Reader
Hened Manzur
Ciclo 2
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 4 Reader First published 2019 Pearson Educación de México, S.A. de C.V., 2019 ISBN: 978-607-32-4896-9 Area: ELT Format: 13.5 x 20.5 cm Page count: 128
Managing Director: Sergio Fonseca ■ Innovation & Learning Delivery Director: Alan David Palau ■ Regional Content Manager - English: Andrew Starling ■ Publisher: Hened Manzur ■ Content Development: Susana Moreno ■ Content Support: Ismael Centeno ■ Art and Design Coordinator: Juan Manuel Santamaria ■ Design Process Supervisor: Salvador Pereira ■ Layout: Alberto Vega ■ Cover Design: Erika Fernández ■ Cover Illustrations: Marcela Gómez / A Corazón Abierto ■ Illustrations: Marcela Gómez / A Corazón Abierto ■ Photo Credits: Shutterstock
Datos legales
First published, 2019 Second Reprint, 2021
D.R. © 2018 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: 978-607-32-4896-9
Cámara Nacional de la Industria Editorial Mexicana Reg. Núm. 1031
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www.pearsonenespañol.com
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!
3
Contents
Unit 1 Don’t Worry. Count on Me!
5
A story about friends helping one another
Unit 2 Do You Remember What Happened that Day?
17 Adapted and based on stories by the Brothers Grimm and Hans Christian Andersen
Unit 3 An Apple a Day Keeps the Doctor Away
29
Suggestions for a healthy and active life
Unit 4 The Art of Writing Letters
41
Letters in the past and in our times Unit 5 Children Know How to Have Fun!
53
Sports, cultural, family, and home activities that children do
Unit 6 The Final Question A story about a trivia game Unit 7 The World of Advertising
65
77
What you should know about publicity
Unit 8 Where Do We Come From?
89
Legends about the origin of humankind
Unit 9 The Magical Mexican Food
101
The past and present of Mexican cuisine
Unit 10 How May I Help You?
113
A story about people being helpful
References
125
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A story about friends helping one another 34
Written by James Andrew
Unit 1
5
My dad got a new job far away. My family and I went to live in another state. I said goodbye to my friends and to my school. I even had to leave my dog with my grandma, because pets are not allowed in my new apartment. I felt very sad, but I was ready for a new adventure.
ready: adj. prepared to do something
Unit 1
6
On my first day at my new school I felt worried. Nobody talked to me during the first hours. I thought that I couldn’t make new friends. I am very shy , so I didn’t talk to my classmates either. It was almost time for recess. I thought I was going to get bored. I missed my old friends.
shy: adj. feeling nervous around other people
Unit 1
7
The bell rang and we went to recess. I sat on a bench, alone. A few minutes later, a girl sat next to me.
“Hello! I’m Lilian. You are David, right?” she said. “Do you want to play hopscotch with Roberto, Pete, and me?”
I felt happy! Thanks to Lilian, I made new friends. I didn’t feel lonely anymore.
lonely: adj. sad because you are not with other people
Unit 1
8
After recess, we went to another classroom for an art class. I didn’t know about this subject, so I didn’t have any brushes or paint. I thought the teacher was going to get mad at me. My new friends saw my anxious face.
“Relax. We’re behind you. You can use our art supplies today,” Roberto said.
It was an amazing class!
anxious: adj. nervous and worried
Unit 1
9
Now it’s your turn to support them.
At the end of the school day, I felt very grateful . When I got home, I told my mom about Lilian, Roberto, and Pete, and how they helped me. Mom said that she was glad that I made friends with nice kids.
“Did you learn anything from that experience, David?” she asked.
“Yes. I learned that we should support others when they need it,” I answered.
“That’s right. Now it’s your turn to support them.”
grateful: adj. wanting to thank someone for something he/she did
Unit 1
10
On the following day, Lilian was concerned because she lost her scissors and her pens. Her mom was going to get angry . I told her that I had an extra pair of scissors, and gave them to her as a gift. Peter and Roberto gave her a pen each. Lilian was at ease again.
angry: adj. having a strong emotion that makes you want to shout at someone
Unit 1
11
A few days later, Roberto was very quiet at school. That wasn’t normal because he is very talkative.
“Is everything all right?” I asked him.
“I’m feeling blue,” he answered. “Lola, my dog, escaped from my house this morning, and she didn’t come back. We went to look for her for a while, but we couldn’t find her.”
quiet: adj. not saying much or anything
Unit 1
12
This is the plan.
I told Roberto not to worry.
“My dad said there is a big garden behind the abandoned house. Maybe your dog is there,” I said.
“You’re right, but I don’t want to go alone,” said Roberto.
“I can go with you after school,” I promised .
I called Lilian and Pete. I told them that Roberto needed us, and explained the situation.
promise: v. to tell someone that you will do something
Unit 1
13
Lilian and Pete accepted the mission. After school, we went to the abandoned house. We were a bit afraid , but Pete said, “Everything will be all right.” We entered the house and looked for the garden. There it was! Roberto’s dog was playing around in the garden. We all smiled and hugged each other.
afraid: adj. feeling worried that something bad will happen
Unit 1
14
That day we knew that we would be friends in good times and bad times. I stretched out my arm and said. “Don’t worry. You can always count on me.” My friends put their right hands on mine, one by one, and said, “Count on me, too.”
I asked Roberto’s dog, “Can we count on you?” Lola barked. We took that as a yes.
stretch: v. to make your arms or legs straight so that they look long
Unit 1
15
Do the following activities to support this unit’s social practice of the language: To exchange concerns within a dialogue.
1 . In your own words, write a sentence to describe the message of the story.
2 .“Supportive” is an important quality of a friend. What other qualities do you think are important? Compare with a friend.
Friends are very important in our lives. On this website you will nd suggestions to be a good friend (read the section “Friendship skills”). Discuss with a partner which suggestion is your favorite. https://bit.ly/2rTXksJ ICT Box
Unit 1
16
e
t a Adapted and based on stories by the Brothers Grimm and Hans Christian Andersen 35
Unit 2
17
We are Hansel and Gretel. Last week, we went on vacation to the land of fairytales. We took a lot of awesome photographs.
We are going to show you some of them. My album is ready. Look at my rst picture. This is Snow White!
awesome: adj. extremely good
Unit 2
18
Snow White was very beautiful. One day, she was singing in her garden and a prince heard her. He went to talk to her and said he loved her. But Snow White’s stepmother was an evil queen. She was jealous of Snow White’s beauty. She called a hunter and told him to bring her Snow White’s heart.
evil: adj. extremely bad and cruel
Unit 2
19
The hunter didn’t want to hurt Snow White. So he helped her escape into the forest. Although she hid in a small house there, the queen knew she was alive. Look! This is a sel e we took with the animals from the woods. As I was saying, the queen prepared a poisoned apple to trick the girl. She disguised herself as an old hag and went to nd Snow White.
hag: n. an ugly old woman
Unit 2
20
The queen convinced Snow White to eat the apple. Snow White died. The queen said that only love’s rst kiss could save her. I told the animals to try to nd the prince. Two hours later he came. He kissed Snow White and she came back to life. The prince asked her to marry him. She said yes. This is the picture of that happy moment.
Unit 2
21
We were sightseeing in another forest and we saw this enormous tower. We heard a woman singing inside. We thought there was a concert. We wanted to go there to rest because we were tired, but we didn’t see any stairs. A prince arrived and yelled “Rapunzel!” A really long braid of hair came out the window and the prince started to climb up.
sightseeing: n. the activity of seeing interesting places on vacation
Unit 2
22
We asked the prince if we could climb up too. He said yes. We went into the tower. There, Rapunzel told us that an evil witch stole her from her parents and locked her up in the tower. The prince was there to help her escape. Certainly, we were ready to help too.
Unit 2
23
However, the prince told us that the witch was coming. It was going to be dangerous, so we had to go. Here in this picture we are saying goodbye to them. We felt disappointed because we couldn’t assist them, but we continued our journey. Do you have more fascinating pictures, Gretel?
fascinating: adj. very interesting
Unit 2
24
Of course! Look at this one. Do you remember? We went scuba diving .
Eventually, we saw a little mermaid holding a young man in her arms. His ship sank, but the little mermaid saved him. She was taking him up to the surface. She looks like she is in love with him.
scuba diving: n. swimming under water using equipment with oxygen
Unit 2
25
In this picture she is talking with her sisters. She told them that she wanted to live with humans and meet the man she rescued. There was a witch that could help her. As you know, mermaids are famous for their singing. So if she gave her beautiful voice to the witch, the witch would give her legs. The little mermaid’s sisters told her not to be stubborn.
Unit 2
26
We had a marvelous journey! I already want to go back to the land of fairytales. I will never get bored looking at our pictures.
I agree with you. These memories will be forever in our albums. Dear reader, do you have an interesting photograph? We want to know its story.
marvelous: adj. excellent and surprising
Unit 2
27
Do the following activities to support this unit’s social practice of the language: To tell a story based on pictures. 1 . How many different characters are in the story? Which character do you like best? Why?
2 .Do you like the story? Why? Why not? Ask a friend.
Reading stories is fun. But it is even better when you tell your own. Read one of the stories from the link.Then, create another one using the same images. https://bit.ly/2x7n09Z ICT Box
Unit 2
28
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Suggestions for a healthy and active life 36
Written by Cecilia Lawrence
Unit 3
29
Do you understand the meaning of the title? It means that you can avoid getting sick if you have a healthy diet. We all know that we should eat a lot of fruit and vegetables, and limit junk food. However, there are other eating habits that we should know about as well.
Unit 3
30
• Start your day with a healthy breakfast. • Drink water instead of soda or other beverages with a lot of sugar.
• Don’t eat because you are bored, anxious, or sad. • Don’t skip meals even if you are busy. You will want to eat too much later.
skip: v. to not do something you usually do
Unit 3
31
Additionally, be careful with salt. Too much salt can affect your heart and brain!
A balanced diet will help you have the energy you
need every day. Besides, you need to use that energy to be active. Physical activity is fun and very important for your body.
Unit 3
32
Children should do at least one hour of exercise every day. You don’t have to go to the gym. Many other activities can keep you active.
Jumping rope
Running
Remember: Don’t watch TV all day. Go out and play!
Unit 3
33
• Include intense aerobic activity (running, cycling) three days a week. • Include activities to make your muscles stronger (push-ups, gymnastics) three days a week.
• Don’t do intense exercise without warming up rst. • Don’t forget to hydrate well
before and after playing sports.
aerobic: adj. exercise that improves the use of oxygen and makes the heart and lungs stronger hydrate: v. to drink water to have fluid balance
Unit 3
34
Exercise brings great benefi ts ! Your bones grow strong and healthy. Your heart pumps more blood, which takes oxygen and nutrients to the rest of your body. Here are some bene ts of daily exercise:
After doing physical activity, you deserve to rest. And guess what? A good night’s sleep is also essential to being healthy.
benefit: n. a good e ect
Unit 3
35
When you sleep well, you learn better at school and get better grades. Additionally, you become more creative, and you will live longer.
During sleep, the body produces the growth hormone. This hormone is very important for you to reach normal height, have healthy skin, strong bones, and more muscle mass.
height: n. how tall you are
Unit 3
36
• Sleep at least eight hours a day. • Have a xed schedule (try to go to bed and wake up at the same time every day).
• Don’t use the computer or your cellphone at least two hours before going to bed. • Don’t eat too much before going to bed.
schedule: n. the time when an activity is planned to happen
Unit 3
37
What happens when you don’t sleep well?
You might just be grumpy the whole day, but you will also forget things easily and possibly make bad decisions.
Moreover, you are at risk of having more serious conditions like the following:
• heart attacks • high blood pressure • diabetes • weight gain
grumpy: adj. bad-tempered, a bit angry
Unit 3
38
You can spend your life taking pills and paying visits to the doctor, or you can choose to have a healthy life without pain. It’s up to you! Being healthy is not dif cult. You will even enjoy it! Remember to eat and sleep well, and be active. Your body will thank you forever.
Unit 3
39
Do the following activities to support this unit’s social practice of the language: To give and follow instructions for health care.
1 . a) Is it important to be healthy? Why?
b) Which of the exercise activities in the story do you do? Make a list. Then compare with a friend.
2 .Think of your last 3 meals (breakfast, lunch, dinner). What did you eat? Make a list. Then decide if the food was healthy or not.
If you want to be healthy, you have to know what to do. Check the “Staying Healthy” section on this website and you will read incredible suggestions that will help your health. https://bit.ly/1NuVMFF ICT Box
Unit 3
40
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Letters in the past and in our times
37
Written by George Post
Unit 4
41
Nowadays, communication is very fast and easy. If you want to send a message fast and to a lot of people, just turn on your computer and send an e-mail.
But, what happened before the Internet existed? People used to send letters!
Have you ever received a letter?
receive: v. to get something from someone
Unit 4
42
Maybe you haven’t, but letters are still used a lot. Also, they have a long history. It is said that the rst person who sent a letter was the Persian Queen Atossa in 500 BC!
The Greeks and Romans also used to send important messages using letters. The
Romans and other cultures even used pigeons to send their letters.
pigeon: n. a bird, usually white or grey, often seen in cities
Unit 4
43
During the 17th and 18th centuries, letters became very important because of commerce and war. In Britain, the postal service started to improve. They began to use stagecoaches to carry mail between cities. Eventually, the need to send letters to faraway places was very high. Postal services started to use ships and planes to carry the mail.
stagecoach: n. a vehicle pulled by horses that carried passengers and letters in the past
Unit 4
44
As we know, a lot of messages are sent by e-mail. However, letters haven’t disappeared. How many letters do you think are mailed every day in the US? (Check the answer on the following page.) Nowadays, people still send personal and also business letters. The most romantic people send love letters!
business: n. jobs or companies
Unit 4
45
Number of letters sent in the US every day: 493 million!
The most common types of letters are the following: • letters to friends who live abroad • letters of complaint • letters of application • letters of recommendation
• appreciation letters • letters to Santa Claus
Although they have di erent purposes, their structure is very similar.
abroad: adv. in a foreign country
Unit 4
46
How to Write a Letter
1. Heading: Write the date, and sometimes the place where you are.
May 29th, 2018
Dear Kate,
I am writing to thank you for giving me that incredible tour in your country.
2. Greeting: We usually write “dear” and the name of the person we are writing to.
3. Purpose. Write the
reason you are writing to that person.
Unit 4
47
4. Body: Write the main message.
I was very excited when we visited the History Museum. Then, we had so much fun at that concert. Do you remember that the bass sounded amazing? I want to visit you again. Meanwhile, let’s keep in touch.
5. Closing: End your informal letters with
Best wishes,
phrases like Best wishes , or With love . In formal letters use Sincerely or Regards .
Charles
6. Signature: Write your name. If it is a formal letter, include your signature, you know, your name written in your own particular way.
regards: n. an expression to show good wishes or to send greetings
Unit 4
48
Letters take some time to write, and more time to arrive at their destination. So, why choose a letter over an e-mail?
Bene ts of Writing a Letter
Handwriting decreases stress levels. It helps you organize your thoughts and your memories too. Also, your eyes take a break from computer screens.
handwriting: n. writing with a pen or pencil
Unit 4
49
Letters also bring bene ts to the readers. Reading a letter is a sensorial experience: They hear the paper when they unfold the letter; they touch the paper and smell it. They appreciate the time you spent to buy a stamp and to choose an envelope. They feel that you did it with care and love.
stamp: n. a small sticker you place on an envelope to pay the cost of sending a letter
Unit 4
50
Finally, the way each person writes is unique, so a letter is much more personal than an e-mail. The reader will remember your message for a long time! How many letters have you written this year? If your answer is just a few or zero, maybe it’s time to bring paper and a pen and get started.
Unit 4
51
Do the following activities to support this unit’s social practice of the language: To share and compare personal experiences. 1 . Do you think it is good to know how to write letters? Why? / Why not?
2 .Read the text again and find: a) Something you already knew about writing letters. b) Something new you learned about writing letters. c) Something that surprised you about writing letters.
Sending a letter to a friend is a special gift. If you want to review how to write a letter and get some ideas for your next letters, go to the link provided. https://bit.ly/2LMFRe2 ICT Box
Unit 4
52
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Sports, cultural, family, and home activities that children do 38
Written by Diane Hart
Unit 5
53
Each generation is different. I wanted to know if the kids that live in my neighborhood still do the same activities I did when I was young. I did a lot of research and interviews to get information. I decided to include fragments of the interviews within the text.
This text talks about my ndings. I hope you enjoy it.
Unit 5
54
Sports
My rst interviewee was Allison.
—What are your favorite sports?
—I love water sports.
—Can you give me an example?
— Water polo . It’s fantastic! I practice it with my friends in the local pool. And on weekends we just swim for fun. We enjoy being in the water, especially during the summer.
water polo: n. a ball game played in water by two teams who try to get the ball into the opponents’ goal
Unit 5
55
This neighborhood also has a basketball court, a soccer eld, and an ice rink . There is a basketball and a soccer team. They play against the teams from other neighborhoods every week.
The soccer team has won three tournaments so far. They keep their trophies in their coach’s of ce.
ice rink: n. a place, often inside a building, where you can skate on ice
Unit 5
56
Culture
My second interviewee was Fernando.
—What cultural activities do you do?
—I go to the theater very often.
—Where is it?
—It is downtown. Actually, there are two theaters. The big one has musicals and very famous plays. The small one has performances by new theater companies or school plays.
performance: n. an activity done for entertainment, such as singing, dancing, or acting
Unit 5
57
Besides theater plays, there are a lot of events for children. Every month there is one concert for kids. Children attend the concert hall to listen to music from their favorite movies.
All art museums in the neighborhood offer workshops on Sundays. Children learn to paint or draw, and they also learn about important artists.
attend: v. to go to an event
Unit 5
58
Family
My third interviewee was Melanie.
—What activities do you do with your family?
—We watch TV in the afternoon, but my favorite activity is playing board games.
—Who usually wins?
—My mom is very good at checkers. She always wins. My dad never loses at tic-tac-toe. And I always beat them at snakes and ladders.
Unit 5
59
I realized that families also do activities outdoors. I saw a lot of them walking their dogs in the park. Parents usually take the leash, but I also saw small children controlling small dogs. Other families do exercise, and have ice cream when they nish. I saw many families shopping at malls too.
Unit 5
60
Chores
My fourth interviewee was Simon.
—Do you do chores alone or with your family?
—I usually do chores on my own, but we work as a family on Together Day.
—What do you mean by Together Day?
—Once a week, we do everything together. For instance, we take
out some shovels and work in the garden. Or we cook. All of us
have our own apron and gloves, which we use when we bake or when we chop vegetables.
chop: v. to cut something (such as food) into pieces with a knife
Unit 5
61
I also asked some families about the chores they do together. They said that they usually divide the work. Children from the age of 4 to 6 put toys away, water the plants, or set the table. Older children sweep and mop oors, vacuum, and baby-sit younger siblings.
Chores are easier if everybody participates.
sweep: v. to clean the floor with a broom vacuum: v. to collect dust with a cleaning machine
Unit 5
62
My conclusion is that kids are not very different.
Children still want to play with other kids. They like to be very active and explore new activities.
If you are a child, you have many activities to choose from. Pick your favorite ones, enjoy them, share them with your friends and family, and never stop doing them.
Unit 5
63
Do the following activities to support this unit’s social practice of the language: To describe daily activities for others to try to guess. 1.Write a list of five activities you do regularly.
2 .Work in pairs. Choose an activity and mime it to your partner. 3 .Write the questions you need to guess the activity your partner is miming.
4 .Change partners and start again.
There is so much to do out there. If you don’t want to get bored, invite your friends and family to do some of the activities from the link provided. https://bit.ly/2Hlmw4c ICT Box
Unit 5
64
s
A story about a trivia game
39
Written by Ismael Centeno
Unit 6
65
My friends and I watch a trivia game on TV every Friday. It is fun, and we also learn a lot. We always pretend to be the contestants and we do fine! One day, they told me, “Jonathan, you should participate.” I was not sure, but I accepted the challenge. At first, I felt nervous because of the cameras, but I thought I could win.
trivia game: n. a competition where you answer a lot of questions about many topics
Unit 6
66
We were three contestants . The host explained that, in the rst round, we were going to answer just one question. If the answer was wrong, we couldn’t pass to the next round.
The rst contestant was Paul.
Where do marsupials carry their babies? A. in a pouch B. in a pound C. in a couch
Paul answered B. It was wrong, but he said he was happy because he appeared on TV.
contestant: n. a person who takes part in a competition host: n. a person who talks to guests on a TV show
Unit 6
67
The second contestant was Cindy.
When do bees sting? A. when they feel threatened B. when they are hungry C. when they see the color red
The question was a piece of cake for me, but she didn’t answer A. She said C. She left the game feeling disappointed.
a piece of cake: phrase very easy
Unit 6
68
It was my turn. I hoped that the question was going to be easy. I thought about my friends, who were watching the program. There were twenty million spectators too. I didn’t want to feel embarrassed in front of national TV.
The host asked me if I was ready. I said yes.
spectator: n. a person who watches a program
Unit 6
69
The host asked the question.
Are bees organized in colonies? A. yes B. no C. sometimes
I remembered that I read about it in class. So, with a lot of confidence , I answered A (yes). The host said that my answer was correct. And the audience started to applaud. I was in the next round!
confidence: n. a feeling of being sure about something
Unit 6
70
The host explained that now he was going to ask ten questions. If I answered them correctly, I would win the big prize: $10,000. I got very excited! I made plans in my mind. With that money, I could go on vacation and buy many books I needed for school.
$
Unit 6
71
I answered nine questions correctly. It was time for the tenth question.
When do animals go into hibernation? A. the summer
B. the winter C. the spring
I was absolutely sure of the answer. It was B. The $10,000 were mine! Now, the host said that I had the choice to answer one final question and win $50,000. But if I didn’t answer correctly, I would lose my $10,000.
Unit 6
72
What should I do?
I could be very happy with my prize, but $50,000 sounded amazing. The host asked me, “Jonathan, do you take the challenge?” The audience started yelling, “Take it! Take it! Take it!” I felt so much pressure . Also, my friends would be very proud if I won the last challenge.
pressure: n. the stress you feel when people try to make you do something
Unit 6
73
“Okay! Ask me the question.”
I heard a lot of applause and then complete silence.
It is said that a queen sent the rst letter in history. Where was she from? A. Britain B. Persia C. Greece
I knew it wasn’t Britain because letters are much older, but I didn’t know the right answer.
I chose C.
Unit 6
74
The host said “Incorrect! The correct answer is B. You have lost everything!” I wanted to cry. That happens when you are greedy . As my best friend says, “There are good days, and there are bad days.” I didn’t win anything, but at least I appeared on TV and became famous for one day.
greedy: adj. wanting more than you need, especially money
Unit 6
75
Do the following activities to support this unit’s social practice of the language: To ask and answer questions to obtain information about a speci c topic.
1 . In pairs, select a topic you want to know about. Write it down.
2 .Write down five questions to ask your partner about the topic.
3 .Ask each other your questions and answer them.
If you like trivia games, or if you want to nd out if you could win, take the quiz on the link provided. Don’t forget to share your score with the class and your teacher. https://bit.ly/1K7plhU ICT Box
Unit 6
76
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What you should know about publicity 40
Written by George Post
Unit 7
77
Publicity is everywhere. We see it on TV and hear it on the radio. There are giant billboards on highways and tiny ads in magazines. What is the purpose of publicity? It tells us when companies introduce new products. Also, it tries to persuade people to buy those products.
Unit 7
78
Advertisements don’t always say, “Buy this product!” but customers often feel that they have to buy it. Has it happened to you? How is that possible?
Publicity uses some tricks to accomplish its mission. Let’s take a look at them, and try to recognize them next time you see an advertisement.
trick: n. an action to make you think that a false thing is true
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79
Live the Dream!
Most ads show happy families or friends using the product. Celebrities appear in commercials too. Singers, actors, soccer players, and other famous people recommend the items they are presenting.
When spectators see this, they also want that perfect and glamorous life. Result: they want to buy the product.
glamorous: adj. attractive and exciting
Unit 7
80
Sing the Ad!
Commercials use jingles in order to make ads memorable . The tune is simple and catchy, so it stays in your head. After listening to it many times, your brain makes you think of the product every time you hear the jingle. Products with popular tunes sell more!
memorable: adj. worth remembering because it is special or interesting
Unit 7
81
Our Product Is Best!
Advertisements (especially infomercials) use powerful words!
The quality is remarkable!
The fl avor is amazing!
Your hair will look perfect!
The price is unbelievable!
It is not always true, but when you see those words, your brain makes you want to buy something that sounds wonderful. So, be ready to get disappointed .
disappointed: adj. unhappy because something is not as good as you expected
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With these techniques, advertisers create a need. In other words, the consumers feel that they have to buy the products.
Maybe an item is very good, but you should ask yourself before you buy it: “Do I really need it?” or “Is it good for my health?”
In this way you will be a responsible consumer.
consumer: n. a person who buys goods and services
Unit 7
83
Do I Really Need It?
There is a difference between “to want” and “to need” something. Publicity tries to make you think you need a product.
Before you buy it, ask yourself these questions:
• Am I going to use it frequently? • Is it going to make my life easier?
If the answer is no, think twice.
Unit 7
84
Is It Good for My Health?
Ads about chips, soda, cookies, and other products use eye-catching and colorful fonts to make them look attractive. However, they might not be very healthy. Before you buy, read their labels to check the amount of sugar, salt, and fat.
Ask your doctor how many calories you can consume each day, and how many of those products you can eat.
eye-catching: n. a quality that attracts your attention
Unit 7
85
Is Everything a Lie?
Not everything you see in publicity is false. There are advertisements that tell the truth about what can be expected from their products. And many ads inform at least about the price of the product or service and provide useful information about the retailers .
Also, we can use publicity to compare products and make a better decision.
retailer: n: a person or business that sells goods
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86
To summarize, publicity can be useful, but also a bit misleading . Remember not to believe everything you see in advertisements. Buying certain products won’t make you a happier or a better person. So try to buy only what you really need.
Don’t waste your money. Be a wise consumer!
misleading: adj. a characteristic to make you believe in something false
Unit 7
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Do the following activities to support this unit’s social practice of the language: To comment and compare advertisements. 1 . Work in pairs. Discuss a product you want to know about. Search for a couple of advertisements and analyze them. Look for true and misleading information.
2 . Make a comparative chart for the two advertisements.
Advertisement 1 Advertisement 2
True information
Misleading information
Publicity is a big industry and it creates a lot of jobs. If you are interested in being part of this business, go to the link provided to learn about making effective advertisements. https://bit.ly/2kPyvdc ICT Box
Unit 7
88
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Legends about the origin of humankind 41
Written by James Andrew
Unit 8
89
One day I was walking in the forest. I noticed the smell of smoke. I walked for a few minutes following the smell. I arrived at a clearing in the woods. I saw a man who was lighting a re on the ground.
“Don’t be afraid, David. Come closer,” he said.
Unit 8
90
“I am the shaman of the woods. I knew you were coming. You can ask me whatever you want.” “I want to know about the origin of humankind,” I replied. “That’s a di cult question. Nobody knows, but there are many legends. Do you want to hear my favorites? Sit down and look at the re.”
shaman: n. a person who is believed to be able to talk to spirits and cure illnesses
Unit 8
91
I looked into the re and I saw two characters. They were Tepeu and Gucumatz. The Mayan people say they were the Makers or the Creators. After they made the Earth, they thought they needed creatures to thank them for their creation. They made beautiful birds, strong jaguars, and all the other animals. However, they could not speak.
creature: n. anything that has life and can move
Unit 8
92
The Creators had to make other beings that could praise them. They took wet clay and formed a man. But this man could not stand on his feet, he could not see, and his head could not move. When he tried to speak, he just made noises. The gods Tepeu and Gucumatz were not happy, so they destroyed him.
praise: v. to express admiration
Unit 8
93
The gods tried again and created men using wood. They could speak! They lived for a while, but there was a problem. They didn’t have a brain or a heart. After some time, they forgot about their creators and stopped praising them.
Tepeu and Gucumatz sent a fl ood to destroy these men. Some of them could escape into the jungle. There, they turned into monkeys.
fl ood: n. a very large amount of water that covers an area that is usually dry
Unit 8
94
The gods decided to try one last time.
They used yellow corn to make four men.
These men could speak and feel. They also started to worship the gods. Tepeu and Gucumatz were glad, so they created four women as their wives. Soon, humankind lled the Earth, and all the humans praised the gods.
worship: v. to show respect and love for a god
Unit 8
95
The vision in the re ended. The climax of the legend was interesting and I also learned that the Maya thought men were made of corn, the most important food in ancient America. The shaman told me to pay attention. A new legend was appearing in the re. In contrast, it was showing another place. The setting was ancient Greece.
ancient: adj. very old or from the distant past
Unit 8
96
The scene was running backwards . People and buildings started to disappear until the Earth only had water and vegetation. I saw the universe, and the god Zeus appeared. He ordered Prometheus and Epimetheus to create men and animals, and to give them a gift.
Epimetheus chose to make animals, and Prometheus started to create men.
backwards: adv. from present to past
Unit 8
97
Epimetheus worked fast and nished rst. He used all the gifts from Zeus. He gave strength, speed, warm fur, and wings to the animals.
On the other hand, Prometheus worked carefully. He took clay and made man similar to the gods.
The humans didn’t have a gift. Prometheus went to the sky and stole re from the gods to give it to humans. This gift helped them create big civilizations.
Unit 8
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“I can be a legend.”
The image disappeared from the re.
The shaman said, “There are hundreds of legends about our origins. Nobody knows where we came from, but we know where we’re going. It is your job to create a great future for yourself. Maybe you’ll become a legend one day.”
I left the forest. That day changed my life forever.
Unit 8
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Do the following activities to support this unit’s social practice of the language: To read brief legends from different cultures to compare similarities and differences. 1 . Did you enjoy reading the legends about the origin of humankind? Why?
2 .Which one you prefer? Why?
3 .Complete the Venn diagram about the legends. Think on the following topics: animals, humans, gods, gifts.
Greek legend Mayan legend
ICT Box
https://on.natgeo.com/2eT7L9w
Every civilization has legends about the origin of humankind.Those stories have different characters and settings. If you want to travel to the beginning of time, read about some of the most famous myths about creation in the following link.
Unit 8
100
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The past and present of Mexican cuisine 42
Written by Diane Hart
Unit 9
101
Preface Eating is a pleasure. I have traveled all around the world, and my favorite thing to do is trying new dishes. I have three favorite types of food. I love Italian and Chinese dishes, but the one I like the most is Mexican food. It has an amazing ancient magic.
This book is dedicated to this marvelous cuisine .
cuisine: n. a particular style of cooking
Unit 9
102
A Celebration for Your Mouth
Mexican gastronomy is a party of flavors. The dishes from this country mix sweet, bitter, and spicy ingredients.
There is not just one single typical Mexican food, but a huge variety because every state has an emblematic dish.
Also, eating Mexican food is like traveling through time. Let’s take a look at its history.
spicy: adj. flavored with strong spices that cause a burning feeling in your mouth
Unit 9
103
The Origins
Mexican cuisine has existed for thousands of years. There were many groups like the Olmecs, Toltecs, and Mixtecs. They all started cooking traditions. Mesoamerican civilizations had a lot of different foods. Corn, chili peppers, and beans were the most important foods in their diets. However, they also included many other ingredients like avocados, squash , tomatoes, and sweet potatoes.
squash: n. a big vegetable with hard skin and a lot of seeds, like a pumpkin
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Another important food was cacao. The Aztecs believed it was a gift from the gods. It had a lot of value. It was used as money and for rituals. Cacao was used to make xocolātl . That’s right! Chocolate originated from America. At first, it was only prepared as a drink. After the Spanish conquest, it was used in other ways.
Unit 9
105
Food in Colonial Times
The Spanish caused other changes to Mexican cuisine. Mesoamerican cultures didn’t eat a lot of red meat. They ate turkey, iguana, and fish, among
other animals. The conquerors brought pork, chicken, beef , and sheep. During that period, dairy products also entered into Mexican cooking. The Spanish introduced fried foods too.
beef: n. meat from cows dairy: adj. made from milk
Unit 9
106
Other Influences
The Spanish were not the only culture that influenced Mexican cuisine. In the 19th century there was a mixture with French, German, Chinese, and Italian food because of the immigrants that went to Mexico. Mexican bakeries have bolillos, conchas , and other sweet breads thanks to French chefs that came to Mexico.
Unit 9
107
The Present
quesadillas
aguachile
fajitas
chile en nogada
After centuries of development of Mexican cuisine, there is a large number of dishes. Mole , tacos, tamales, and pozole
cabrito
enchiladas huaraches
are very famous, but there are many more.
escamoles huitlacoche
Also, Mexico is well- known for all its fresh fruit juices, and other beverages . Just look around this page and observe some typical Mexican dishes.
guacamole
carnitas
tlayudas
birria
sopes
cecina
pambazos
cemitas
barbacoa
beverage: n: a hot or cold drink
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Mexican cuisine brings people together. It is a valuable part of our society. There are many traditions and celebrations where food is essential. For example, during the Day of the Dead festival, people put favorite food items of dead family members on the altars.
However, Mexican food is also important for the whole world.
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A lot of luxury restaurants around
the world serve Mexican food. International chefs learn Mexican recipes and make sophisticated dishes.
The Aztecs used to eat some insects. Nowadays, famous cooks consider them a delicacy .
recipe: n. the instructions and list of ingredients for cooking a dish delicacy: n. something good to eat that is not common and expensive
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Mexican food belongs to the world.
If you haven’t tried Mexican dishes, do it. If you are Mexican, appreciate your food. Be proud of it. It’s not just a bunch of ingredients you eat when you are hungry.
Mexican cuisine is a tasty piece of our history and culture.
tasty: adj. delicious; especially interesting
Unit 9
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Do the following activities to support this unit’s social practice of the language: To interpret and compare information in a graphic. 1 . In groups, discuss what you like about Mexican cuisine. What do you prefer: beverages, pastry, tamales, etc.? Why? 2 .Look for information about the food you select: What is it made of? Where is it eaten? Does it have American or European ingredients? 3 .Draw a graphic with the information you collected.
Mexican cuisine is full of avors and there are many different dishes you can try. If you want to know the top 10 foods from Mexico,and how to prepare the perfect guacamole,go to the link provided. https://bit.ly/2rKyX1s ICT Box
Unit 9
112
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A story about helpful people
43
Written by Ismael Centeno
Unit 10
113
My grandma came to stay in my house this summer. She lives in Brazil, but every year she comes on vacation. My mom goes to work every day, so I stay at home with Granny. My mom asked me, “Jenny, can I ask you a favor? Please, help your grandma with anything she needs.”
“Of course!” I replied.
Unit 10
114
After a few hours, I saw Grandma struggling to open a bottle of juice.
“Do you need any help?” I asked.
“Yes, sweetheart. I want to drink some juice, but my hands are not very strong.”
“I will give you a hand.”
“Thank you, Jenny. Do you like helping other people?”
struggle: v. to have a di culty
Unit 10
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“Yes, Grandma. I usually help Mom at home.”
“That’s wonderful! How do you assist her?”
“I make my bed and wash the dishes. I help her cook or sweep the floor. Also, I look after my little sister sometimes.”
“Your mom is very lucky. Some children don’t want to do anything. They just want to watch TV.”
assist: v. to help look after: v. to take care of someone
Unit 10
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“Do you support your friends?” Grandma asked.
“Yes. When they don’t go to school because they are sick, I call them to tell them what they have to do for homework. Also, I always carry an extra pencil in case someone needs it. One day, I helped them solve a problem. Do you want to know the story?”
“Tell me.”
support: v. to help someone in an emotional or practical way
Unit 10
117
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