answers in
your notebook.

a. What activities can you do in Seattle?

b. When can you visit the Museum of

Pop Culture?

c. How much is the entry to the MoPOP?

d. What’s Chihuly Garden and Glass?

2. Share your answers with the class.

3. In pairs, create a similar flyer using

information about your city or town.
84
272 Unit 3

WRITING TASK
A Letter

You and your friends want to improve

some areas in your city. Write a letter
to the mayor of the city explaining the
aspects you are planning to improve.

1. In groups, choose a place in the city,

for example: a park, a theatre, alibrary,
an old house, a bike lane, etc.

2. Organize your ideas in your notebook.

Make notes about your plans.

3. Look at the letter template and its

components below to help you write
your letter.

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 Going places 273

Sender’s Colegio Pumas Andinos

name and 123 San Martin Avenue
address Derrit Town

Date March 26, 2019

Receiver’s Mr. Ricardo González

name, Mayor of Derry Town
designation, 444 Cedars Street
address
Derrit Town

Greeting Dear Mr. González

We are writing to you because
we are planning an activity...
Body

Closing Cordially,
Sender’s Cristóbal Henríquez
name Class President 8th grade
and 56 9 1234 5678
contact c.henriquez@pumasandinos.cl
86
274 Unit 3

4. In groups, write the letter and

choose one member to represent you
as the sender.

5. Present the letter to the class.

86
 Going places 275

Cross Curricular Language and

Literature

Book Review: Around the World in

Eighty Days
When you step into the world of Jules
Verne, you step into a world of possibilities
and end less adventures. You also meet
unforgettable characters.
Phileas Fogg, a rich English man, accepts
a bet from his friends at the Reform
Club to travel around the world in eighty
days. Of course, none of his companions
believe he can do it. Although that
sounds like no big deal to us now, back
then, it wasa big achievement. The bet
was set at are markable 20,000 pounds.

87
276 Unit 3

Phileas Fogg had just employed a

loveable Frenchman named Passepart
out to be hisservant. To me, he was the
most interesting and emotional character
Vern created. He’sa humble, dedicated
servant who truly would do anything for
Phileas Fogg.

Along their journey, Passepart out meets

aman named Fix, who just happens to be
a detective on board the train searching
for a bank robber. They quickly become
friends, but Fix has an ulterior motive.

While in India—they ride an elephant

to Allahabad—they see a lovely woman
named Aouda, who is about to sacrifice
herself by suttee. Thanks to Passepartout’s
quick thinking, he takes the place of

87
 Going places 277

Aouda’s dead husband in the practice of

a widow throwing herself onto her dead
husband’s funeral pyre.He then rises from
the pyre and scares off the Brahmins and
rescues Aouda.

No matter what delays occur on the

journey, every single problem is solved by
money. Need a ride? Buy an elephant. Need a
steamboat? Buy it from the captain. Need to
get there fast? Bribe the engineers. Evenin
the late 1870s, money could still solve all
your problems. It is interesting to note that
today’s society still has the same ideology.

Will Phileas Fog make it in time? What

happens to Aouda? And Fix? Find out when
you go around the world in eighty days.
Source: Shayla Raquel
87
278 Unit 3

1. Read the book review and answer the

questions below. Write the answers in
your notebook.

a. What are the means of

transportation mentioned in the
text?

b. Who are the characters of the story?

c. What’s a way of describing the

characters in Jules Verne’s stories?

2. In pairs, draw a time line in your

notebook and put the main events of
the text above in order.

3. Compare your answers with the class.

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 Going places 279

FINAL TASK
A City Map

A city map is a useful tool for anybody

who wants to visit your city!

1. Names of Places
• In groups think about the most
important places in your city or
town. These places canbe tourist
attractions, public service offices,
hospitals, schools, etc.

2. Finding Information
• Use the internet to search the locations
of those places and provide accurate
information about them.

88
280 Unit 3

3. Making Notes
• Make notes in your notebooks about
the selected places and their
locations.

4. Means of Transportation
• How does someone get to
those places? Check the means of
transportation you can use in order
to every place. Remember that it can
be more than one possibility.

5. Description
• Write a short description of the places
you are going to include in the map.
Think about the most important
characteristics only.

88 - 89
 Going places 281

6. Be Creative!
• Use your creativity to make the icons
of the places of your map. Get some
help from the internet, but make
them clearand easy to understand.

7. Present Your Work

• When your map is ready, present it to
the class!

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282 Unit 3

SYNTHESIZE

1. In pairs, discuss the following

questions.
a. Do you travel around your city or
town?
b. How often do you use public
transportation?
c. Are you traveling around your city /
town this weekend?

2. Sightseeing can be very fun. However,

some cities are huge and you need to
use different means of transportation.
In your notebook, write sentences
using the expressions from page 226.

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 Going places 283

3. Vocabulary. Match the words with their

definition. Write the answersin your
notebook.
1. A shop where books are sold.

2. An area of sand near the sea.

3. A building, room, or outside

structurewhere people can watch
a performance orother activity.

4. A building where objects of

historical, scientific, or artistic
interest are kept.

5. A raised part of the earth’s

surface, much larger than a hill.
The top is usually covered with
snow.

6. A place where simple and usually

cheapmeals are served.
90
284 Unit 3

A. Museum

B. Theater

C. Café

D. Bookshop

E. Beach

F. Mountains

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 Going places 285

CHECK POINT

1. In pairs, look at the pictures and

discuss the questions that follow.

Lake Chungará and Valparaíso

Parinacota Volcano

Aerial view The Marble Caves

of Santiago of Patagonia
91
286 Unit 3

a. Would you invite a foreign friend

sightseeing in Chile?

b. Why? / Why not?

c. What places would you recommend

him/her to visit?

d. Why?

2. Your foreign friend decides to come to

Chile because he was impressed by the
pictures of the different land scapes
from the north to the south. Choose
one of the places above and create a
travelit inerary for him/her.

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 Going places 287

3. After your friend has visited one of

the destinations above, you’ll receive a
postcard. Work in pairs and one member
plays the role of the visitor and the
other one plays the role of the local.
The visitor will write the postcard about
his/her trip and the local will reply with
apost card from his/her own city/town.

Foreign friend Chilean student

(visitor) (local)
Postcard of the Postcard reply
trip

91
288 Unit 3

CHECK POINT
4. Asking and giving directions. Role play.
Work in pairs. Read the table and take
turns playing the tourist and the local.
Remember to exchange roles!

Student 1
You are a tourist who just arrived in
your city / town. You need to get to some
places like: supermarket, theater, the
beach, the nearest café, etc. Ask your
partner for directions to get to one or
some of those places and the means of
transportation you have to use.

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 Going places 289

Student 2
You are a local person who gives the
directions to the tourist. Help him/ her
to get to his/her destination and the
transpor the/she must use.

5. Making plans for the weekend. Work

in pairs and think about what you are
going to do this weekend. Remember
to use the vocabulary about the places
in the city and the structures learned in
class. Writethe ideas in your notebook
and have a conversation.

92
290 Unit 3

6. A Traveler’s Blog. On a separate sheet

of paper write about the first time you
went on a trip. Don’t write your name
on it. Just tell the reader the things
you enjoyed, the places you saw, etc.
Use your imagination! When you
finish writing your blog, leave it on
your teacher’s desk. When everybody
finishes writing their blogs, the teacher
will read them aloud and you will have
to guess who is the mysterious blogger.

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 Going places 291

BEFORE YOU GO ON

• Go back to page 2 and check your

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

• Go back to page 202 and read the

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

Listening strategies
Speaking strategies
Reading strategies
Writing strategies

93
292 Unit 4

• 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.

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 Future Maters 293
293

UNIT 4
FUTURE MATERS

94
294 Unit 4
In this unit I will learn to…

Integrate skills to communicate orally

and in writing, ideas about the future
and about taking care of planet Earth,
making predictions and expressing
condition.

LESSON 7
Oral Communication
• Listen and understand an interview
about technology in the future.
Reading
• Read and understand a report about
young people and technology.

Writing
• Write an essay.

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 Future Maters 295

Attitudes
• Use information and communication
technologies to do research.

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.

2. What do you think teenagers use

technology for?

3. What will life in the future be like if we

don’t care for the environment?

4. What do you think you will learn in this

unit about the future and about taking
care of our planet?

94 - 95
296 Unit 4

LESSON 8
Oral Communication
• Listen to and understand a video
about taking care of the environment
through the concept of “The Three
Rs”.

• Use time expressions in the future.

Reading
• Read and understand informative
texts related to pollution and
renewable energy.

• Read an infographic about “The

Three Rs”.

95
 Future Maters 297

Writing
• Write a “Think Green” leaflet.

Attitudes
• Show a positive attitude towards my
ability to learn and use the language
with respect to my achievements and
others’ achievements.

95
298 Unit 4

LESSON 7
TEENS AND TECHNOLOGY

In this lesson you will listen, speak,

read and write about teens and modern
technology through interviews and a
report.

Do you like technological devices? Which

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

BEFORE LISTENING
A Radio Interview

1. In pairs, look at the words in the box

and predict for a partner how technology
will change things in the future.

96
 Future Maters 299

home shopping museums

cell phones transportation

WHILE LISTENING

2. Listen to the radio interview and tell a

partner if the opinions belong to Jack
or Ellen.

Listen 17

a. You won’t need a key for your home.

b. We will visit museums using virtual

reality.

c. Cell phones will be so small we will

attach them to our eyes.

96
300 Unit 4

3. Listen again and then read the

sentences to a partner. Say the correct
option.

a. Jack believes fingerprints will

replace keys / eyeballs.

b. Ellen agrees / disagrees with Jack

about homes.

c. Jack believes street markets will /

won’t exist.

96
 Future Maters 301

AFTER LISTENING
4. Listen and repeat the sentences.
Notice the difference in the
pronunciation of the underlined words.

Listen 18

a. I don’t think so.

b. That is something that technology

can’t help you with.

96
302 Unit 4

5. Listen to the sentences and clap if

you hear the word on the left or stand
up if you hear the word on the right.

Listen 19

a. bang bank

b. sing sink

c. wink wink

96
 Future Maters 303

SPEAKING TASK
Giving Opinions

1. Read the sentences and tell a partner

which phrases introduce opinions.

a. I’m sure there will be lots of new

inventions.

b. I don’t think you will need a key to

your home.

c. In my opinion, the Internet will

become more and more popular.

d. I’m sure we won’t have to visit

museums.

97
304 Unit 4

e. I believe that cell phones will

become so small that they will be
attached to an eyepiece.

f. I suppose that is something that

technology can’t help you with!

97
 Future Maters 305

2. In your notebook, write your opinion in

response to the statements below. Use
the expressions from the box.

I agree - I disagree - I’m not sure...

- That’s right - Certainly -
That’s not correct

a. Robots will be common in homes and

schools.

b. People will live on Mars by the year

2050.

c. Next century, we will eat all of our

food in the form of vitamin tablets.

d. Doctors will find a cure for cancer in

the next ten years.
97
306 Unit 4

3. In pairs, take turns reading out your

opinions from activity 2. Have your
partner agree or disagree.

4. Do you agree or disagree with your

partner’s opinion? Continue the
conversation.

Example:

Student A: I think people will live on

Mars by the year 2050.

Student B: I disagree.

Student A: Why do you disagree? What

do you think?

Student B: I think it will take much

more time than that.

97
 Future Maters 307

BEFORE READING

A Report

1. Look at the pictures and make

predictions. Answer orally.

a. What technological devices can you

see in the picture?

b. What functions can they perform?

c. How is technology changing?

98
308 Unit 4

2. Tell a partner which phrases match the

pictures from the text.

a. Texting

c. Listening to music

e. Taking pictures

b. Talking

d. Playing games

98
 Future Maters 309

NO. 01 January 2015

E-Teens
Digital edition

Young People and Technology

How do you listen to music?
Where do you watch movies?
Many kids today use electronic devices
for many of their daily activities; doing
homework, playing games, and chatting
with friends.

Some years ago, most young people

used computers to surf the Internet.
Some of them talked to their friends
using cell phones, and almost everybody
watched TV on television sets. Today,
a lot of kids make phone calls on their
computers.
98
310 Unit 4

Others watch TV on their

smartphones. For modern kids, it is
important that one piece of technology
can do many things.

In 2016, 79% of 12-to-17-year olds in

the US had a cell phone.So, why are cell
phones so important to young people?
Because some cell phones, called smart
phones, can do many different things.

Source: Archivo editorial

98
 Future Maters 311

WHILE READING
3. Read the sentences and say whether
they are true or false. Correct the false
ones in your notebook.

a. Modern kids use a lot of technology.

b. In the past, more young people had

cell phones than now.

c. Young people spend 36 minutes a

day texting on their cell phones.

d. Young people spend the least amount

of time playing games on their
phones.

99
312 Unit 4

4. Read the clues and complete the words

in your notebook.

a. T... You can watch movies on it.

b. S... a... You can use this to listen to

music.

c. C... p... These are used to

communicate on the move.

d. L... You use this to find information.

99
 Future Maters 313

A recent report was based upon a

survey asking 2,000 young people about
their cell phones. The report showed
that around half of them use their
phones for non-talking activities. These
activities included listening to music,
playing games, and watching TV.

Texting
Watching
TV
3 hours Talking
30 minutes

1 hour
30 minutes
45
minutes

1 hour 1 hour
Listening
to music Playing games
99
314 Unit 4

What will kids use their cell phones for in

the future? Some people think that more
and more kids will use their cell phones to
make videos. Video cameras might become
obsolete. The way we listen to music is also
going to change. Most young people listen to
music on streaming apps. Not many young
people use CD players anymore.

A recent article reported what teenagers

think about music technology in the future
Twenty-five percent believed that there will
not be any CDs in five years’ time. Kids are
very social. They use electronic devices to
communicate or to play with their friends.
Research results show that kids spend an
average of 7-8 hours a day online. Much
of this time is spent texting with friends or
playing games over the Internet.

99
 Future Maters 315

In this technological world, kids

are getting better at multitasking. For
example, many young people listen to
music while they do their homework.
In fact, a lot of people think it is good
for children to use the computer. They
believe that computer games can help
children think, study, and learn better.

Portable electronic devices will become

cheaper, more accesible and with more
functions. This means that kids in the
future will be able to do their homework,
read books, and send e-mails while
traveling to school.
Source: Archivo editorial

99
316 Unit 4

5. Ask your partner about his/her daily

cellphone use. Write the answers in
your notebook.

Daily cell phone use for

teenagers in the US

a. Listening to music:
b. Talking:
c. Texting:
d. Playing games:
e. Watching TV:

100
 Future Maters 317

6. Say the following complete phrases

to a partner using the words in the
box. Then, write the phrases in your
notebooks.

surf - chat - play - listen to -

do – make

a……... homework

b……... video games

c......... with friends

d......... phone calls

e......... the Internet

f......... music

100
318 Unit 4

AFTER READING

7. Speaking · Conduct a Survey.

a. In groups, discuss the questions.

• How often do you do the activities in

activity 6?

• Which activities do you prefer doing?

Why?

b. Conduct a class survey. Find out the

most popular activity.

100
 Future Maters 319

READING AND VOCABULARY

Technology
1. Look at pages 316 - 321, copy this table
in your notebook and complete it with
how most young people use computers,
cell phones, and watch TV.

A few years ago

Nowadays

2. Look at pages 316 - 321 again and, in

your notebooks, write what the numbers
below refer to.

a. 69%
b. 45 minutes
c. 2,000
d. 25%
e. 7-8 hours
101
320 Unit 4

3. Read the clues and find the words

in the puzzle from page 163 of your
Activity Book.

a. sending messages on the Internet.

b. connected to the Internet.

c. to do two or more things at the same

time.

d. to send a message on your cell

phone.

101
 Future Maters 321

4. Discuss the following questions.

a. How can technology help you learn?

b. Which technological devices do you

think you will stop using in the next
ten years?

c. Which technological devices do you

use now?

101
322 Unit 4

LANGUAGE FOCUS
Making Predictions

1. In pairs, read the predictions and

answer the questions that follow.

Video cameras will become obsolete.

The way we listen to music is also

going to change.

There won’t be any CDs in ten years

time.

Portable electronic devices will become

cheaper.

102
 Future Maters 323

a. Do the sentences refer to the past,

present, or future?

b. What words do we use to make

predictions?

c. Can we make predictions using a

negative structure?

102
 2. In pairs, take turns to read the first and second
halves of the sentences so they match.
a. There won’t be • I’ll text you the address
televisions in the later.
future... • if I have enough money.
b. I will buy a tablet... • I’m sure he won’t like

102
c. I’m sure you’ll like that this new cell phone.
cell phone... • because everyone will
d. Your computer is old. watch movies on their
Unit 4

phones.
e. It’s great you’re
coming to the party. • it has lots of applications.
f. Mike’s a technophobe. • When are you going to
324 buy a new one?
 Future Maters 325

3. Discuss the questions with a partner.

a. What do you think we will use cell

phones for in the future?

b. How is technology going to change

the world?

c. Can you think of a technological

device that has not been invented
yet?

102
326 Unit 4

READING TASK
Predictions That Came True

Is it really possible to predict the

future? Some people say that they can
foresee future events, but do we
believe them?

• In the past, there were people who

made predictions based on their own
observations and intuition. Then, many
years later, those predictions came
true…

• In 1987, the movie critic Roger Ebert

said, “We will have high definition,
wide-screen televisions… videocassette
tapes will be obsolete.” How many of
you now have widescreen TVs at home?
103
 Future Maters 327

• In 1968, Arthur C. Clarke and Stanley

Kubrick collaborated on the novel and
movie 2001: A Space Odyssey. In one
scene in the movie, we see two astronauts
reading the news on something that looks
like a tablet! Even more surprising, Clarke
named the device the “Newspad.” Does
that name sound familiar?

• John Elfreth Watkins Jr. was curator

of the Smithsonian Institute. In 1900, he
wrote an article called “What May Happen
in the Next Hundred Years.” He said, “Man
will see around the world. Persons and
things of all kinds will be brought within
focus of cameras… thousands of miles at
a span.” That’s right, Mr. Watkins predicted
the existence of something similar to a
famous photo-sharing social network–over
one hundred years ago!
103
 1. Read the article and match the people below to
their predictions. Write the answers in your notebook.
• a very famous photo-
a. Roger Ebert
sharing social network
b. Arthur C. Clarke
• widescreen televisions

103
c. John Elfreth Watkins Jr.
• electronic tablets
Unit 4
328
 Future Maters 329

2. Copy the table in your notebook and

make predictions.

a. In one year

b. In ten years

c. In one hundred years

3. Share your ideas with the class.

• the most realistic prediction

• the most optimistic prediction

103
330 Unit 4

WRITING TASK
An Essay

1. Read the essay and choose the best

title. Answer orally.

a. Technology: Good or Bad?

b. The Best Things About Technology

Introduction

Young people today are using

more and more technology. We
even meet people online or on the
phone. Technology has many positive
advantages, but I believe there are
also some disadvantages.

104
 Future Maters 331

Supporting paragraph 1

In my opinion, technology is a
good way to get both information and
entertainment. It is much faster to do
research for projects, and many games
and videos are available. We can also
learn about what is happening around the
world and understand different cultures.

Supporting paragraph 2

On the other hand, technology makes

it hard to develop genuine relationships.
I think that people spend too long on
their phones and computers, and find it
difficult to communicate with each other
face to face. People can do so many
things on their computers that soon they
will never have to leave their homes.
104
332 Unit 4

Conclusion

I am sure that technology will continue

to develop and will play an important
role in the lives of young people around
the world. However, we must be careful
that it doesn’t take over our lives
completely.

Writing Tip

Period
Use a period (.) to end a sentence.

104
 Future Maters 333

2. In your notebook, write notes under

the following headings.

• Topic
• Positive opinions
• Negative opinions
• Predictions for the future

3. In your notebook, make similar notes

about one of the following topics.

a. Do you think the Internet is the best

invention to date?

b. Is technology making us lazy? Can

you think of a technological device
that has not been invented yet?

104
334 Unit 4

4. Write an essay on your chosen topic.

Consider the following tips.

• Give opinions for and against the

proposed question.

• Make predictions in your conclusion.

• Write four simple paragraphs based

on your notes.

5. In pairs, exchange and check your

essays.

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 Future Maters 335

Cross-Curricular Social Math

A Math Trick!

Predictions without a basis in math

are little more than guesses. People
who predict the weather, the economy,
or results of elections rely on statistical
data. That is why they are usually fairly
accurate.

However, you too can amaze your

friends and family by predicting the
answer to a mathematical puzzle. Just
follow these simple steps.

1. Write the number 1089 on a piece

of paper and fold it up. This is the
answer to the math problem!

105
336 Unit 4

2. Choose your victim (OK, friend!). Tell

them to think of a three-digit number,
where the first and last numbers differ
by at least two.

For example: 108 (There are more
than two numbers between 1 and 8).

3. Tell your friend to reverse the

number…801

Then subtract the first number from

the original number (your friend can
use a calculator if he or she wants):
801 - 108 = 693

4. Now, have them reverse this number:

396

105
 Future Maters 337

5. Finally, tell them to add the two last

three-digit numbers together:
693 + 396 = 1089

Before they give you the answer,

present the folded piece of paper.

(Do it like a magician, with a flourish!)

Watch your friend’s face as he or she
realizes that you already have the correct
answer!

This will work with any three-digit

number–as long as the first and last
digits differ by at least two. Try it and
see!

Source: Archivo editorial

105
338 Unit 4

1. In pairs, discuss how math is useful

when making predictions in everyday
life.

2. Read the opening paragraph and

check your answers.

3. Read the rest of the article and follow

the instructions.

4. In pairs, practice with different

numbers.

5. In groups, discuss any other math

tricks you know. Create a math trick
for the other groups to solve.

105
 Future Maters 339

FINAL TASK
A Future Predictions Spider Plan

1. Ideas Session

• In groups, make predictions about the

future. Write notes in the table on page
179 of your Activity Book.

Future Time Transportation Environment

10 years Only electric Quit meat
20 years
50 years

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340 Unit 4

Future Time Technology Houses Other

10 years
20 years
50 years

2. Write Predictions

In your groups, write predictions using

your notes. Use full sentences.

Example:
Only electric cars - People will only have
electric cars because they are cheaper
and less polluting.

Quit meat - Humanity will stop eating

meat because the industry contributes to
the destruction of the Amazon rainforest.

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 Future Maters 341

• Categorize your sentences, according

to the topics in the chart in Step 1.

Example:

Transportation

People will only have electric cars because

they are cheaper and less polluting.

Environment

Humanity will stop eating meat because

the industry contributes to the destruction
of the Amazon rainforest.

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342 Unit 4

3. Write Predictions

• In your groups, create a visual

representation of your predictions.Create
a spider plan with your categories. Use
poster paper.

• Copy your predictions around the

categories.

• Illustrate your predictions.

4. Make a Spider Plan

• Present your ideas to the class and

display your spider chart on the classroom
wall.

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 Future Maters 343

Technology

Predictions

Houses

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344 Unit 4

Transport

Predictions

Environment

SELF - EVALUATION
1. Assess your performance during the
creation of the spider plan.
Complete the table on page 180 of your
Activity Book.
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 Future Maters 345

LESSON 8
TAKING CARE OF PLANET EARTH

In this lesson you will listen, speak, read

and write about taking care of our planet
through a video, informative texts and an
infographic.

What do you do to take care of the

environment?

BEFORE LISTENING
A Report

1. Look at the words and phrases in

the box and tell the class which ones
are related to taking care of the
environment.
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346 Unit 4

global warming - recycling - using

plastic bags - littering - reusing –
reducing

WHILE LISTENING

2. Listen to the following report and

discuss with a partner what the three
“Rs” stand for.

3. Listen to the report again and read

the sentences below to a partner.
Say which “R” option goes with each
sentence.

Listen 20

108
 Future Maters 347

a. When you go to the supermarket

you can take your own canvas bag,
instead of using disposable ones. R

b. Take things you don’t use anymore

to these places. There are containers
of different colors to make it easier
for you. R

c. With a little imagination you can

come up with new uses for many
things. R
AFTER LISTENING
4. Listen and repeat the sentences
below. Notice the difference in the
pronunciation of the underlined words.

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348 Unit 4

Listen 21

a. Yesterday I went to the supermarket

and I used my canvas bag instead of
a plastic one.

b. I listened on the radio that

supermarkets will not give out plastic
bags anymore.

c. If you printed only one side of the

paper, you can reuse it on the other
side.
5. Listen to the verbs below and
determine if they belong to the first,
second or third group. Yesterday I went
to the supermarket and I used my
canvas bag instead of a plastic one.

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 Future Maters 349

/t/ /d/ /id/

used listened Printed

a. contaminated
b. stopped
c. cleaned
d. washed
e. annoyed
f. needed

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350 Unit 4

SPEAKING TASK
Time Expressions

Look at the conversations below, paying

attention to the expressions in bold.

My parents are going to buy

a Smart car next week!

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 Future Maters 351

I bought a computer mouse

that uses solar energy on
the internet. It’s arriving
tomorrow morning.

Nobody will use

plastic bags in
the year 2020.

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352 Unit 4

6. In pairs, discuss the use of the time

expressions in each conversation.

7. In pairs, create similar conversations

using time expressions and the
following ideas in the box.

clean energy - wind energy -

fuel efficiency -renewable energy -
gas energy

8. Take turns reading out your

conversations from activity 2.

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 Future Maters 353

BEFORE READING

1. Look at the pictures and make

predictions. Discuss your answers as a
class.

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354 Unit 4

a. What do you see in the pictures?

b. Who do you think is the responsible

for these scenarios?

c. What do you think will happen in 30

years?

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 Future Maters 355

More plastic than fish in the ocean

by 2050
30 years from now our seas will contain
more plastic than fish. According to a
report released by the World Economic
Forum, plastic production around the world
is expected to double within the next 20
years. Today, one garbage truck full of
plastic gets into the ocean every minute;
by 2050, it will be four.
About 8 million tons of plastic
are dumped into the sea every year.
There, it can last for hundreds of years.
Environmentalists estimate that there are
about 160 million tons of plastic in the
world’s oceans today. By 2050 there will
be more plastic in the oceans than fish.

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356 Unit 4

Plastic that turns up in the seas

endangers the fish population and other
marine animals. In addition, it produces
a gigantic garbage patch that floats on
the surface. But the plastic that floats in
the water is only a fraction of the whole
amount.

Plastic is becoming more and more

popular in our world. It has many uses
and is cheap to produce. However, it is
endangering our environment more than
any other material.

The World Economic Forum calls for

more recycling and a better use of plastic.
95% of all plastic that is produced is only
used once, and then it is thrown away.

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 Future Maters 357

Oil is the raw material that plastic is

made of. Currently, 5% of the world’s oil
production is turned into plastic. By 2050
it will rise to a fifth.

Source: https://www.english-online.at/
news-articles/environment/more-plastic-
than-fish-in-oceansby-2050.htm

WHILE READING
2. Read the sentences and determine
whether they are true or false. Correct
the false ones in your notebook.

a. Plastic production around the world

is expected to double within the next
10 years.

111
358 Unit 4

b. Plastic in the ocean can last for

hundreds of years.

c. Plastic that floats on the sea is only

the visible part of the tons of plastic
under the surface.

d. Plastic is not the most dangerous

material for the environment.

3. What do the following numbers refer

to? Write the answers in your notebook.

a. 2050
b. 8 million
c. 95
d. 5

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 Future Maters 359

AFTER READING

4. In groups, discuss the questions.

a. What can we do as young people to

change this situation?

b. What alternative materials can we

use to avoid using plastic?

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360 Unit 4

READING AND VOCABULARY

Renewable Energy

1. Look at the pictures of energy sources

below. Then, copy the table in your
notebook and complete it, putting the
sources in the correct category.

Renewable
Energy

WIND COAL

Non -
Renewable
Energy
NUCLEAR SOLAR
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 Future Maters 361

What is renewable energy?

Renewable energies are obtained through
natural sources that nature itself will
replace, like wind, water and sunshine.
Renewable energy produce low amounts
of pollution and are friendly with the
environment. So where can you get this
type of energy, free and forever? Just look
up above you when you’re outside on a
sunny day… Yes, the sun gives our planet
far more energy than people make from
fossil fuels, such as oil and coal. The Sun’s
heat drives the mightiest engine of all: the
Earth’s climate. It makes you hot when it
shines but it also makes winds,waves and
rain. And people can use all these things to
make electricity or heat energy for homes.

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362 Unit 4

And most important, unlike fossil fuels,

this sort of energy doesn’t damage the
Earth and will last forever!
The Sun Power: It can make electricity
by using things called photovoltaic cells
(often just called PV) which fit on the
roofs or walls of your houses or apartment
blocks.Some special cars can run on PV
electricity and there’s even a race across
Australia in which the cars run only on
solar power.
Sun power can also heat water in solar
panels (like radiators but instead of giving
out heat, they grab it from the Sun). This
is then stored in a big tank so you can have
hot showers and so on. Solar collectors
can pick up the Sun’s heat even on cloudy
days.
112
 Future Maters 363

The Wind Power: It can drive a turbine

with a propeller (like some airplanes
have) and make electricity. Wind power
is getting really important in some
countries. Wave power can also drive
generators but this is still a very new idea.
Just a few experimental machines are in
use today.

The Geothermal Power: This type of

energy is tapped from inside the Earth.
It’s the only renewable energy source
which has nothing to do with the Sun. Deep
down, it’s very hot. Sometimes these hot
rocks break through the surface to form
volcanoes. By drilling holes down into
areas where hot rocks are close to the
surface, people can generate electricity
and heat buildings.
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364 Unit 4

2. Skimming. Read the text and find the

following concepts. Write the answers
in your notebook.

• 2 examples of non-renewable energy.

• 2 names for renewable energy.
• 2 sources of renewable energy.
• 2 ways to use the solar power.

3. Read the text again and find

the words that match the following
definitions. Use the words in the box
to help you. Write the answers in your
notebook.

source - coal - pollution - power

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 Future Maters 365

a. A mineral that is made of carbon and

used as a fuel.

b. Mechanical or electrical energy as

distinguished from manual labor.

c. Any thing or place from which

something comes or is obtained.

d. The introduction of harmful

substances or products into the
environment.

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366 Unit 4

4. Discuss the questions.

a. Do you think it’s possible we can use
solely renewable energy someday?
b. What do you think about the use of
electric buses in public transport?
c. What sources of renewable energy
did you know before reading this text?

Useful Vocabulary: Renevable

Energy Resources

windmills solar panels

113
 Future Maters 367

LANGUAGE FOCUS
Expressing Condition

1. Work in pairs. One reads the first part

of the sentence and the other one reads
the second part. You can take turns to
read each part.

a. If we don’t plant trees,…

b. If you don’t print out so many
documents,…
c. If you turn off the light, television
or computer when you are not using
them,…
d. If you separate the garbage,…
e. If we continue contaminating the
ocean,…

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368 Unit 4

1. you will reduce the amount of papers

being used.

2. we will have climate change.

3. marine animals will die.

4. you will reduce energy and avoid

contamination.

5. it will be easier for you to identify

the kind of wastes and recycle in the
correct bin.

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 Future Maters 369

2. In your notebook, write four sentences

that express condition. Use the words
in the box to help you get some ideas.

Verbs: reduce - recycle - reuse -

contaminate - save
Nouns: ocean - nature - trees - wastes
- planet - environment – energy

Useful Vocabulary: Activity 2

waste trees

3. In pairs, take turns reading your

sentences from activity 2.

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370 Unit 4

READING TASK
An Infographic

REDUCE, REUSE, RECICLE

You can be part of the
solution to save our planet
Reduce your energy use. Cut your
household emissions by up to 10%
by using energy saving lightbulbs
and up to 50% reduction by choosing
energy-efficient whitegoods. Good
for the planet, good for your
electricity bill.
Refill your own drink bottle:
disposable plastic bottles generate
an enormous amount of waste that
is ending up in oceans and damaging
the environment. Refill your own
glass or BPA – free bottle and save
money too!

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 Future Maters 371

Always recycle paper and cardboard.

Recycling paper and cardboard
containers reduces landfill waste by
up to 27% and saves trees! Take old
notebooks, newspapers, magazines,
etc. to the nearest recycling bin.

Make the move to clean energy.

Use renewable energy sources like
solar and wind energy!

Don’t throw it away! Upcycle it!

Did you know that over 90% of
plastics and metals in cellphones
and batteries can be reused in new
products?

Avoid non-recyclables. Avoid plastic

and styrofoam packaging that won’t
go in a recycling bin.

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372 Unit 4

1. Read the infographic and say the actions

you do and which ones you don’t. Use
examples like I turn off the light when
I leave my bedroom.

2. Share your answers with a partner.

3. Discuss with your partner how you can

change the “bad habits”.

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 Future Maters 373

WRITING TASK
An Infographic

According to Oxford Dictionary, an

Infographic is “A visual representation
of information or data, e.g. as a chart or
diagram.”

An infographic contains three elements:

116
374 Unit 4
1. The Visual
2. The Content - pictures
- definitions - text - graphics
- statistics - references - colors
- icons

DEFORESTATION
Deforestation is the action of
clearing a wide area of trees.

The consequences
of deforestation
are the following:

•• pollution
•• climate change
•• soil erosion
•• loss of wildlife

3. Knowledge
- facts
- conclusions

116
 Future Maters 375

1. Read the elements that an infographic

includes.

2. In pairs, decide what are the most

contaminating actions that are
destroying planet Earth.

3. In pairs, create an infographic.

116
376 Unit 4

Cross-Curricular
Natural Science

Consumption of Electricity and Its

Effect on the Environment

Our consumption of electricity has

a...
major effect on our environment. Most
electricity is produced by burning coal -
a LOT of coal. Burning of coal is highly
polluting and releases CO2 into the
atmosphere.

117
 Future Maters 377

Top 6 Facts About Consumption of

Electricity

Electricity use is in rapid growth:

The world’s demand for electricity will
grow by eighty-five percent between
2010 and 2040 - this increase is more
than today’s total use of electricity in
the USA, the European Union, China,
Russia, Japan, Australia and India.

It does not come from windmills:

The burning of coal is the world’s largest
source of electricity. If nothing changes,
most of the increased production of
electricity will come from burning more
coal. A LOT more!

117
378 Unit 4

Do you put your stereo on standby? :

Here is something that might surprise you:
over the next 10 years, the power used by
products in “standby” could be as high as
10 percent of total electricity use. Powering
these will require 400 medium-sized power
plants. It’s a good thing that we have a lot
of coal to burn…
Coal plants are ineffective: Only thirty
five percent of coal’s energy (and some say
at the most) is made into electricity in coal-
fired power plants. The rest is lost as heat
waste.
Coal burning uses up water, too: A
typical coal-fired power plant uses massive
amounts of water to create steam in order to
move its turbines. Enough water to support
a city of approximately 250,000 people.
117
 Future Maters 379

and pollutes the air: Burning coal

is a leading cause of smog, acid rain,
global warming, and air toxins.

Source: http://www.theworldcounts.
com/counters/interesting_facts_on_
energy/consumption_of_

1. In pairs, discuss the following

questions.

a. What electronic sources do you use

the most?

b. Do you think you could live without

them today? Why? Why not?

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380 Unit 4

2. In pairs, search on the Internet

alternative sources of energy that work
as electricity sources. For example, the
bike washing machine.

3. In your notebook, write the benefits of

these alternative sources.

4. Present your work to the class.

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 Future Maters 381

FINAL TASK
Think Green Leaflet

A leaflet is a printed sheet of paper

containing information or advertising and
usually distributed free.

HOW TO MAKE A LEAFLET

1. Know your topic.

2. Pick a title. The title should be brief

and informative, but also catch the
reader’s attention and encourage
them to read more.

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382 Unit 4

3. Give an overview. An overview is

a brief but clear opening that clearly
states the objective of the leaflet.
Create an introduction that is concise
and creative.

4. Make the text easily readable.

Headings should stand out from the
rest of the text. Avoid crazy use of
colors.

5. Keep it simple. Leaflets should be

organized and kept simple.

6. Group relevant information

together. When creating your leaflet,
keep relevant information flowing
steady and logically. If possible, avoid
repeating information.

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 Future Maters 383

7. Proofread and edit. Once you

have all your information typed up,
proofread and check for grammar,
spelling and formatting errors.

REUSE - REDUCE -
Add
RECYCLE
headings

Add icons

What can we do for our planet?

REUSE:
Group
relevant REDUCE:
information RECYCLE:
together
Avoid pollution
Think green!

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384 Unit 4

1. Ideas Session

• In groups, make a list of actions that

can pollute the environment.

• Make a list of “The three Rs”.

• Individually, think about solutions to

avoid pollution (consider “The 3 Rs”).

2. Make Notes

• Make notes about “The 3 Rs”actions

in the table.

Reuse
Reduce
Recycle

119
 Future Maters 385

3. Write your description

• Write a page for a leaflet describing

“The 3 Rs”.

• Include all the information from your

notes and illustrate your description
with a representative picture.

• Exchange descriptions in your group

and correct each other’s work.

4. Create and Display Your Leaflet

• In your groups, put together your
information to form a leaflet.

• Display your leaflets around the

classroom.

• Read the leaflets from other groups

and ask and answer questions.
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386 Unit 4

SYNTHESIZE

1. What do you think robots will do in

20 years? In groups, look at the robot
below and make predictions.

In 20 years robots...

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 Future Maters 387

2. What will education be like in the

future? Draw a graphic organizer in your
notebook which includes the different
ideas you have.

3. After you’ve clarified your ideas write,

on a separate sheet of paper, an essay
about education in the future. Then,
share it with a partner. Use a dictionary
to help you!

4. Work in groups giving opinions about

the following ideas related to the future.
Remember to use the phrases that
introduce opinions.

• Robots will replace doctors in some

surgical procedures.

• You won’t attend classes anymore. All

your classes will be online.
120
388 Unit 4

• People will pay for everything using

only their cellphones.

• Printed books won’t exist anymore.

5. Are you a techie? What do you use

the following devices for? Discuss your
answers with a partner.

Smartphone
laptop computer
virtual reality glasses

120
 Future Maters 389

CHECK POINT

BEFORE READING

A Report

1. Look at the pictures and answer the

questions that follow.

121
390 Unit 4

a. Which countries do you think use

technology the most?

b. In what countries do you think

technology has yet to arrive?

c. How is technology changing people’s

lives?

121
 Future Maters 391

WHILE READING

Smartphones Are Changing

Peoples’ Lives in Africa

Smartphones, more than any other

previous invention, have been changing
the lives of Africans all over the
continent. There are more people
using mobile phones in Africa than in
Europe and America combined. In fact,
smartphone use is growing fast
on the entire continent, especially in
regions south of the Sahara desert.
In 2016 the number increased to close
to a billion. Today, there are 600 million
smartphone users in Africa.

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392 Unit 4

Smartphones provide a wide variety

of services that citizens, especially in
rural areas, wouldn’t otherwise have. In
education, they are a learning tool for
students who live in places where it is
hard to get to schools. Smartphones are
used for farming projects, where farmers
can get information on crop prices using
app. Health websites tell villagers
what to do in case of emergencies
when no doctor is available or far away.
People even use smartphones for
entertainment in areas where there is
no TV. More people in Africa have access
to the internet than to clean water or
sanitation.

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 Future Maters 393

In the last ten years, the number

of smartphone users in Africa has
increased greatly Kenya, especially is
strongly connected. The country is
also called Silicon Savanna because
92 % of all Kenyans go online through
smartphones.

Text adapted from: https://www.

english-online.at/newsarticles/
technology/mobile-phones-change-
peoples-livesin-africa.htm

121
394 Unit 4

2. Read the text and answer the

questions below. Write the answers in
your notebook.

a. How many smartphone users are

there today in Africa?

b. What specific problem do students

have in Africa?

c. Why are health websites helpful for

villagers?

d. What is Kenya called today? Why?

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 Future Maters 395

CHECK POINT
3. Read the text again and match the
words in bold with their corresponding
definition below.

a. A place on the Internet with one or

more pages of information about a
subject.

b. A computer program that is designed

for a particular purpose.

c. A mobile telephone with computer

features that may enable it to interact
with computerized systems, send
e-mails, and access the web.

116
396 Unit 4

d. The large system of connected

computers around the world that
allows people to share information
and communicate with each other.

e. Something a student uses to work

through big ideas, concepts or
processes while demonstrating
his or her thinking, planning and/
or decision-making on the way to
creating, performing or responding
to art.

4. Write a sentence using each of the new

words above. Then, in your notebook,
compare with a partner.

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 Future Maters 397

AFTER READING
5. Speaking

In groups, discuss the following

questions.

• In which countries do you think

technology hasn’t arrived yet?

• Is this an advantage or disadvantage?

Why?

122
 THINK GREEN!
1. Match the two parts of the sentences. Write the
answers in your notebook.
Condition Result
you will reduce the use of
If you llitter the streets,
plastic.
wild life wil disappear and

122
If you recycle paper,
you will suffer.
you will contamínate the
If you use reusable bags,
city.
you will sabe energy and
If you contaminate the ocean,
Unit 4

avoid pollution.
If you dont´care about the many marine animls will
environment, die.
If you turn off the electronics You will sabe tres and
398
devices when you are not using avoid deforestation
them,
 Future Maters 399

2. In pairs, choose one of the following

situations a have a conversation.

Situation 1

Student A
You explain to student B that the three
Rs are not necessary.

Student B
You disagree with Student A and tell
him/her about the cosequences of having
that attitude.

123
400 Unit 4

Situation 2

Student A
You tell student B that you need to print
everything you have to read or study.

Student B
You explain the consequences of doing
that using time expressions and future
tense.

BEFORE YOU GO ON

• Go back to page 294 and check your

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

123
 Future Maters 401

• Go back to page 295 and read the

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

Listening strategies
Reading strategies
Speaking 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.
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402 Unit 4

LANGUAGE SKILLS
Listening

Are you a good listener? Language

learning depends on listening. Being a
good listener will allow you to acquire a
new language and help you communicate
orally.

Listening activities help you develop

strategies that will improve your listening
skills.
1. Before Listening activities are designed
to help you understand what you are
going to hear. They require you to use
whatever knowledge you have to make
predictions about what you are going
to hear.

124
 Future Maters 403

• Who are the speakers?

• What is the situation?

2. While Listening activities help you

focus on specific words, sounds or
information in the text. The following
strategies are helpful:

•
Read through the task before
listening, so that you know who you
are listening for.

• Focus on the task. Do not try to

understand every word.

124
404 Unit 4

3. After listening activities evaluate how

well you understood the text as a
whole. These activities require you to
use other strategies.

•
Infer information that is not
specifically stated in the recording.

• Summarize the main ideas in the text.

Think about yourself

1. Which strategies do you use?

2. How can you improve your listening
skills?
3. How can you use these strategies to
develop your listening skills outside the
classroom?

124
 Future Maters 405

SPEAKING

Are you a good speaker? Many people

think that speaking is the result of good
language learning. Only by practicing will
you be able to develop fluency. When
you first start speaking, you might find it
difficult to express yourself, but you will
gradually gain confidence and feel more
comfortable. Some simple strategies can
make the process easier.

1. Short Answers are phrases and

sentences that are predictable and
repeated frequently in speech.

125
406 Unit 4

They are often common phrases that

people use in conversations to show
that they understand, agree, or have
doubts about what someone is saying.
It is important to memorize minimal
responses and practice them. In this
way, you can focus on what the other
person is saying. This will give you more
confidence to participate.

Minimal responses:

I agree.
Go on.
I think so.
I’m not sure.
I disagree.
I don’t think so.

125
 Future Maters 407
2. Communication is your ultimate
objective. Oral communication involves
a speaker, a listener and a message.
To improve fluency, you need to focus
more on what you want to say (the
message) than on how you say it.
Remember, you are successful if you
communicate using the language you
have. The following strategies can be
helpful.

• Think about what you want to say in

English.

• Do not translate.

• Use simple structures.

• Explain or use alternatives for words

you don’t know.

• Verify that the listener understands

you.
125
408 Unit 4

Think about yourself

1. Decide in which situations from your

everyday life you would do the following
in English.

• Ask for and give information.

• Describe events and situations.

• Have a telephone conversation.

• Have a discussion with opposing and

similar points of view.

• Give a simple presentation.

125
 Future Maters 409

LANGUAGE SKILLS
Reading

Are you a good reader? There are four

factors to consider as a good reader: you,
the text, the reading strategies you use,
and the purpose.

1. Reader characteristics include reading

skills, interest in the topic, and physical
factors such as sleepiness or hunger.
Some readers consider the following:

a. I read sitting up, with a good light,

at a desk or table.

b. I keep background noise to a

minimum so I can concentrate.

126
410 Unit 4

c. When reading is difficult and I don’t

understand something, I read it again.

d. I write and take notes as I read.

e. I note down what interests or bores

me and think about why.

2. Texts vary depending on genre (novel,

science, play, psychology, etc.). Some
reading is quick and easy, while other
reading is quite slow and difficult.

• What types of texts do you find

difficult?

•
What genres do you read for
pleasure? Why?

• Which genres do you read for

academic purposes?

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3. The purpose is probably the single

most important factor. People read for a
variety of purposes: to gain information
or verify existing knowledge. Before
beginning to read, think about the
purpose for the reading.

4. Reading Strategies can make all

the difference. Selecting the correct
strategies for a text will help you to
understand it. These strategies can help
you.

a. Survey the reading. Look at the title

of the piece, the subheadings, the
graphs, and the pictures.

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b. Read the introduction and

conclusion first. Or read the first line
in every paragraph to get the main
idea, and then go back and read from
the beginning.

c. Pay attention to when you can look

for general information and when you
need to understand every word.

Think about yourself

1. Do you think you are a good reader?

2. What do you need to do to improve

your reading skills?

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 Future Maters 413

Steps to Writing

Are you good at writing? Good writers

plan their work in stages. Most people do
this naturally. If you want to improve your
writing skills, the following writing process
will help.

1. Pre-writing is the planning and idea-

gathering stage of the process.

• Research.
• Create idea maps, webs, and story
charts.
• Develop word banks.
• Decide on form, audience, and style.
• Think about genres: fantasy, thriller,
comedy, adventure, etc.

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2. Drafting refers to a first version of your
ideas.
• Focus on including the main ideas
and developing what you want to say.

• Don’t worry too much about grammar

and style conventions.

• Allow your creativity to flow.

3. Revising is the process of improving

the first draft. Re-read your work and
share it with a friend. Make changes
in the writing based on his or her
comments.

• Clarify content by asking who, what,

when, where, why, and how questions
about parts of the text that are not
easy to understand.

• Talk about how to improve your work.

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 Future Maters 415

4. Editing is the process of correcting

grammar and mechanical errors.

• Correct spelling.

• Check capitalization and punctuation.

• Check grammar and sentence

structure.

5. Sharing your work is the final and

most important stage. Seeing the
reader’s response will allow you to see
if you were successful.

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Think about yourself

1. Do readers understand what you

write?

2. Do they enjoy what you write?

3. What can you do to improve your

writing?

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