Reader
Hened Manzur
Ciclo 3
Lengua extranjera. Inglés
Reader
Estimada alumna, estimado alumno:
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READER
Primary
Catalogue Publication Data
Author: María del Carmen Hened Manzur Soda Sunburst 6 Reader First published 2020 Pearson Educación de México, S.A. de C.V., 2020 ISBN: 978-607-32-5231-7 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: Ismael Centeno, Patricia Oliver ■ 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 Edicio Plaza Santa Fe Alcaldía Álvaro Obregón, Ciudad de México, C. P. 01210
ISBN PRINT BOOK: 978-607-32-5231-7
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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 How I Got the Money
5
A story about a new enterprise Activities
16 17 28 29 40 41
Unit 2 A Hundred Years
A story about a classic tale turned futuristic Activities Instructions to avoid personal risk situations Activities An informative text about how to conduct an interview Activities
Unit 3 Safety First!
Unit 4 Anyone Can Do an Interview
52 53
Unit 5 Clash of Cultures
Historical accounts about Mexico and European cultures Activities A story about a school problem Activities Unit 6 Think… Outside the Box Unit 7 Keep Out! Be Careful!
64 65
76
77 Warnings and prohibitions to avoid damages Activities 88
Unit 8 Konnichiwa
89
A story about a trip to a different country Activities Unit 9 What Will You Do for a Living?
100 101
Professions from the past, present, and future Activities
112 113 124 125
Unit 10 Refuse to Lose!
A story about a tennis match Activities
References
4
I
o
y
A story about a new enterprise
35
Written by Valeria Johns
Social Practice of the Language To exchange suggestions to buy or sell a product
Unit 1
5
Lisa wanted to give her mom a big gift; her birthday was coming up soon. But she was concerned because she didn’t have any money. She remembered that Katherine, her cousin, had her own business. “Maybe she can give me a few suggestions to get some money,” Lisa said, talking to herself. She picked up the phone and called Katherine.
“Hi, Katherine! It’s Lisa. I need your help. Do you think you can come to my house today?”
“Absolutely! I will be pleased to help. I’ll stop by after work. Is that OK?” said Katherine.
“Sure. Thanks a lot. See you later.”
At 6 pm someone knocked on the door.
Unit 1
6
“Katherine, thanks for coming. I called you because I want to buy a gift for my mom, but I don’t have any savings. I don’t want to borrow money from you. Perhaps you can help me get some,” said Lisa.
“Why don’t you sell something? It could be healthy food or eco-friendly products,” suggested Katherine.
“I don’t know how to cook or build things,” answered Lisa.
“Think of your skills and what people need. Find the connection between them. How about drawing something? You’re very good at it,” said Katherine. “Yes, I can draw very well.” Lisa paused to think. “I know what to do!”
borrow: v. to ask for and receive money or something else from someone with the promise to give it back
Unit 1
7
“I think I can make cards. People like hand-made things,” said Lisa.
“That’s an excellent idea! I can help you get the materials you need. Let’s go to the stationery store,” Katherine said. They bought cardstock paper, color pencils, and watercolors. Lisa put her hands to work and made 30 cards. The drawings were creative and colorful; she did an excellent job. Two days later, Katherine explained to Lisa that it was time to set up the business. They had to advertise the product, so they made a poster and photocopied it to post it in their neighborhood.
cardstock: n. a type of paper that is thicker and more durable than regular paper
Unit 1
8
“I strongly recommend telling people about your product directly. It is very e ective”, expressed Katherine. In the following days, Lisa told her neighbors, teachers, friends, and relatives about the cards she was selling. Everybody liked the cards very much. Lisa sold them very quickly, so she made more. She sold all of them and even ran out of materials, but there were enough profi ts to buy more supplies. Lisa asked Katherine to take her to the stationery store again. Katherine was very happy to see that the project was working fine. She told Lisa, “After you get the money for the gift, you should continue selling your cards. Who knows? Maybe you’ll create a huge enterprise in the future.”
profi ts: n. the money you get from selling something
Unit 1
9
Wayne, one of Lisa’s classmates, noticed her success. He could draw very well too, so he started making his own cards to sell. Lisa felt annoyed because she thought that Wayne was stealing her clients. She wanted to tell him to stop selling cards, but actually he wasn’t doing anything wrong. Lisa called Katherine and explained the situation. Katherine said that it was perfectly normal to have competitors in the business world. “O ering discounts works once in a while, but the best strategy against competitors is o ering the highest quality”, Katherine explained.
competitors: n. in business, the people who sell the same products as you
Unit 1
10
Lisa and Katherine went to the stationery store. This time they bought glitter glue, foam sheets, sequins , and self-adhesive ornaments. Lisa created new and spectacular cards with these materials. Lisa set a stand outside school to show the cards. A lot of people approached the stand and started to buy them. Wayne got closer to see what was going on. When he saw the cards, his jaw dropped. His drawings were great, but he wasn’t good at working with other materials.
When all the people were gone, he talked to Lisa.
sequins: n. small, shiny, metal or plastic discs used for decoration
Unit 1
11
“Hi, Lisa. I can see that you put so much passion in your product. I could never match your skills, so I will stop selling. I just wanted to get money to buy some video games. What about you?” “I’m going to buy a special gift for my mom. It’s kind of expensive, so I need to sell a lot of cards.” “I didn’t know, so I apologize for getting in the way. I never wanted to ruin your business. Why don’t you let me help you? I have a lot of friends and family who will love your cards.”
Unit 1
12
Lisa and Wayne became business associates . He was going to be in charge of selling, and Lisa would have more time to make the cards. The sales increased a lot with Wayne’s help. Lisa got four times more money than when she was on her own. She was going to be able to buy a new stereo for her mom. Lisa wanted Katherine and Wayne to be part of this, so they made plans to go to a store to buy it. Then, they took the stereo to Katherine’s house, where it would stay for a few days until the birthday party.
associates: n. someone connected to another person as a business partner
Unit 1
13
The day came and everybody was having a great time. After dinner, Lisa told her mom that she had gotten a special gift for her. She had to open it at that moment. Katherine went to her car to bring the box. Lisa’s mom cried when she saw the present. All the guests congratulated Lisa because it was a great gift. Some of them asked Lisa how she got the money, so she and Katherine told the story. Lisa’s mom felt very proud of her daughter, and everybody else was thinking that she had raised an excellent girl.
Unit 1
14
“I know how much you like music, so I wanted you to enjoy it even more. Compared to everything you have given me, this is a very small gift,” said Lisa. “You know what? You used your time and energy to do something for me with all your love. That’s the best gift I could ever get. I love you, Lisa. Well, our party is going to be full of music, then. Why don’t we sing?” suggested Lisa’s mom. All the guests said yes while Lisa was already turning on the stereo. She found a great song playing on the radio and everybody started singing along happily. It was a fine party.
Unit 1
15
Do the following activities to support this unit’s social practice of the language: To exchange suggestions to buy or sell a product. 1 . You want to help Lisa advertise her product even more. Write two suggestions for her.
2 .Imagine you need to make a hand-made product to sell. What would you sell? Write the product and the materials you need. In pairs, exchange suggestions to make both products better.
3 .In pairs, look at your partner’s product from the previous activity. Give some suggestions to advertise it in order to sell it well.
You already know some phrases to make suggestions. Do you want to know other phrases you can use, especially in business meetings? Go to the link provided. https://bit.ly/2zAu3aB ICT Box
Unit 1
16
e
e
A story about a classic tale turned futuristic 36
Written by Patricia Oliver
Social Practice of the Language To read fantastic tales
Unit 2
17
It was the year 2112. Grid City was the technological capital of the country. The city had all the newest technologies, and their inhabitants enjoyed them every day. In addition, roads seemed to oat over the city, like a labyrinth in the air. All cars had movement and temperature sensors, so tra c lights were not necessary anymore. Mr. Browse was the city mayor. Grid City had become great thanks to him and his innovative ideas.
Unit 2
18
Mr. Browse had only one child, his daughter Zellandine. He loved her very much and used to call her Princess Zellandine. Her mother had died at birth, but Mr. Browse was married again. Mrs. Browse, his second wife, was not very fond of the girl. She was cold and did not like children. She was also sel sh but very clever. She liked money and power very much. But Mr. Browse loved her.
was fond of: exp. p. part. to like someone very much; to like doing something
Unit 2
19
Princess Zellandine had just turned 15 years old. She was beautiful, like her mother. Her father threw a big party for her. Everybody was dancing, eating, and smiling. Except for Zellandine’s stepmother and another man. They were both hidden in a corner, speaking. “The birthday girl looks stunning, don’t you think?” said the man. The comment made Mrs. Browse furious. She could not accept there was someone more beautiful than her.
threw a party: v. p. part to organize a party and invite people
Unit 2
20
“I need to do something about it. I need you to do something about it,” whispered Mrs. Browse. “What do you mean?” replied the man. “I have to be the most beautiful woman. Take her to the woods outside the city; nobody goes there anymore. They’ll never nd her,” she said. The man said goodbye and left. But he really just waited outside, hidden in the shadows. He was waiting for Zellandine to go to bed.
Unit 2
21
Zellandine’s windows were open, so he climbed up without a problem. He put a cloth with chloroform over her nose and mouth. It put her to sleep immediately. She did not have time to scream or ght. He took her to an abandoned shelter in the woods and left her there, on a hard, wooden bed with no mattress. He gave her a strong poison to make sure she would never wake up. She lay there, cold, pale, and beautiful.
Unit 2
22
The next morning, Mr. Browse went upstairs to kiss Princess Zellandine good morning. When he entered the room, he panicked. He wondered where she could be. At his o ce, Mr. Browse gathered and activated prototype drones CSS1, CSS2, and CSS3. Although not on the market yet, they had proven to be the best surveillance gadgets. He programmed them with the help of his team and set them o on the search.
drones: n. aircrafts that do not have a pilot, but are operated by radio
Unit 2
23
The drones found the girl in less than three hours. When her father found her, as beautiful as ever, she did not respond. He took her to the best hospital in the city. Doctors and scientists were ba ed because they could not discover what caused such a profound sleep. The only solution at that moment was cryogenesis .
ba ed: adj. surprised because you cannot understand or explain something cryogenesis: n. preservation of living cells by storing them at extremely low temperatures
Unit 2
24
It was the year 2212. Grid City had changed a lot. Now robots lived with humans. Coexistence was peaceful. Rob1, the rst robot ever, worked at CryoG Inc. He entered the cryopreservation room. It was full of see- through tanks in the shape of huge cylinders. There were tubes as well. Humans were oating inside the tanks. Rob1 checked the maintenance log —he needed to take Zellandine Browse out. She had been there for exactly 100 years.
log: n. a written record of things that happen
Unit 2
25
The process lasted over an hour. After turning the machine o and unplugging cables and tubes, they put the big cylinder in a pool. They opened the cylinder and let the liquid and the body sail smoothly into the pool. Rob1 was breathless. Princess Zellandine was lying there, beautiful as ever. Rob1 could not take his eyes o of her.
“Where is my father?” she asked as soon as she woke up.
unplugging: v. pr. part. to disconnect a piece of electrical equipment by pulling its plug out of a socket
Unit 2
26
“I’m not sure,” replied Rob1. “Let me introduce myself. I’m Rob1. I’m a robot. And this is the year 2212.” Princess Zellandine looked confused. “You’ve been cryogenically preserved for… a hundred years.” She gasped. “Don’t worry. I’m here to help you with anything you need in your new life. I’m here for you.” It took a while for Princess Zellandine to adjust to her new situation, but Rob1 really helped her. They soon became best friends.
Unit 2
27
Do the following activities to support this unit’s social practice of the language: To read fantastic tales. 1 . Why is this a fantastic tale? Discuss in groups of four.
2 .Compare the behavior and values of Mr. and Mrs. Browse. Then, compare with a partner.
Mr. Browse…
Mrs. Browse…
Most fairy tales are fantastic to a certain degree because they have animals that behave as humans or elements that could not happen in real life. Check this link to nd more fantastic tales. https://goo.gl/eCTcNC ICT Box 3 .Look at the illustrations and retell the story to a partner without looking at the text (cover it if you need to). You can make notes or copy some key words beforehand.
Unit 2
28
Instructions to avoid personal risk situations 37
Written by Mark Gonzalez
Social Practice of the Language To write recommendations to avoid personal risk situations
Unit 3
29
Have you ever been in a situation in which you felt unsafe? Has your intuition ever told you, “You should get out of here”? If the answer is yes, it means you were in a risky situation.
What is risk?
Risk is the probability of damage or injury of any kind. Risk increases when the vulnerability is higher, which means that, if we are ready to face the risk, the chances of being hurt will diminish.
Does risk happen only when we feel unsafe? Not always.
For instance, if you don’t know how to swim, jumping into a deep pool is obviously not a good idea.
vulnerability: n. the quality of being easily harmed
Unit 3
30
In a situation like that, it is very easy to know if you are in danger. However, we might be exposed to risks when we least expect it. For example, if you befriend people you don’t know in your social
networks, you are at risk. Or maybe you succumb to peer pressure, and you get involved in a harmful activity.
Let’s put them into practice in three common situations.
succumb: v. to give up and accept something that you didn’t want to do before
Unit 3
31
At Home
Identify the
One of the most common risks at home is re. Just in the US, there are more than 300,000 res in homes every year. Fire can cause problems: anything from smoke damage to total destruction, even loss of lives. Sources of re can be electrical appliances, frayed wires, cooking equipment, heating equipment, candles, decoration lights, or smoking in the bedroom.
Are there any other risks in your own house?
Other sources of risk at home: • cuts • poisoning • burns • falls
frayed: adj. having loose threads on wires, ropes or cables because the material is old
Unit 3
32
Diminish the Risk Don’t overload electrical outlets and unplug appliances when you are not using them. If you are cooking, never leave a frying pan on the stove unattended. Heating systems should be installed by a professional, and they should be placed away from curtains. Also, make sure candles are not near cloth drapes. If your parents smoke inside the house, they should never leave cigarettes burning without supervision; but it would be better if they quit smoking.
In addition, it is a good idea to have a re alarm and to keep a re extinguisher at hand and learn how to use it.
outlets: n. places where you can connect electrical devices to the electricity supply
Unit 3
33
In the Streets
Identify the
Outside your house there are even more sources of risk. As the number of vehicles is high, pedestrians have a hard time being safe. A person walking in parking lots, on sidewalks, or through
intersections is exposed to injuries caused by cars. Furthermore, pedestrians could get robbed or be a ected by weather conditions. People walking are not the only ones at risk. Drivers can also su er from fatalities .
pedestrians: n. people who walk, especially in an area where there are cars fatalities: n. deaths caused by an accident
Unit 3
34
Diminish the Risk
When you are walking, be alert all the time and pay attention to your surroundings. It is very easy to get distracted with cell phones, so it’s better not to use them while walking. This includes not wearing headphones, as you might miss an auditory
warning , like a car approaching. Also, if your electronic devices are visible, a thief could take them more easily. Before crossing a street or any other place where vehicles drive through, always look both
ways. And if you are the driver, keep 100% of your attention at all times.
warning: n. something that makes you aware that there is danger
Unit 3
35
When Playing Sports
Identify the
There are several factors to consider before playing any sport. First, pay attention to the temperature because weather that is too hot or too cold can cause severe damage to your body. Next, check the playing surface, as rocks, nails, or other objects on the ground could harm you.
Most sports involve physical contact with other players, so someone might knock you down. Also, the physical e ort might cause exhaustion if done in excess, or you might pull a muscle.
exhaustion: n. the state of being extremely tired
Unit 3
36
Diminish the Risk
Protect yourself from weather conditions by putting on sunscreen and hydrating constantly when you are practicing a sport in hot weather. In the case of cold weather, wear warm clothes.
Avoid wearing regular glasses and use special protection instead. Also, wear any other necessary safety equipment such as kneepads, or helmet. Always warm up before playing any sport and don’t overwork your muscles.
Don’t let your friends push you into doing more exercise than you can. In addition, it is recommended to
do certain physical activities under the supervision of a professional.
Unit 3
37
Have a Plan B Even though you take every precaution to diminish risks, injuries can still happen unexpectedly. Therefore, it is advisable to take the following actions: • Learn by heart emergency numbers or have them at hand in your cell phone. • Always locate the emergency exits of every place you go. • Find out where the nearest police station is. • Carry a card with medical information like blood type and allergies. You can also include a phone number where someone can call in case you are unconscious. These simple steps could save your life.
precaution: n. an action to prevent a dangerous situation
Unit 3
38
As we have learned, there are a huge number of sources of risks. It is essential that you and your family are aware of the most likely accidents that could happen at home and in your immediate surroundings. A good piece of advice is to write instructions to know what to do in case those accidents happen. Study them with your family and drill them once in a while.
Emergencies can occur all of a sudden, but it’s in your hands to avoid risky situations. Remember: Your safety comes rst.
Unit 3
39
Do the following activities to support this unit’s social practice of the language: To write recommendations to avoid personal risk situations. 1 . Make a list of the most likely risks in your own house. Share it with a partner.
• • • • •
2 .Choose one of the risks from the previous activity. In teams of three, write some instructions to diminish each risk. 3 .In pairs, make a list of risky situations at school. Then, create a poster with instructions to avoid those risks.
You already know some safety tips to avoid risks at home. If you want to read more about this, go to the link provided.You could share the information with your family afterwards. https://bit.ly/1fn0NPX ICT Box
Unit 3
40
y n
e
An informative text about how to conduct an interview 38
Written by Lino Kauffman
Social Practice of the Language To analyze and discuss an interview
Unit 4
41
Interviews are a very useful tool. Not all interviews are the same. They can have different objectives and can be done by different professionals, too. The most common professionals that work doing interviews are journalists. For them, interviews are a very important method of collecting information about celebrities, books, movies, or sports, among many other themes. Interviews are usually published in magazines or newspapers. But they can also be shown on TV or in documentaries.
collecting: v. pr. part. to get things or data from di erent places and bring them together
Unit 4
42
But you can do an interview as well!
Interviews allow you to know more about a certain topic or person, and you can also do them for personal reasons. Let’s say you are not sure about what you want to study in college, or you are deciding between two
careers —engineering or chemistry. You may contact experts on those subjects and interview them to get the information you need to decide.
Unit 4
43
You can even interview members of your family! Imagine you decide to interview your grandfather because you want to know more about life before the Internet. In those cases, you would be the interviewer (the one who asks questions) and the other person would be the interviewee (the one who answers).
If you decide to do an interview, you need to prepare very well. First of all, you need to know that an interview has three main parts: beginning, middle, and ending.
Unit 4
44
For each part, there are certain general rules.
Beginning • Always introduce
yourself and state the purpose of the interview. • Use expressions of courtesy. • Explain how the interview is going to be and how long it will be approximately. • If you have a recording device, ask the interviewee for permission to record the interview. In addition, always take a notebook and pen with you to take notes.
state: v. to formally say or write a piece of information or your opinion
Unit 4
45
Middle
Now, it’s time for questions. Always prepare your questions in advance. Never show up empty-handed! You can write them down in a notebook or you can save them on an electronic device. During the interview, you can ask questions that are not in your notebook, but you should always follow the script as a guide.
show up: v. to arrive, especially at a place where someone is waiting for you
Unit 4
46
• Use an assertive tone of voice. • Always look at the interviewee attentively. ° Use persuasive body language: smile and let your interviewee know you are listening. • Change the rhythm, volume, and intonation when you speak so the interview is not boring. • Respect speaking turns. Never interrupt your interviewee. • Take notes of things you don’t want to forget or additional questions you could ask. • If you are recording, occasionally check that the device is still recording.
Unit 4
47
Ending
Once the interviewee has answered every question on your list —and any other spontaneous questions—, you can end the interview. • Tell the interviewee that you are now turning off the recording device. • Always thank the interviewee for his or her time. • Tell him or her that the information provided was very useful for you and that it was a pleasure talking to him or her.
spontaneous: adj. not planned or organized
Unit 4
48
Even if the interview is over, you now have extra tasks. If the interview was for a school project, for example, it would be a good idea to include the questions and answers so your teacher and classmates can read them. It will be easier if you recorded the interview. In that case, you just have to transcribe it. If you did not record it, you will have to use your notes and your memory to “reconstruct” the complete interview.
transcribe: v. to write down something exactly as it was said
Unit 4
49
Unit 4
50
Show that you are interested —pay attention and smile. After a few minutes, it will feel like a regular conversation.
So, go ahead and do it! You’ll do great!
practice makes perfect: exp. to do something many times, so that you will become very good at it
Unit 4
51
Do the following activities to support this unit’s social practice of the language: To analyze and discuss an interview 1 . In pairs, discuss what you think are the three most important things when you are doing an interview.
2 .After rereading the text, discuss in groups of three if you would like to do an interview or not, and explain why. 3 .Think about an interview you would like to do. After analyzing your choice, complete the text.
I would like to interview
because
. To prepare
for the interview, I would
.
Three questions I could ask are:
ICT Box
There are many steps you can follow to conduct and interview. Check the steps in the link and discuss them as a class. https://www.scholastic.com/teachers/articles/teaching- content/how-conduct-journalistic-interview/
Unit 4
52
u
Historical accounts about Mexico and European cultures 39
Written by Ismael Centeno
Social Practice of the Language To read historical accounts to compare cultural aspects from Mexico and other countries
Unit 5
53
Nowadays it’s not necessary to travel to another country if we want to learn about other cultures. We can watch documentaries on TV or do research on the Internet and we will see new places, food, traditional clothes, religions, and much more. Many di erent cultures have been in contact for a long time. As a result, they have become mixed. That’s why we wear the same clothes as in other countries, or we eat food from di erent origins. Also, it’s easier to travel to other places than centuries ago.
Unit 5
54
But what happens when two cultures meet for the first time? Especially if they don’t know how the other behaves or the language they speak. How could the first explorers of a new land communicate with the native population? How could the new settlers integrate into the native society? Let’s go back in time to the 16th century, when the Spanish conquerors arrived in the center of Mexico. Hernan Cortes sent some letters to the Spanish king in which we can learn about his perception of cultural di erences between both countries.
Here is the account.
Unit 5
55
Most Potent Sir, I will try, in the best possible manner, to describe what I have seen. This great city of Tenochtitlan is as large as Seville or Cordova. It has many public
squares full of markets for buying and selling. Thousands of people gather there and all kinds or merchandise are found. The items include jewels of gold and silver, precious stones, shells; birds of prey, rabbits, little dogs, and many other animals; medicinal herbs, ointments, and liquids. It reminds me of the silk market in Granada, but these are supplied more abundantly.
merchandise: n. things that people buy and sell
Unit 5
56
The inhabitants of this country are people of middle size. Their bodies are well- proportioned. Some people pierce their ears and put large objects in them. Others pierce the nostrils and put in round stones. Another place they
pierce is the lower lip near their gums. They hang stones or pieces of gold. These are so heavy that they make the lip look deformed. Their clothes are very different. Men wear loincloths and large mantles. Women wear wrap-around skirts to their feet and tunics with short sleeves. Sometimes they leave their breasts uncovered.
pierce: v. to make a hole in something using a sharp object loincloths: n. pieces of cloth that hang down from around the waist
Unit 5
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The city contains a large number of temples, but they don’t share our religion.
Before my departure I will keep instructing them to understand our faith. I beckoned Moctezuma, their sovereign , and told him that they should give up sacrificing human beings. The idols in their temples are bigger than a person. Some of them are made with a mixture of seeds, legumes, and human blood. When the idols are completed, the people offer them human hearts. It is a gloomy ritual. They also have an idol for everything in order to get their gods’ favor.
sovereign: n. a king or queen
Unit 5
58
In this letter we see that commerce, body ornaments, clothes, and religion were not the same. And there were many other cultural di erences between the Aztecs and the European conquerors. Hygiene caused a great impression on Spaniards when they saw Aztec habits. Why were they so surprised? In Medieval times, Europe didn’t have a good sewer system. Bathrooms were not common either. People would often go to the bathroom in a pot, and then throw the contents onto the streets. As a result, the streets were completely fi lthy . Look at the following account about England by Erasmus of Rotterdam (1466-1536).
fi lthy: adj. extremely dirty
Unit 5
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Taking a bath in Europe in those times was not a popular practice. It’s not because people didn’t like it, but because they thought they could die from it. There were many diseases, so a lot of doctors recommended not taking baths to avoid those sicknesses. “The floors are covered with rush mats . The bottom layer is not renewed, sometimes for twenty years. It absorbs spit, vomit, human waste, scraps of fish, and other substances. When the weather is hot, a vapor comes out of the floor, and this is very bad for the health.”
rush mats: n. small pieces of material made from a plant that look like grass scraps: n. bits of food left after a meal
Unit 5
60
Look at what Thomas Moulton, a friar and doctor, wrote around 1531:
“Use no baths or stoves, nor sweat too much, because it opens the pores of the body. The venomous air enters and infects the blood.”
This idea began two hundred years before, when the Black Plague killed 30% of Europe’s population. In 1348, the doctors of the University of Paris suggested closing all bathhouses. People, even kings, avoided water for the following five hundred years.
A Russian ambassador wrote this about King Louis XIV:
“His Majesty stinks like a wild animal.”
friar: n. a member of a Catholic order that promises to stay poor
Unit 5
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By contrast, Aztecs were very clean. Conqueror Andres de Tapia reported, in a surprised tone, that emperor Moctezuma bathed twice a day. He wasn’t the only one; everybody bathed in the rivers or lakes.
Also, there were sauna-bath houses called temazcalli . This type of bath was clean and healthy, but it was also an act of spiritual purification.
Take a look at these instructions from a father to a daughter in the Florentine Codex:
“Get up quickly, wash your face, wash your hands, clean your mouth [...] dress well, wash yourself, and wash your clothes.”
Unit 5
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There were similarities between Aztecs and Spaniards, too. Both had conquered territories. They were both deeply religious peoples. However, their cultural di erences were greater. No wonder that both groups were amazed when they saw each other for the first time. Fortunately, there are many letters written by the conquerors and also codices written in the pre-Columbian times.
Both types of texts provide interesting accounts to learn about their culture. That way we can understand where we come from. We can meet ancient cultures for the first time and be surprised, too.
codices: n. ancient books written by hand (singular: codex)
Unit 5
63
Do the following activities to support this unit’s social practice of the language: To read historical accounts to compare cultural aspects from Mexico and other countries 1 . What caught your attention the most about the Aztecs and Medieval Europe? Write it below.
2 .How different were the Aztecs and other pre- Columbian cultures? Read some historical information and tell a partner about it. 3 .In pairs, choose a civilization from the past and compare it to the Aztecs. Pick only one topic (religion, food, professions, government, etc.).
You already know some cultural differences between Aztecs and Spaniards. If you want to read more information about this, go to the link provided. https://bit.ly/2A3KXyB ICT Box
Unit 5
64
s
A story about a school problem
40
Written by Yoanna Chan
Social Practice of the Language To review and select information to solve a problem
Unit 6
65
It was spring. The weather was nice. Children started to enjoy their recess time in the playground. They ran around chasing each other and shared their morning snacks. They came outside again after lunch. They ate dessert and sat on the benches to warm up in the sun. By the end of the day, there was a lot of trash on the playground. The principal and teachers talked about this problem and decided to ask the students to solve it.
chasing: v. pr. part. to quickly follow someone or something in order to catch them
Unit 6
66
So Mrs. Luna went to her sixth-grade class and explained the problem. “The principal and the teachers have identi ed a big problem in our school.” The students all looked at each other, surprised. She continued, “By the end of the day, the playground is very dirty with plastic and foil wrappers from your snacks and desserts.” Some students nodded, they knew it was true. Some others just stayed quiet.
foil wrappers: n. pieces of metal sheet (as thin as paper) that cover something, usually food
Unit 6
67
“We decided that you, the students, are going to solve this problem. I suggest that you follow these steps,” said the teacher, and read them from the board.
Mrs. Luna and the students started discussing the problem.
“The trash comes from the wrappers of our snacks. Prohibiting snacks could be an option, but… we would be really hungry!” said Jessica —one of the students—, and the whole class laughed.
Unit 6
68
“Exactly.” said Isaac. “We need to think of a way for the wrappers to end up … not on the ground, right?”
“More trash cans!” shouted Anna.
“Well,” interrupted the teacher, “we already have trash cans. Do you think we will use them if there are more?”
“Yeah, maybe not,” replied Anna discouraged .
end up: phrasal verb to be in a particular situation, state, or place that was not planned discouraged: adj. feeling that it is useless to try to do or continue doing something
Unit 6
69
“Why don’t you take a week to do some research?” said Mrs. Luna. “You can call friends or cousins and fi nd out if they have the same problem in their schools.” They all went home that afternoon excited and eager to nd the best solution. Jessica called some friends, but they had not had that problem. Isaac called his cousin, who lived in a di erent city. He had not had that problem.
find out: phrasal verb to get information after trying to discover it or by chance
Unit 6
70
Anna was lucky —in her friend Sandra’s school they were having exactly the same problem! But they already had a solution: an awareness campaign with posters all over the school. They agreed to scold the students that they saw throwing trash on the ground. Those students would stay after school to clean up. “Since no one wants to stay after school, nobody throws trash on the ground anymore. Only in the trash cans,” explained Sandra.
awareness campaign: expr. a series of actions intended to achieve a particular result by giving people knowledge of a particular situation scold: v. to speak in an angry or critical way to someone who has done something wrong
Unit 6
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Anna loved the idea. The following week she told everyone in class. They all liked it, including Mrs. Luna, but she said they had to change it a little bit because they couldn’t make students stay after class. Besides, a kid scolding another was probably not a good way to help them become aware —they would only become angry. So they decided to send a letter to the parents of those kids who didn’t pick up their trash. That was the solution they had found. Mrs. Luna told the principal and he gave them permission.
Unit 6
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Mrs. Luna came back the next day and told her students they should be proud of themselves —the principal had accepted their idea. In addition, he had instructed them to create posters to remind children the right thing to do is to throw trash in the trash cans. After they were nished with the posters, they all taped the posters in the school halls and in the playground.
proud: adj. feeling pleased about something that you have done instructed: v. p. part . to o cially tell someone what to do
Unit 6
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“That was a very good job,” said Mrs. Luna to her students. “Now let’s think about solving problems. What did we really do?” Isaac answered, “We did some research rst. Then, when we found a good idea, we took it to use it in our school.” Anna added, “Well, we took someone else’s idea… but the truth is that we changed it a little bit. We adapted it to our needs.”
Unit 6
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“Oh! So, copying a solution might or might not be a good idea. Is that what Anna means?” asked Jessica.
“Exactly,” said Mrs. Luna. “The fact that one solution works perfectly for someone doesn’t mean it will work perfectly for you. You have to analyze all the details and only then decide if you can use it or not, or if you have to change it. OK, it’s recess time. Don’t forget to use the trash cans!”
They all laughed as they left the classroom.
Unit 6
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Do the following activities to support this unit’s social practice of the language: To review and select information to solve a problem. 1 . What other research could the students have done apart from calling friends? Discuss in groups of four.
a. b. c.
2 .In pairs, discuss how Mrs. Luna’s class selected the best option for them.
3 .What other solutions could students have presented? Discuss it in groups of five.
Problem solving is a very important skill. Check this link and help solve a problem. https://bit.ly/2R1WmEI ICT Box
Unit 6
76
r
!
Warnings and prohibitions to avoid damages 41
Written by Mark Gonzalez
Social Practice of the Language To understand and express warnings and prohibitions
Unit 7
77
There is a saying that goes like this: “Curiosity killed the cat.” It usually means that asking too many questions or experimenting with something you shouldn’t, could bring serious consequences. Cats may have nine lives, but we humans only have one. That’s why it’s important to avoid unnecessary risks.
We know that accidents can happen unexpectedly, but there are other situations where we know with certainty that there is a risk. A lot of warning signs have been created to let us know when to be careful.
Pay attention to them. You don’t want to end up like the cat.
Unit 7
78
There are di erent safety labels or signs. In this text, we are going to focus on three of them, and explain in which cases we can nd them. DANGER
It indicates a highly hazardous situation that will cause serious injury or death if it isn’t avoided. It’s used for the most serious risks.
WARNING
It indicates a potentially hazardous situation that could cause serious injury or death if it isn’t avoided. The risk is lower than the one on the “danger” sign.
CAUTION It indicates a situation that might cause moderate or minor injury.
hazardous: adj. dangerous, especially to people’s health or safety
Unit 7
79
Danger signs are common in facilities in which there is unguarded equipment, high voltage, explosives, or chemical substances. They can also be found in confi ned spaces and construction sites.
All these places require specialized personnel and special equipment. If you don’t have to be there, you must keep away. Remember that if you don’t pay attention to a danger sign, a very possible result is death. However, there are other consequences.
unguarded: adj. not watched or protected by anyone confined: adj. that has very limited space for entry and exit, and where someone can’t stay for a long time
Unit 7
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Let’s take a look at the repercussions of some accidents in hazardous situations.
High Voltage
Electricity can ow through the body, and it heats up the tissues, causing internal burns. It can also damage the nervous and muscular systems. Electrocution may cause the heart to stop. Chemical Substances Chemicals can cause burns on the skin or organ damage. They can weaken the immune system. Also, they can cause allergic reactions or asphyxiation.
repercussion: n. the e ect that an action has, especially a bad one
Unit 7
81
Warning signs are common in places in which there could be a personal injury risk. They can be found in industrial areas or where there are machines and vehicles. In these places, there are frequent sources of risks like the following: • toxic and ammable materials • doors opening constantly • moving parts • welding ashes • boiling water
• obstacles on the oor • objects that could fall
Remember that ignoring a warning sign might not cause death, but other injuries are probable.
welding: n. the activity of joining metal pieces by melting their edges when they are hot
Unit 7
82
One of the most common injuries at industrial workplaces is a blow to the head. It can have di erent consequences. Here are some examples: • skull fractures • concussions • brain swelling
These injuries can cause the following symptoms: • balance problems • loss of consciousness • nausea • memory loss Frequent causes of blows to the head are moving parts of machines, objects that fall, or obstacles that cause people to trip and fall.
concussions: n. temporary damages to the brain that make someone become unconscious or feel confused for a short time
Unit 7
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Caution signs indicate possible risks or unsafe practices. These signs can be placed in a wide variety of places, for instance, when you have to hold onto a handrail, when you buy a product that has sharp edges, or in places where the oor is wet.
Here are more examples of caution signs: • watch your step • stairways • intense light • fragile equipment • water not suitable for drinking • hold a child’s hand
Remember that this level of hazard is less serious than warning or danger signs. However, there might still occur moderate or minor injuries.
Unit 7
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Even though the injuries won’t cause death, they are very inconvenient. The most frequent moderate and minor injuries are: • cuts • abrasions • bruises • bumps on the head • broken bones • sprained ankles or wrists
If you get hurt, you would need to go to the doctor, or make use of a rst aid kit. If the injury is minor, you would only be in pain for a short while. Therefore, you shouldn’t ignore caution signs.
abrasions: n. injured areas of skin caused by rubbing it hard against something bruises: n. purple or dark marks on the skin after being hit
Unit 7
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There are two more types of signs that can also help you stay safe.
Prohibitory Signs
These types of signs are used for actions that you are not allowed to do. You can recognize them because they have a round shape. There is a black pictogram on a white background. They have a red edge and a diagonal line.
Mandatory Signs
These signs are used to indicate the safety equipment that must be used in a place that has certain risks. You can identify them because they are round and there is a white pictogram on a blue background.
pictogram: n. a picture or symbol that represents a word or phrase
Unit 7
86
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