Reader
Hened Manzur
Ciclo 3
Lengua extranjera. Inglés
Reader
Estimada alumna, estimado alumno:
El Libro de lecturas que tienes en tus manos es el resultado del esfuerzo que realizan el gobierno federal, los gobiernos estatales, las maestras y los maestros para garantizar que todas las niñas, los niños y los adolescentes que cursan la educación básica en nuestro país cuenten con materiales educativos para construir su aprendizaje, y con ello alcanzar una educación de excelencia. Tu Libro de lecturas promoverá que te desarrolles integralmente, fomentará en ti el amor a la Patria y el respeto a todos los derechos; así reconocerás lo que te rodea, apreciarás tus fortalezas y sabrás lo que tu comunidad, México y el mundo necesitan y lo que puedes hacer por ellos. En el marco de la Nueva Escuela Mexicana, la equidad y la calidad son premisas de la educación. Este libro forma parte de los materiales educativos que se ofrecen para que, con el trabajo diario de maestras, maestros, autoridades y familias, alcances el máximo logro de aprendizaje y el fortalecimiento de los lazos entre tu escuela y tu comunidad.
Este libro ya es tuyo; es un regalo del pueblo de México para ti. ¡Conócelo, cuídalo y disfrútalo!
Distribución gratuita, prohibida su venta.
READER
Primary
Catalogue Publication Data
Author: María del Carmen Hened Manzur Soda Sunburst 5 Reader First published 2020 Pearson Educación de México, S.A. de C.V., 2020 ISBN: 978-607-32-5228-7 Area: ELT Format: 13.5 x 20.5 cm Page count: 128
Managing Director: Sebastián Rodríguez ■ ELT English Lead: Anita Heald ■ Publisher: Hened Manzur ■ Content Development: Susana Moreno ■ Content Support: Engeli Haupt ■ Proofreading: Michael Twomey ■ Art and Design Coordinator: Juan Manuel Santamaria ■ Layout: Alberto Vega ■ Cover Design : Erika Fernández ■ Illustrators: A Corazón Abierto ■ Photo Credits: Shutterstock
Datos legales
First published, 2020 First Reprint, 2021
D.R. © 2020 por Pearson Educación de México, S.A. de C.V. Avenida Antonio Dovalí Jaime 70 Torre B, Piso 6, Colonia Zedec Edi cio Plaza Santa Fe Alcaldía Álvaro Obregón, Ciudad de México, C. P. 01210
ISBN PRINT BOOK: 978-607-32-5228-7
Cámara Nacional de la Industria Editorial Mexicana Reg. Núm. 1031
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All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher.
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PRONI-LEGAL-20-21.indd 1
31/01/20 11:58
Dear readers,
This book will take you to new experiences.You will read ctional stories in which you will use your imagination. Also, you will nd interesting texts with which you will learn about real life and have fun.There may be many words that you don’t know, but don’t worry, each text has a glossary that will help you with dif cult vocabulary. At the end of each reading, you will work on different activities. Some of them will make sure you understand the texts very well. Others will make you connect the information with your own life. The following pages will guide you on a wonderful journey.Are you ready? Enjoy! Glossary key: • noun = n .
• adjective = adj . • adverb = adv . • conjunction = conj . • present participle = pr. part . • past participle = p. part .
3
Contents
Unit 1 Let’s Do Something!
5 A story about a family spending time together Activities 16
Unit 2 You Won’t Believe It!
17
A personal anecdote Activities
28 29 40 41 52 53
Unit 3 How to Solve Daily Life Problems
A guide to solve problems Activities
Unit 4 School Newspaper
All the latest news Activities
Unit 5 Dear Diary: My Trip to India
An incredible experience Activities
64
Unit 6 Exhibit: Things Your Grandparents Grew Up With Do you know what these things are? Activities Did you know this about your body? Activities Unit 7 T he Amazing Human Body
65
74 75 86 87 98 99
Unit 8 Kevin’s Game
The strangest dream Activities
Unit 9 Questionnaires
How to gather information Activities
110 111 122 124
Unit 10 Sarah Goes to the City
Asking for directions Activities
References
4
!
o
A story about a family spending time together 38
Written by John Jackson
Social Practice of the Language To exchange expressions to arrange meetings
Unit 1
5
I live with my mom, my dad, my grandma, my brother, and two sisters. My parents are at work all day, and we all have activities after school. Sometimes we don’t see each other very much. The weekend is the best time to do things together. In my family, we have a rule that we take turns to decide what to do. I’m excited, because next week is my turn. I’m still trying to decide what I would enjoy the most.
turns: n. chances to do something after someone else
Unit 1
6
“Can we go hiking in the mountains?” I asked my mom.
“That sounds like a great plan, sweetie,” she said, “but what about grandma?”
The other rule was that everyone needs to be included in the weekly activity. This made it very hard sometimes.
“Well, I don’t think grandma can go on a hike, so let me think a little more.”
So, I thought hard. I only get a chance every seven weeks to decide, so it was really important.
included: v. p. part. to make someone a part of something
Unit 1
7
“How about we go rowing in the park Saturday morning?” I asked my dad.
“Rowing sounds like a wonderful plan, but remember that your brother has a football game on Saturday morning.”
“How about we go after the game?” I asked.
“What about the rain?”
It was true. It was raining every day now. I needed to think of something better to do.
“I’m afraid rowing in the rain wouldn’t be fun,” I accepted.
rowing: v. pr. part. to move a boat on water using long sticks called oars
Unit 1
8
“Would you like to go to the cinema on Sunday?” I asked my youngest sister.
“Cinema?”
“Yes, remember the place with a big screen where we can watch a movie? Would you like that?”
“No! No!”
Then I remembered. Alejandra did not like the cinema last time; it was very dark and she got scared. Maybe she was still too little.
“Ok. Don’t worry, we won’t go to the cinema.”
dark: adj. with little or no light
Unit 1
9
“Grandma, where do you want to go?” I had no more ideas.
“I just want to go wherever you want to go, my dear,” grandma said sweetly.
“But I don’t know!” I was getting worried about it.
“I need help deciding. We’re not going hiking or rowing, or to the cinema!”
“You know, we don’t need to go anywhere to have fun!”
That’s not helping, I thought, but maybe grandma was right…
wherever: conj. any place
Unit 1
10
“I want to stay at home and do nothing all day. Do you want to come?” I invited everyone.
“Absolutely!” said mom. “That sounds amazing !” said dad.
“I would love to,” said my brother.
“Yay!” said my youngest sister. “I’ll be there!” said my sister Louisa.
“Thank you, my dear,” said grandma.
amazing: adj. very good
Unit 1
11
We had a big do-nothing plan. Everyone looked very excited.
“I’m going to the shops. What should I buy for the big day?” asked mom.
“I guess we’ll have to eat something,” I answered.
“Get some chocolate, my dear, and we can bake some chocolate cookies,” suggested grandma.
“And some popcorn, if we decide to watch something on television,” said my sister Louisa.
“And some lemon to make lemonade, if we decide to play outside,” said my dad.
suggested: v. p. part. to give an idea for other people to consider
Unit 1
12
Finally, it was weekend. We all helped mom to make hotcakes for breakfast. They were delicious. Then we all helped to wash the dishes and clean up. The day was starting well, but then… everyone disappeared !
disappeared: v. p. part. to no longer be in a place
Unit 1
13
“I’m going to my room,” my brother said.
“I’m just taking a nap ,” grandma said.
“I’m playing with my dolls,” Alejandra said.
“I’m looking for Thomas,” Louisa said. Thomas is our cat.
“Wait!” I said, “Remember what we said? We’re not doing anything today, and we’re spending time together!”
nap: v. to sleep for a short while during the day
Unit 1
14
So, we all went to the living room, and we played with Alejandra and her dolls. We listened to my brother’s music. We helped Louisa find Thomas. We tried to be quiet while grandma napped. We played together outside and made lemonade, and then we watched something on television. We had a great day together, even though it was di cult to arrange !
arrange: v. to plan or organize for something to happen
Unit 1
15
Do the following activities to support this unit’s social practice of the language: To exchange expressions to arrange meetings. 1 . In pairs, complete the chart with three activities you want to do after school this week.
Time/ Place
Day
Activity People
2 .Talk to other pairs and invite them to your activities. Decide which invitation to accept and add it to your chart. 3 .Work with another pair and tell them about your activities. See if you have any activities in common.
Read ideas about activities you can do outside. goo.gl/BbHsP3 ICT Box
Unit 1
16
t !
Y
A personal anecdote
39
Written by J.C. Henning
To tell short stories of interest Social Practice of the Language
Unit 2
17
It was summer. I was at home with my friend Gabriel, who lives in my street. We were just playing outside and enjoying our holidays. I can’t remember exactly what we were playing, but we were in the garden. Suddenly, we heard a strange noise. At rst, we didn’t understand what it was. We went closer to check, but still couldn’t nd where it was coming from.
strange: adj. not normal or usual
Unit 2
18
Then we realized it was coming from a small hole in the ground.
“You go look!” I told Gabriel.
“No, you go!” he tried to convince me.
I didn’t want to. “What if it is a raccoon or something dangerous ?” “It doesn’t sound like a raccoon,” said Gabriel, but he didn’t sound very sure.
dangerous: adj. not safe
Unit 2
19
“Let’s go together,” I suggested.
We walked closer and closer, and the closer we got, the more familiar the sound became.
“Wait, it sounds like…” before Gabriel could nish his sentence, I said, “A kitten!” We looked at each other excitedly and ran to the hole. It was denitely meowing.
“I think it’s stuck ,” I said.
“We need to help it, Maria!” said Gabriel.
stuck: adj. not be able to move or get out
Unit 2
20
We found some sticks and got to work. We carefully started making the hole bigger.
We couldn’t see the kitten. We kept on digging .
Aer a while it stopped meowing and we got really worried, but then it would start again and Gabriel and I would dig happily again. It felt like hours before we got to where the kitten was. One of its paws was stuck in the roots of a plant, but it was easy to get it out.
digging: v. pr. part. make a hole in the ground using your hands or a sharp object
Unit 2
21
He was the sweetest and cutest little thing I had ever seen. His fur was long and so, but we couldn’t see what his real color was, because he was just dirty brown. He had the most beautiful blue eyes. He was really tiny. We both loved him from the moment we saw him. He seemed very happy to see us; his scared meowing stopped and he wouldn’t stop purring .
purring: v. pr. part. make a low sound to show you are happy, especially the sound cats make
Unit 2
22
“So, what do we do now?” Gabriel asked as he scratched under the kitten’s chin.
“We can take him to my house,” I said excitedly.
“What about Maggie?” Gabriel asked with a worried voice. Maggie is our dog, and she likes to chase small animals in the garden. I didn’t know what to say.
“We could take him to my house,” Gabriel said.
“Really? Do you think your mom will let you?” I asked. I asked because Gabriel’s mom didn’t like anything that could be dirty in the house. She was very serious about the house being very clean.
serious: adj. very important and not funny
Unit 2
23
“Well, we can’t leave him here all by himself,” I was sure of that. All of a sudden, we heard another loud noise; it was more of a hiss . It gave Gabriel and I both a fright. I almost jumped up, but I didn’t because of the kitten in my lap. I held Gabriel’s arm.
“You’re hurting me,” he whispered.
“Sorry!” I apologized, “What was that?”
We heard it again, this time behind a dierent tree.
hiss: n. a sharp sound
Unit 2
24
Then I realized.
“It’s probably his mom,” I whispered to Gabriel.
He agreed by shaking his head up and down. He signaled for me to put the kitten down. I really didn’t want to, but I knew it was the right thing to do. I lied the kitten carefully from my lap and got up slowly. He started meowing again.
This time his meows were answered by some louder meows from behind the tree.
signaled: v. p. part. to use your body to give a message
Unit 2
25
We walked away slowly, not taking our eyes o the kitten. Before we knew it, his mother took him in her mouth and carried him away proudly.
“Maybe they have a home already,” said Gabriel.
“Maybe,” I said, “but let’s go get them some milk just in case.” So, that summer, Gabriel and I took out milk and sh and any delicious scraps we could nd and le in behind my garden.
scraps: n. food that is left over after a meal
Unit 2
26
We never found out where the cats really lived, but Brownie the kitten always came to visit us when Maggie wasn’t out in the garden. A few months later, I even woke up one night because I had a furry little visitor at my bedroom window.
Even though he couldn’t say it, I knew that he was thankful that we got him out of that hole.
furry: adj. covered in animal hair
Unit 2
27
Do the following activities to support this unit’s social practice of the language: To tell short stories of interest. 1 . Think of something surprising that happened to you. Write down the most important actions and describing words in the story. Actions/Events Descriptions
2 .Work in groups of three. Take turns to tell your stories. As you listen, write one question to ask about each story. ? ? 3 .Take turns to ask and answer the questions you wrote in Activity 2.
Read other children’s stories here. goo.gl/urDF7c ICT Box
Unit 2
28
v
o
e
y
A guide to solve problems
40
Written by Manoj Nezu
Social Practice of the Language To follow information from an illustrated guide to solve a problem
Unit 3
29
We all have problems in life. Some of them are easier to solve than others. Problems that have no easy solutions are the ones that make us feel the most anxious , but there are di erent ways in which we can try to deal with these problems. Sometimes it helps to break things down into steps. Here are steps that you can follow to help you with a di cult problem in your daily life. These steps can be used to solve many di erent kinds of problems.
anxious: adj. worried and nervous about something
Unit 3
30
Say There Is a Problem
The first step is to say that there is a problem. Because problems make us feel anxious, a lot of the time we choose not to see the problem, or pretend that it does not exist. This will not make the problem go away. It is better to know that there is a problem from the beginning. Use your feelings to help you identify the problem. If you are feeling anxious, make a list of the things that are causing that feeling.
It is important to write the problem down.
pretend: v. speak and act to make something seem like something it is not
Unit 3
31
Ask Yourself Some Questions
The second step is to ask yourself some questions.
• What is the situation? Use this question to describe the circumstances. • What do I want the situation to be? Use this question to identify what you want. • What needs to change so that the situation can be how I want it to be? Use this question to identify what you need to do. Then summarize this information by writing your problem down in one sentence. Try to write down just the facts ; do not write feelings.
facts: n. pieces of information
Unit 3
32
After you have written your sentence, it is time to make sure it is very specific. It needs to be so specific that it is clear how it can be measured or evaluated. For example, if you want to be happier at school, think about what that means. Here are some examples.
• Do you want to make more friends? • Do you want to get better grades ?
• Do you want to do more things after school? • Do you want to participate in more sports?
grades: n. numbers or marks to show how good a student’s work is
Unit 3
33
Select Your Goal
It is important to think about what your solved problem will look like; this is the third step. This will give you your goal. It is important for your goal not to be too di cult to achieve. If you make your goal too di cult, then it is likely you will not solve your problem, and only feel worse about it. Your goal should be specific. Also, try to have a goal that can be reached soon. Sometimes, having many small goals is better than having a bigger goal.
goal: n. a wanted result
Unit 3
34
Brainstorming
The fourth step is to start brainstorming to help you think of solutions. Try to think of as many solutions as you can. They don’t need all to be good solutions at this point. It is important to write down all your ideas, even if they seem silly or wrong. Try to think of solutions that are very di erent from each other. Sometimes it helps to brainstorm with someone. Ask a friend to help you with more ideas.
brainstorming: v. pr. part. to think of lots of ideas or ways to solve a problem
Unit 3
35
Select an Idea
The fifth step is to select an idea from the many ideas you came up with. Choosing the right solution for your problem can be di cult. You can use these questions to help you decide. • How will I feel if I choose this solution? • What are the good and bad things about this solution now and in the future? • How much time and other things will I need if I choose this solution? • Will this solution solve my problem and help me reach my goals?
reach: v. arrive at or get to
Unit 3
36
Create an Action Plan
GOAL
The sixth step is to create an action plan. You have already chosen a solution, so now it is time for you to act. It is
START
easy to waste time worrying if the solution you chose was the right one. This is not going to help you. Start doing something instead . An action plan is a plan with specific steps that describe in detail how you are going to carry out the solution from beginning to end. It will help you to spend your time and energy on the right things.
instead: adv. in place of
Unit 3
37
Evaluation
The last step is to evaluate how it all went. After carrying out your solution, you need to check that it is working. You can use these questions to help you decide if your solution has solved the problem in the way you wanted. • Did I define my problem correctly ? • Were my goals right for me and the solution I chose? • Are there other solutions that can work better? • Did I carry out my plan like I said I would?
correctly: adv. in the right or correct way
Unit 3
38
Do I Need to Speak with Someone?
If you were unable to solve your problem using the seven steps, there is one extra step to follow. It can be embarrassing to talk about your problems, but sometimes we all need help. If a problem is making you feel anxious and you feel like you cannot solve it, talk to your parents, teacher or friend. Before you talk to them, think about what you need and what you will say. Pick a time and a place where you will feel comfortable to talk about your problem.
embarrassing: adj. making you feel shy or uncomfortable
Unit 3
39
Do the following activities to support this unit’s social practice of the language: To follow information from an illustrated guide to solve a problem. 1 . Work in groups of four. Follow the information in the Reader to solve the following problem. Problem: The class needs to be healthier. What do you want the situation to be? What needs to change? Goal:
Brainstorming solutions:
Select solution:
Action plan:
2 .Share your solution with the rest of the class.
Read the information about how to talk to your parents. Follow the instructions to improve communication with your parents. goo.gl/aQJXcd ICT Box
Unit 3
40
o All the latest news
41
Written by Tara Boyd
SCHOOL NEWSPAPER Monday, September 25 Vol. 25, No. 8
Repairing the Roof
No More Junk Food , Goooooal!!
Science Fair Coming Up
Social Practice of the Language To exchange opinions about the news
Unit 4
41
Letter to the Editor
Thank you for your interview with Mr. Fernandez last month. He is my favorite teacher and I enjoyed learning more about him. I can tell you that he is very funny and that all his classes were very interesting. I want to suggest that you also interview other people who work at the school, not only teachers. Mrs. Valeria in the cafeteria is always very friendly, and not everyone knows her. I would also like to know the name of the librarian and cleaners.
librarian: n. someone who works in a library
Unit 4
42
Science
School Newspaper
Science Fair Coming Up
The yearly science fair will be held in the school auditorium for the week of November 12 to 16 Mr. Terrance, who is organizing the fair, has asked everyone to participate. “Science is for everyone, it’s about everything around us,” he said. When we asked him how to nd a good idea for a science
project, he gave us this advice:
“Science starts with a question, so think about something you don’t know that you want to know.”
fair: n. an event or competition in which lots of people participate and show their work
Unit 4
43
Health
School Newspaper
No More Junk Food
Maybe you have heard. There is going to be no more pizza or chips in the cafeteria! The decision was made in a school meeting between teachers and parents last month. Everyone decided together that it will be best for the cafeteria to serve healthy food options. “We know that this decision is not going to be popular with students, but it is best for their health,” principal Daval said.
junk food: n. food that is unhealthy but quick or easy to eat
Unit 4
44
Arts
School Newspaper
Calendar Competition
The Arts department has said that it will be opening a new competition for a school
calendar. You can nd the information below.
The school needs a new picture for the calendar. It could be yours! What? Anything friendly about school When? Before the last day of term How?
Leave your picture, painting, or photo in the calendar box in the art room.
department: n. a specific part or area of a school or business
Unit 4
45
Interview with a Teacher
School Newspaper
Miss Millie
Miss Millie has been a teacher for 12 years. She loves the subject she teaches (History). After school she is a drama coach . In her free time she enjoys reading books about Latin American history. She is married and lives with her husband, three cats, and a dog. She also likes
going for walks and working in the garden.
coach: n. someone whose job it is to help people do something better
Unit 4
46
In the School
School Newspaper
Repairing the Roof
As some of you already know, there have been some problems with water coming through the roof of the boys’ and girls’ bathrooms on the second oor. The roof will be repaired soon. We are sorry about this, but please continue using the bathrooms on the rst oor instead.
Tip: Save water. Do not leave the tap open while you wash your hands.
Tip: Save trees. Use the hand drier to dry your hands.
repairing: v. pr. part. to fix something that is broken
Unit 4
47
Sports
School Newspaper
Goooooal!
The football stars of the fth grade can thank their amazing player, Pedro, for scoring the goal that helped them win the game. It was not easy. It was quite painful . Pedro did not know it at the time, but he broke his foot as he kicked the ball.
“My foot hurt for the rest of the day. At night, I couldn’t walk, so my mom took me to the doctor, who put this on my foot,” he told us.
painful: adj. causing pain, sore
Unit 4
48
Jokes
School Newspaper
calf: n. a baby cow
Unit 4
49
It A ects You
School Newspaper
Let’s Get Up Later!
The principal has announced that we will participate in an experiment with three other schools in the area. The idea is that some classes will be given an option to start school later (and nish later, too). The schools will then look at the grades of the students who participate in the experiment. The principal said, “If it looks like students do better in school when they start later, we will see how we can give everyone the option to start at a di erent time.”
experiment: n. a test you do to discover if something is true
Unit 4
50
Games
School Newspaper
Word Search Search for 10 words from the newspaper.
J J TXLUBPAHEEWTG NCSKHCAOCPWUYOD I LCONHORFHRBVR I PANAI RARB I LFPVT I J VYDEGPA INFULC KEUXSEURLMHAWHG DLLCPEPF I JMIEDX FB JWLVQAESUR JMC AVUREPA I RGRWRTG NINJ JOPFVTZBUCK VGKS PUYAMFMHI AH P I FNUSUNNUSERLC UAOQFRHK J CXFNFK PXOZEXPER IMENTK WRDC J GRUXLMAEMY
CALF COACH DEPARTMENT EXPERIMENT FAIR JUNK FOOD LIBRARIAN PAINFUL REPAIR SEARCH
search: v. try to find
Unit 4
51
Do the following activities to support this unit’s social practice of the language: To exchange opinions about the news. 1 . Work in groups of three. Write the title of a possible article for your school newspaper. Discuss what the article is about. 2 .Walk around and ask each other about your ideas for articles. Write down the titles of at least four articles and make notes to help you remember.
3 .Work in groups of four. Take turns to share your opinions about different articles. Ask for clarification if needed.
Read about news on this website for kids. https://www.timeforkids.com/ ICT Box
Unit 4
52
i
:
e
An incredible experience
42
Written by Juan Diaz
Social Practice of the Language To read a short travel story to discover natural aspects and cultural expressions
Unit 5
53
Day 1
I never imagined it was that far. It took us almost two days to get here, and we had a long layover at the airport before our second flight. It doesn’t matter, though. New Delhi is amazing! It reminds me a little of Mexico, because there are many historical buildings mixed with modern and older buildings. There are also millions of people, like in Mexico City, and a lot of traffic, too. It was just a whole lot hotter!
layover: n. time you spend waiting at the airport between fl ights
Unit 5
54
Day 2
We went to see the famous Taj Mahal. It is even more impressive in real life than in photographs. Talking of photographs, I took so many with aunt Julia’s camera that she has asked me to delete some. Today I had curry for the first time. It has got so much flavor. It is a spicy powder that is made into a sauce in which food is cooked. I had vegetable curry and rice. It’s a different kind of spicy to Mexican food, but I love it.
spicy: adj. a strong and hot flavor caused by spices or chilies
Unit 5
55
Day 3
Today we went to a city called Jaipur. It is also called the pink city, because so many buildings are that color. We took a tour at the Amber Fort and learned all about its interesting history. We walked so much; it is just so big! We had lunch, and I ordered a curry again, but this time with meat and something almost like a thick flour tortilla called naan bread. Then we walked in a really busy market where they sold shoes, bags, puppets, and rugs. Everything was so colorful. I took another hundred pictures.
fort: n. a very large set of buildings that were built to protect the people inside
Unit 5
56
Days 4 and 5
I couldn’t write yesterday. We took the train to Udaipur; it took almost eight hours to get there. We got there in the afternoon and walked down to see the lake. Just as it was getting dark, we saw a lot of bats flying above us. My aunt wanted to leave, but I thought it was something special. We were also surprised at how nice our hotel was! Today, we went to City Palace. There was one room covered completely in small pieces of mirror. I think I took even better photos today.
bats: n. small animals like a mouse with wings that are awake at night
Unit 5
57
Day 6
Today has been my favorite day so far. We went to a mountain just outside Udaipur
and my aunt took me horse riding! It was a great surprise. At first I wasn’t very sure about it, and I thought that I would
get nervous. My horse’s name was Marwari King, and he was very sweet and calm . He made me feel relaxed, so I just enjoyed myself. The area is so beautiful, and it was nice to get some fresh air after being in the city.
calm: adj. relaxed, not excited
Unit 5
58
Day 7
We went on a boat ride on Lake Pichola. The water was a very clear blue, and there were some islands in the middle of the lake. When our boat ride was over, we walked around the lake for some time.
Today we bought food on the street. We tried Egg Bhurji for the first time. It’s curried scrambled egg with cooked vegetables. I think I’m starting to understand Indian food. Their curry is like our salsa. There are so many different kinds!
We stayed by the lake and watched the sunset . It was really beautiful.
sunset: n. when the sun goes down and disappears in the evening before it gets dark
Unit 5
59
Day 8
Today we drove to Pushkar, and we came exactly at the right time. This week there is a camel fair! There were thousands of camels, horses, and cattle. We got to see a camel race! There were also lots of dances, music, and fun competitions. In one competition, men and women played tug of war against each other, where they each pulled one side of a long rope. My aunt was very happy, because the women won.
tug of war: n. contest in which two teams pull opposite ends of a rope with the object of pulling the middle of the rope over a mark on the ground
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Day 9
I couldn’t believe my eyes. We went to the golden Ajmer Jain Temple . Everything was made of gold. More than 1,000 kg of gold was used to make the things in the temple. There were lots of elephant statues. The outside of the temple is made of red stone. I’ve listened to more Indian music now. They use their voices in a really interesting way, and usually there are some strange instruments, similar to guitars, called sitars.
temple: n. a building like a church, where people of some religions go to
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Day 10
We are back in Delhi, and today we just walked around the city without any plans. It was a good idea. We got to see so many monuments . After spending so much time outside the city, it felt really crowded today. I guess it’s helping me get ready to be back in Mexico City. I’m also glad that it will be colder in Mexico. I’ve never been anywhere hotter than India. I am sad to leave, though. It has been a wonderful trip.
monuments: n. old buildings or structures that were important in a city or country’s history
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Back in Mexico
I can’t believe we’re back. I already miss the food. I brought some curry powder, and my mom said that we could try to cook some Indian food. I want to have an Indian lunch for my birthday, and wear the clothes I bought on my trip. I’m going to invite my friends and show them all the photos I took while we were there. It is something I will never forget. I only got to know a small part, so I really hope that I can go back someday to explore more!
explore: v. look around to see what there is in a place you don’t know
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Do the following activities to support this unit’s social practice of the language: To read a short travel story to discover natural aspects and cultural expressions. 1 . In groups of four, discuss what were your favorite cultural expressions in the trip to India. 2 .Together, compare nature described in the trip to India with nature where you live. Nature in India Nature in Mexico
3 .Decide with your group what natural and cultural places you would recommend for a 10-day trip to Mexico. Culture in Mexico Nature in Mexico
Learn more about other countries around the world on this website. www.kids.nationalgeographic.com/explore/countries ICT Box
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r
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Do you know what these things are? 43
Written by Jennifer Pine
Social Practice of the Language To gather information about a topic to make cards and set up an exhibit
Unit 6
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Pagers Pagers were used to receive text or voice messages. It was one of the first forms of messaging before there were modern cell phones. Pagers were worn in many people’s belts. They are also known as beepers, since they make a beeping sound when a message is received. Not many people use pagers anymore, but they sometimes work better than cell phones and their battery can last longer. That is why they are still sometimes used in hospitals.
battery: n. a small object that contains power
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VHS Tapes VHS stands for Video Home System. They were made by the JVC company in the 1970’s. These were used long before DVDs and movies that you can rent online. You had to insert the tape into a VCR player. After watching your movie, you had to rewind it to watch it again. They could also be used to record shows or movies that were broadcasted on television. Some people still own VHS tapes of family video recordings. Ask your grandparents if they still have any!
rewind: v. to turn a tape back to the beginning
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Video Rental Stores This was basically your video tape library. You also needed a membership card to take movies home. You could usually rent them for two or three days. If you kept them for longer, you had to pay more for every extra day. Video rental stores usually sold their old movies for good prices. They also sold movie snacks like popcorn and sweets. If you ask your grandparents, they will probably say that it was a lot of fun to walk past all the shelves and pick a movie for the weekend.
membership: n. the act of belonging to a club, for example
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Photo Film Before digital cameras were invented, people had to use film to take photos. You needed to put a roll of film inside your camera before you could start taking pictures. Each roll could usually hold 24 or 36 pictures. After you took all the
pictures on the roll, you had to take it to a special photo lab where they put the film in special liquids and printed your photos for you. You couldn’t take as many pictures as quickly as you can today.
lab: n. special room or building with equipment to do something specific like science
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Floppy Disks The floppy disk was sold for the first time by IBM in 1971. You can still find it as an icon on almost every computer, because it now means to save. These disks were first used to store files and move them from one computer to another. They were used long before CDs, USBs, and online space. The first floppy disk could only hold 80 kilobytes. Today, most files are a lot bigger than that. You need to be very careful with these disks, because if it is damaged , all files can be lost.
damaged: v. p. part. to break or hurt
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Paper Maps Before there was the Internet, people actually had to use paper maps when they went somewhere new. There was an index in the back with a list of the street and place names. First you had to find the page in the book of maps that showed the area you wanted to see. Then you had to look at the map and think of the best route . Sometimes it was very di cult to know how long it was going to take to get somewhere.
route: n. the roads you follow to get from one place to another
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Phone Book Before cell phones, most homes only had one phone. You had to stand by it to speak to someone since it had to be plugged into the wall. Because there was no Internet yet, if you wanted to find someone’s number you could look them up in the phone book. You just needed their name and surname. Then you would look under their surname and find them
with their name and address. Phone books were very large
and heavy, since they contained
thousands of people’s information.
plugged: v. p. part. connect with a cord
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Vinyl Records Before cassettes, CDs, and MP3 players, there were records. You had to be very careful not to damage them, because then you couldn’t listen to your favorite music without it stopping or repeating the same part over and over. Records were quite big, bigger than a piece of paper, and they had to be kept in cardboard envelopes to protect them. They weren’t easy to transport. You would need boxes and boxes full of records to keep all the music you can keep on a cell phone today.
envelopes: n. flat paper containers that you normally use to mail a letter in
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Do the following activities to support this unit’s social practice of the language: To gather information about a topic to make cards and set up an exhibit. 1 . Work in groups of four. Use the information in the Reader to create four cards for a museum exhibit. Include a picture and important information.
2 .Decide how you are going to present your museum cards and if you will include anything else in your exhibit. Practice your presentation. 3 .Work with another group. Take turns to present your exhibits.
ICT Box
goo.gl/sqmSxH
Watch kids try technology from the 80’s.
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n
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Did you know this about your body? 44
Written by Tom Meyer
Social Practice of the Language To describe and compare appearance and ability at different ages
Unit 7
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When we are born, our brains are a third of the adult size. In just three months, babies’ brains grow to half the size they are going to be. An adult brain weighs about 1.5 kg. Your brain is like a very powerful computer. It needs oxygen to do its work. It uses a quarter of the oxygen and half of all the energy used by your whole body. It can stay alive for five to ten minutes without oxygen. Your brain has enough energy to turn on a light bulb.
oxygen: n. a gas in the air that we need to breathe
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Babies are born with 94 more bones than adults. This is because many of our bones grow together. A quarter of our bones are in our feet. In order to keep our bones happy and healthy, we need to get enough exercise and calcium . Sometimes when we have an accident, we can break a bone. The broken pieces grow together again to form a new bone. Sometimes this new bone is stronger!
calcium: n. something that is found in bones and teeth, and in small quantities in milk and other foods
Unit 7
77
The color of your skin depends on the amount of something called melanin that is produced in your body. Small amount of melanin means you have light skin, and larger amounts cause darker skin. Skin is the largest organ of the human body. Its most important job is to protect your bones and other organs, and it also lets you feel heat and cold. It is very important that you protect your skin from the sun, especially when you are a child.
organ: n. a group of cells that work together in your body to do something specific, like the brain, heart, and lungs
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Our eyes receive information through light, almost in the same way as a camera. This information is then sent to our brains. Our eyes can focus on dierent things at dierent distances through a lens . The circle right in the middle of the eye is called the pupil, and it becomes smaller when there is a lot of light. The colored area of the eye is called the iris, and it can be brown, blue, green, or other colors.
lens: n. the part of the camera or eye that focuses light
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Babies are born without teeth. They get their first set of teeth when they are one or two years old. These are called baby teeth , and we have 20 of them. Then, between the ages of six and twelve, we lose our baby teeth and get 32 adult teeth. We need our teeth to break down food so that we can digest it. We need to brush our teeth at least twice a day to make sure they stay healthy.
digest: v. to break down food in the stomach and absorb it in the body
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Your ears detect sounds and send these to the brain, which makes sense of the sounds. Your ears are always working, even while you are sleeping. There is a lot more inside the ear than you can see. The hardest bone in your body is in the inner part of the ear. There is also a part in your ear that helps you to balance . Humans have pierced their ears for thousands of years.
balance: v. put yourself in a position where you will not fall to either side
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All mammals , including humans, have hair. There are two types of hair. You have terminal hair on your head, and vellus hair that covers most of the body. Hair grows almost everyone on the body, except for the lips, inside of the hands, and bottom of the feet. Our hair protects us a little bit from the weather and the sun. Every day, 50-100 strands (pieces) of hair fall out. Our hair lasts only for 2 to 7 years.
mammals: n. any type of animal that grows inside its mother until birth, and then drinks its mother’s milk
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Your tongue contains 3,000 to 10,000 small things called taste buds that you use to taste. We can sense dierent tastes: salty, sour, bitter, sweet. We cannot taste food until it is wet. We also use our tongues to speak and clean our teeth. Boys usually have longer tongues than girls. The part of the tongue that you can see is two-thirds of its total length. The adult tongue is 10 cm long and has eight muscles .
muscles: n. parts of the body that are connected to a bone and helps us to move
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Your stomach breaks down the food you eat so that your body can use its nutrients . It takes your food seven seconds to reach your stomach from your mouth. The liquid in your mouth, called saliva, is very important in this process. Your body produces 1.5 liters of saliva every day. The stomach is very small, but it can stretch a lot to contain food. When the stomach is empty we can hear some of the processes. The name for the noise our stomachs make is borborygmi.
nutrients: n. things in food that you need to live and grow
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The blood in our bodies is like a mail system that delivers important things to help our cells be healthy. Your blood contains red blood cells, white blood cells, and platelets. Red blood cells have the important job of taking oxygen to all the parts of your body. White blood cells help our body to fight diseases. Platelets help our bodies to stop bleeding when we have a cut. People have dierent blood types: O, A, B, and AB.
cells: n. the smallest units of a plant or animal
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Learn more about the human body on this website. goo.gl/8nhM6p ICT Box 3 .Work in small groups. Share your descriptions and say which ones you find the most interesting. Do the following activities to support this unit’s social practice of the language: To describe and compare appearance and ability at different ages. 1 . Work in pairs. Make notes on how these body parts change as we get older. Body Part Babies Adults Brain Bones Teeth Tongue 2 .Work together and compare the different body parts in the chart. Write down three of your ideas.
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The strangest dream
45
Written by Adriana Mendez
Social Practice of the Language To accept or reject requests in playing roles
Unit 8
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Yesterday after I got home from school, I was nally able to get my sister to play with me. We decided to play my favorite board game. I couldn’t believe it! She stopped playing with me when she went to high school and got a boyfriend, so this made me very happy. We took out the board game and all the pieces and started to play. Very soon that happy feeling was gone. I forgot that my sister wasn’t always honest when she played.
honest: adj. not lying or cheating, doing what is right
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She seemed to be having fun, but I wasn’t. I hate it when people don’t follow the rules and then lie about it. I didn’t want to play anymore. I was very angry.
“Come on, it’s just a game,” said my sister.
“If it’s just a game, why don’t you play fairly ?” I asked and hit the pieces on the board.
“Dinner’s ready, guys!” my mom shouted from the kitchen.
I didn’t say a word during the whole meal. Mom talked a lot, and she didn’t seem to notice.
fairly: adv. in a good and right way
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It took me a lot longer than usual to do my homework. I hate being angry. After a while, my sister came into my room. “I’m sorry, Kevin. I know what I did was awful ,” she really did look sorry. I felt better, so I said, “I’m glad we played. Thanks.” “Maybe we can play a different game next time,” she said as she left. I was ready for the day to be over, so I brushed my teeth and got into bed.
awful: adj. very bad, terrible
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Very soon I was asleep, and as I did I could feel myself falling and falling deeper into the bed. When I nally hit the ground, I was no longer in my bedroom. The oor was made from cardboard . I closed my eyes and opened them again. Either the board was very big, or I was very small. I tried walking in different directions, but I couldn’t leave the square I was standing on.
cardboard: n. thick and hard type of paper
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Suddenly, there was a very loud noise. It sounded like something was falling. Soon I saw two very large dice on the board. I put my hands over my head and hoped for the best, “I don’t want to die!” I shouted. Soon after the dice stopped moving and everything was quiet again, my feet started running to the other side of the board. I say “my feet,” because it was not what I chose to do; it was just happening.
dice: n. two small cubes with six sides and one to six dots on each side, used in games
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I was so tired by the time I got to the other side of the board. I didn’t really have time to think about where I was or what game was being played. What happened next was important. The square that I stopped on was… I was… put in jail ! I was in the same game I played with my sister, and the player got the Go to Jail card! I was in jail only for a little while, and it was boring. There was no one.
jail: n. a place where people are kept when they do not follow the law
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