Z5607 - 3Primaria Sunburst - Libro de lecturas

Reader

Hened Manzur

Ciclo 2

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 3 Reader First published 2019 Pearson Educación de México, S.A. de C.V., 2019 ISBN: 978-607-32-4889-1 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: Engeli Haupt ■ Art and Design Coordinator: Juan Manuel Santamaria ■ Design Process Supervisor: Salvador Pereira ■ Layout: Ma. de Lourdes Madrigal ■ Cover Design: Erika Fernández ■ Illustrations: Sheila Cabeza de Vaca, Ana García, Ximena García, Herenia González, Alhelí Ochoa, Gerardo Sánchez , Víctor Sandoval, Ismael Vázquez ■ Photo Research : Laura Manzur Soda ■ Photo Credits: Shutterstock

Datos legales

First published, 2019 Second Reprint, 2021

ISBN PRINT BOOK: 978-607-32-4889-1

Cámara Nacional de la Industria Editorial Mexicana Reg. Núm. 1031

1 2 3 4 5 6 7 8 9 0 - 22 21 20 19

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.

Pearson Hispanoamérica Argentina ■ Belice ■ Bolivia ■ Chile ■ Colombia ■ Costa Rica ■ Cuba ■ República Dominicana ■ Ecuador ■ El Salvador ■ Guatemala ■ Honduras ■ México ■ Nicaragua ■ Panamá ■ Paraguay ■ Perú ■ Uruguay ■ Venezuela

Programa Nacional de Inglés. Para alumnos en Educación Básica. P

La producción de estos materiales fue hecha por encargo de la Secretaría de Educación Pública para usarse como material didáctico en escuelas públicas de Educación Básica.

Impreso en México · Printed in Mexico Distribución gratuita · Prohibida su venta

PRONI-LEGAL-20-21.indd 1

31/01/20 11:58

Dear young readers, Open this book at your own risk, for inside you will nd new worlds and adventures. Keep your eyes wide open. You will be taken through ctional stories and non- ction texts. In the ctional stories you will nd narrations in the form of imaginative or invented short stories. In the non-ction texts you will nd also narrations now oering information about facts and reality. As you make your way along the stories, study their content and characteristics closely. The activities at the end of each text will help you do this. And then, the glossary on some pages will give you the meaning of dicult words. It also includes the part of speech of the word or expression: n. noun adj. adjective v. verb exp. expression Spoken means that the word is oen used orally, not in written form. Br. E. means that the word is used in Great

Britain, not in the United States. Turn the page and expect the unexpected…

Contents

Unit 1 I Hope We Go Somewhere Nice! Andrew Starling Unit 2 Let’s Celebrate With a Song!

Andrew Starling Unit 3 A Magical Kite Engeli Haupt Unit 4 The Computer Brinn Edwards Unit 5 The Four Dragons Brinn Edwards Unit 6 Seeing Color Engeli Haupt Unit 8 A Long Journey Engeli Haupt Unit 9 Music and Mankind Brinn Edwards Unit 7 At Sea

101

Brinn Edwards Unit 10 Celebrations Around the World

113

Engeli Haupt

References

125

o m

by Andrew Starling

Unit 1

It’s Thursday morning at the Benito Juárez primary school and the children of class 3B are very excited . They are going on a school visit. Miguel and Claudia are friends, and they are talking about the trip.

excited ( adjective ) very enthusiastic and happy about something

Unit 1

C: Hey, Miguel! Over here! M: Oh! Hi, Claudia! How are you? C: I’m very excited! M: Why? C: Don’t you remember? Today is the school trip !

trip ( noun ) a journey to a place

Unit 1

M: Oh! Yes, that’s right! Where are we going? C: I’m not sure. I hope it’s somewhere nice, like a museum. M: Museum? Oh no! Museums are boring. I hope it isn’t somewhere boring. C: Miguel! Museums aren’t boring, they’re interesting. I really like museums. M: Well, I hope it’s a car museum, then. I really like cars. C: I don’t know. Come on! Let’s get on the bus.

hope ( verb ) to want something to happen or be true

Unit 1

M: Hey, Marco. Hi Claudia. Do you know where we are going? M: Hi, Miguel. No, but I hope we go to the skateboard park. I want to go there. C: Well, I don’t want to go to the skateboard park. M: Claudia thinks we are going to a museum. M: A museum? Well, I hope there are old cars. I really like old cars.

C: Old cars? Oh no, I hope not. Let’s ask Sammy. Maybe she will know.

skateboard ( noun ) a short board that is on wheels and that a person stands on to move or to perform tricks

Unit 1

C: Hi, Sammy! S: Oh, hey, Claudia. Hi, Miguel. M: Hello Sammy. Do you know where we are going? S: I’m not sure, but I hope we are going to the theater. I really like the theater. C: So do I! There is a new play and I want to see it. M: The theater? No, I don’t think we are going to the theater. Let’s ask Jaime, I think he will know.

think ( verb ) to believe that something is true; that something will happen

Unit 1

M: Hi, Jaime. J: Hi, Miguel. How’s it going? M: Not bad, thanks. Say, do you know where we are going? J: No, but I hope we are going to a farm. I want to see cows and pigs. C: A farm! I hope not! Farms smell horrible! Urgh! M: Who else can we ask?

smell ( noun ) to have an odor or scent

Unit 1

C: I know! Let’s ask the teacher. M: Good idea. He will know where we are going. J: I hope he tells us. C: Don’t worry, I’m sure he will. M: Ok, let’s ask him then.

Unit 1

C: Excuse me, Mr. Sánchez. M. S: Oh, hello children.

M J: Hello Mr. Sánchez! M. S: How can I help you, guys? C: We really want to know where we are going. Can you tell us, please?

Unit 1

M. S: So you want to know where we are going? M: Yes! Are we going to the skateboard park? I hope we are. C: No, I want to see things at the new museum. M: No! Old cars! I want to see old cars. J: I hope we are going to a farm. I really like farm animals. M. S: Well, I think you will all like the visit.

want ( verb ) to desire or wish for something

Unit 1

M. S: Here we are! C: Miguel, can you see where we are? M: No, I can’t. Jaime, can you see anything? J: No, I can’t either. What about you Marco? M: I can’t see anything. Where are we, Mr. Sánchez? M S: You will see. Come on. Let’s go.

Unit 1

M. S: Here we are. Look! C, M, J, M: Wow!

Unit 1

M. S: You see. I’m sure you’ll like it. C: It’s the state fair ! Wow! There’s a museum! M: And look, old cars. M: And a skateboard park. J: And farm animals! M: And there are dinosaurs! Fantastic! C, M, J, M: This is great! Thank you Mr. Sánchez!

fair ( noun ) A large public event at which there are various kinds of competitions, games, rides and entertainment

Unit 1

Do the following activities to support this unit’s social practice of the language: To exchange expectations within a dialogue.

1. Where do the children hope to go? Complete the table.

Children

Places they hope to go

Claudia Miguel Marco Sammy Jaime Yourself

2. Where are they finally going?

ICT Box

Look at this page if you want to nd out about the best state fairs in the United States. Browse the page and decide which one you hope to go one day. http://www.thisisinsider.com/best-state-fairs-2017/#22-the- champlain-valley-fair-in-essex-junction-vermont-1

Unit 9

’ s

by Andrew Starling

It’ s F riday afternoon, and a group of friends from 3 A are preparing for the Family Day celebration . Natalia and her team are writing a song with dance moves. They will perform the song and dance at the Family Day festival. They are in Natalia’ s house.

celebration ( noun ) the activity of doing special enjoyable things for an important occasion

Unit 2

N ATALIA : We only have two weeks to the festival, and we still don’ t have a song! C ARLOS : :ell we have the first line« S USIE : B ut we can’ t do the dance moves without the complete song. N ATALIA : &arlos what is the first line" C ARLOS : 2N the first line is Today is family day, everyone shouts hooray!

move ( noun ) when the body goes from one position to another

Unit 2

S USIE : 2N so the seFonG line FoXlG Ee And everyone is really excited. N ATALIA : Well not really. The last word needs to rhyme with hooray. S USIE : +ow Go yoX mean rhyme" C ARLOS : Y es, that means it has the same sound. F or exa mple, rule rhymes with school . S USIE : A h, I see. S o if it rhymes it has the same sound. N ATALIA : E xa ctly!

rhyme ( verb ) to have or end with the same sounds

Unit 2

S USIE : 0m« hooray, hooray ... how aEoXt The sun is shining. It’s a fantastic day! C ARLOS : Nice! I like it. Now we have two lines. 1atalia Fan yoX write it Gown" N ATALIA : 6Xre. $nG line three FoXlG Ee Everyone is together here at school… S USIE : 0m« school… cool! Our family celebration will be really cool ! C ARLOS : Y es, yes! E xc ellent! Wait, let me write that down.

cool ( adjective ) a fashionable way of saying something is great (usually used by young people)

Unit 2

N ATALIA : C arlos! That’ s not how you spell cool . C ARLOS : Isn¶t it" It soXnGs liNe rule . S USIE : Well yes, it sounds the same but you spell it differently. L ook! C - O - O - L . C ARLOS : O h, so cool sounds the same as rule , but with different spelling. N ATALIA : Y ep, some words are like that. They sound the same but have different letters. C ARLOS : S o that means that sometimes letters can have different sounds.

Unit 2

S USIE : Y es. F or exa mple in Carlos the c has the same sound as in cake . N ATALIA : B ut in city the c sounds like s . C ARLOS : A h, I get it. S USIE : 2. so we have IoXr lines. 7hat¶s the first verse. C ARLOS : G reat! Now we can start to make up some dance moves. N ATALIA : Wait! F irst we have to decide on the music. What kind oI mXsiF Go we want"

cake ( noun ) a sweet baked food made from flour, sugar, eggs and butter city ( noun ) a variety of things or people

Unit 2

C ARLOS : I like heavy metal music. L et’ s make it a metal song! N ATALIA : No, I don’ t like rock music, it’ s too loud. It always sounds angry. S USIE : How about a pop song" 3op mXsiF always makes me feel happy. C ARLOS : No, I don’ t like listening to pop music, it’ s awful. N ATALIA : :ell how aEoXt rap" :e FoXlG maNe it into a rap song. A nd anyway, we don’ t have any instruments.

heavy metal ( noun ) a type of loud rock music that has a strong beat pop ( noun ) music that is popular

Unit 2

S USIE : Y es, I don’ t mind rap. C ARLOS : G reat! It will be a rap song then. N ATALIA : O K , so let’ s see what we have so far. I’ ll read it out loud.

C ARLOS : I really like it! S USIE : Y es, so do I. It’ s very good. N ATALIA : O K , so now we need another verse .

verse ( noun ) a part of a poem or song

Unit 2

C ARLOS : I thinN I have the ne[t line« listen Our rap is just beginning ... N ATALIA : R emember that beginning has a double n B - E - G - I- N- N- I- N- G . C ARLOS : A h, yes of course. O K , so what do you thinN oI the first line oI the new verse" S USIE : V ery good! C ARLOS : O K so we need another three lines then.

beginning ( noun ) the first part of something

Unit 2

C ARLOS : F inished! We have our rap song! N ATALIA : Y es, and I think it’ s really good. O K , now we need some dance moves. S usie, you are gooG at GanFing. &an yoX help with this" S USIE : S ure! J ust pay attention! O K , so Natalia, Fan yoX reaG the rap" I will Go the moves. N ATALIAAND C ARLOS : S ure, no problem!

Unit 2

Today is family day, everyone shout hooray! The sun is shining and it’ s a fantastic day, E veryone is together here at the school, O ur family celebration will be really cool!

C ome on everyone, our rap is j ust beginning, F amily day is really happening, M usic helps us have fun, you know, A nd guitars and whistles are part of the show!

Wow! They are really good!

Yes. It’s a great song

Good job!

Unit 2

Do the following activities to support this unit’s social practice of the language: To sing songs.

1. What music do you like?

I like...

a.pop music. b.rock music. c.electronic music. d.rap music. e. other

Now, ask a friend about the music they like.

ICT Box

In this page, you will nd out what you need to write a song. Find all about: • a topic http://www.cbc.ca/parents/play/view/a-step-by-step- guide-to-writing-songs-with-your-kids

• a melody • a chorus • some verses • a purpose Have fun!

Unit 2

by Engeli Haupt

Unit 3

“Good night, Jill,” said Dad and kissed Jill on the head.

“Good night, dad,” said Jill.

She closed her eyes, and when she opened them again, she was not in her room.

She was in some kind of colorful shop.

“Where am I?” she asked herself.

“You are in the shop where you can make anything,” a voice answered.

Jill jumped.

make ( verb ) to build, create or produce

Unit 3

“Where are you?” she shouted. “I am here,” said the voice. “I can’t see you. Who are you?” she asked.

“I am the Shopkeeper . I can help you make anything you want.” “Anything?” asked Jill. “Anything.” answered the Shopkeeper. “Can you make something for me?” asked Jill with a smile.

Shopkeeper ( noun ) someone who owns or manages a shop or store

Unit 3

“What do you want, child?” the Shopkeeper asked Jill.

“Mister Shopkeeper, I want a kite that can fly with the birds.”

“I can tell you how to make this kite, but you have to do what I say.”

“I will do exactly what you say,” Jill answered.

First , you need to find the perfect paper.

First ( adverb ) before all others in time, order or importance

Unit 3

³:here Fan I finG the perIeFt paper"” -ill asNeG. ³It¶s on that shelI” the 6hopNeeper answereG. ³7hat shelI"” asNeG -ill nervoXsly. 7here was a shelI as long anG as tall as the wall. 7here were hXnGreGs oI Eo[es. ³)inG the sixth shelI Irom the top«” -ill FoXnteG FareIXlly “ One… two… three… ”

sixth ( adverb ) occupying the number six position in a series

Unit 3

³I¶ve IoXnG it” she shoXteG e[FiteGly. 6he FlimEeG Xp onto the shelI anG tooN the Eo[. It looNeG small. :hen she openeG it there was a lot oI golGen paper insiGe mXFh Eigger than the Eo[

³+ow is this possiEle"”

³'iGn¶t I say anything is possiEle"” the 6hopNeeper laXgheG.

1ow FXt on the lines.

/ines appeareG on the paper anG -ill IoXnG sFissors ne[t to her.

Unit 3

6he FXt the paper FareIXlly.

³7he seFonG thing yoX neeG to Go is maNe one or two holes Ior the string” the 6hopNeeper tolG her. ³7aNe the punch Irom the Eo[ oI paper.”

³%Xt there was no pXnFh when I last looNeG” -ill saiG FonIXseG.

³/ooN again”

-ill looNeG anG IoXnG the pXnFh. 6he maGe two small holes at the Eottom.

punch ( noun ) a tool or machine for cutting holes in paper, cardboard, etcetera

Unit 3

³1ow the thirG thing is to tie the string.”

-ill listeneG FareIXlly.

³<oX neeG to MXmp as high as yoX Fan to pXll the string Irom the sNy.”

-ill Ielt silly EXt she MXmpeG.

³-Xmp a little higher” the 6hopNeeper instrXFteG. -Xst when -ill Ielt she FoXlGn¶t MXmp any higher silver string Iell Irom the sNy.

³6o pretty” she saiG.

Unit 3

-ill tieG the silver string to the paper.

³<oX also neeG to maNe little Eows with riEEon. 7hat is the IoXrth step.” $ Eall oI shiny pXrple riEEon rolleG to where she was.

³+ow many riEEons Go I neeG to tie "”

³7welve.”

-ill maGe little riEEons ³1ine« ten« eleven« Gone” ³7he fiIth step is to glXe them on the string.”

tie ( verb ) to attach something to something with a string or rope

Unit 3

-ill tooN some glXe Irom the small Eo[ anG pasteG eaFh riEEon on the silver string.

³7here”

-ill GiGn¶t XnGerstanG ³%Xt how will it Ày" 7he paper is so soIt. It will never move Xp liNe this.”

7he 6hopNeeper pretenGeG not to hear her.

+e tolG -ill ³1ow piFN it Xp”

Unit 3

-ill piFNeG Xp the paper anG the string with riEEons. ³+olG on” saiG the 6hopNeeper anG tooN a Geep Ereath. 7he winG Elew into the shop anG Elew the Nite oXt oI the winGow high Xp into the sNy. -ill Ielt her Ieet leave the groXnG. 6he helG on tightly.

³I¶m Àying with the EirGs”

Unit 3

Do the following activities to support this unit’s social practice of the language: To give and follow instructions to make an object. 1. What materials do you need for the magical kite? Check the things that are in the story.

buttons

eraser paper punch

glue

pencil ribbon

string

2. Imagine you are in the magical shop and you can make something magical. Write a sentence to describe it. Then, tell a friend.

ICT Box

http://www.instructables.com/id/Easy-Paper-Kite-for-Kids/

Check this page on the Internet and you will nd easy instructions to make your own magical kite. Use your imagination and decide on colors and materials. You can recreate the story in your reader using your kites.

Unit 3

by Brinn Edwards

Unit 4

worried ( adjective ) feeling or showing fear and concern because you think that something bad could happen Nat had a big project to do for school. It was for the end-of-year grade, and he had to do it on a computer. This was a problem because Nat didn’t have a computer. A lot of the kids at school did, but Nat didn’t. But Nat wasn’t worried ! He knew his Dad had a computer in his ofce. He was planning to do the project on his Dad’s computer.

Unit 4

Nat told his parents about the project. “We have two months to do it,” he said. “It’s really important. It has to be good because it’s going to be for our nal grade. We have to do it on a computer.”

“But you don’t have a computer,” his Dad said.

“I know,” said Nat, and smiled at his Dad. “But you do!”

Unit 4

Nat’s Dad frowned and shook his head. “I’m sorry, Nat,” he said. “That computer isn’t mine. It belongs to the company. I can’t bring it home. It has to stay in my ofce. I’m afraid you can’t do your project on that computer.” Nat stared at his Dad in horror. “But I have to do my project on a computer,” he exclaimed. “The teacher said so.”

frown ( verb ) to put a serious facial expression that usually shows anger or concentration

Unit 4

“I have to have a computer,” said Nat. “Can you buy me one?” Dad shook his head slowly. “I’m sorry, Nat,” he said. “But computers are expensive , and I don’t have that much money right now.”

Nat bit his lip. “But what about my nal project?” he said.

Nat’s Mom thought a little. Then she said, “Perhaps we could buy a second-hand computer.”

expensive ( adjective ) costing a lot of money

Unit 4

Mom told Nat that he had to keep his eyes open. “Lots of people want to sell their old computers,” she said. “Let’s look in the newspaper,” said Nat’s Dad. “There’s a whole section of second-hand things for sale in the newspaper. Maybe somebody wants to sell a second-hand computer. Where’s the newspaper?” Nat ran to get it.

second-hand ( adjective ) something that had a previous owner

Unit 4

Nat found the newspaper. It was on the little table in the hall near the front door. Nat grabbed it and ran back into the kitchen. He handed it to his Dad who quickly found the section of classied ads. They all bent over the newspaper, but it was no good. There were a lot of things for sale, but not a computer!

grab ( verb ) to quickly take and hold something with your hand

Unit 4

Nat suddenly remembered. “Kids at school put ads . On the school bulletin board, when they have things they want to sell. I’ll check tomorrow. Maybe someone at school is selling an old computer.” “Good idea,” said his Mom. “Now nish your supper, and go and put your things together for school tomorrow. It’s time to go to bed.”

ad ( noun ) advertisement

Unit 4

Bicycle for sale! Nearly new In excellent condition! Contact Tom Hill in Third Grade

The next day, when Nat got to school, he ran to look at the students’ bulletin board. There were a lot of ads. There were bicycles for sale, skateboards, scooters, watches and second-hand books. There were ads for everything under the sun… except for computers. No one was selling a second-hand computer! Nat was very disappointed .

disappointed ( adjective ) feeling sad, unhappy or displeased because something you hoped for did not happen

Unit 4

On Saturday, Nat went shopping with his mom. There was a small crowd of people outside a house not far from where they lived. Nat saw a sign. “What’s a garage sale?” he asked. “When people want to get rid of things they no longer need, they put them in their garages and sell them cheaply,” his mom said. “You can often get great bargains in garage sales. Hey! Where are you going?”

get rid of ( verb ) to dispose of something that is unwanted bargain ( noun ) something that is bought or sold for a lower price than the actual value

Unit 4

Nat left his Mom standing on the sidewalk. He rushed into the garage sale. And that’s where he found a computer. It was second-hand but it was in perfect condition, and it really was cheap! So now Nat has his very own computer, and he his nal project is coming along really well! Nat’s pretty sure he’s going to get a very good grade for it!

Unit 4

Do the following activities to support this unit’s social practice of the language: To interpret messages in ads and notices in public spaces.

1. Discuss with a partner and answer:

a. Why can’t Nat use his dad’s computer?

b. Where does Nat nd the computer in the end?

2. Do you use a computer? What for?

3. Think about your neighborhood. Are there places you can buy second-hand things? Ask a friend.

ICT Box

https://list25.com/25-impressive-works-of-art-made-from- recycled-materials/

Work in groups of 3. Go to this web page and look at the dierent works of art. They are all made from used things. Choose the one you like best. Say why you like it.

Unit 4

by Brinn Edwards

Unit 5

any, many years ago there were no lakes and no rivers on Earth. There was just the Eastern Ocean.

Four dragons lived on an island in the Eastern Ocean. Their names were the Long Dragon, the Yellow Dragon, the Black Dragon, and the Pearl Dragon. The four dragons spent their time ying over the ocean and playing in and out of the clouds.

rivers ( noun ) a large natural flow of water that crosses an area of land and goes into an ocean or a lake.

Unit 5

One day, the Pearl Dragon was ying over the earth when he saw something strange beneath him. He ew down to have a closer look.

There were many people below him. They were crying out to their gods, and laying out fruits and vegetables for them. “Please send us rain,” the Pearl Dragon heard them cry. “It is so hot that we cannot grow rice for our children to eat. Without rice our children cannot live.”

beneath ( preposition ) below rice ( noun ) small white or brown grains that come from an Asian plant and that are used for food

Unit 5

The four dragons wanted to help the people. The Long

Dragon said, “Let us go and nd the Jade Emperor. He is all- powerful . Let us ask him to send rain to the earth, so that the poor people can grow rice and feed their children.”

The Pearl Dragon ew o to nd his dragon friends. He told them that there was no rain and no rice for the people on Earth to eat.

All the dragons thought that this was a very good idea. The Jade Emperor was a very important man. They jumped up into the sky and ew o to nd the Jade Emperor in his palace. They soon found the Emperor. He was sitting on his throne. He was listening to music when the four dragons arrived. He loved music and wasn’t pleased to see four dragons standing in front of him.

powerful ( adjective ) having the ability to control or influence people or things

Unit 5

“Why are you here?” he asked crossly.

“The people of Earth are dying because there is no rain,” explained the Pearl Dragon.

“They need you to send rain to Earth,” said the Long Dragon.

“Only you can help the poor people,” said the Yellow Dragon.

“Please help them,” said the Black Dragon.

But the Jade Emperor wasn’t listening to the four dragons. He just pretended to listen. “All right… all right!” he said. “I’ll send rain to the Earth tomorrow! But now

get out of here. You are disturbing my musicians!” The four dragons said “Thank you, your Majesty.” They left the palace and ew back to the Eastern Ocean. “Good,” said the Pearl Dragon. “The Jade Emperor is all-powerful. It will rain tomorrow.”

rain ( noun ) water that falls in drops from clouds in the sky pretend ( verb ) to act as if something is true when it is not true

Unit 5

It was the next day. The four dragons were waiting for rain,

but no rain came! The Jade Emperor was more interested in listening to music and having a good time in his palace, than in helping the poor people of Earth. The four dragons ew down from the clouds to look at the people in their fi elds . The poor people were eating roots and grass! They had nothing else. The dragons felt very sad.

poor ( adjective ) not having the basic things that people need to live properly fi eld ( noun ) an area of land that has a special use

Unit 5

The four dragons ew o over the ocean. While they were ying the Long Dragon had an idea. “There’s plenty of water in the ocean,” he said. “We can suck the water into our mouths and spit it up into the clouds. The ocean water can then fall out of the clouds like rain, onto the elds. The poor people can grow their rice again. They can feed their children.”

“Let’s do it!” shouted the other dragons.

suck ( verb ) to pull liquid into your mouth while your lips are forming a small hole spit ( verb ) to force saliva from your mouth

Unit 5

The four dragons ew down to the ocean. They sucked up water into their enormous mouths and ew up to the clouds. They spat the ocean water up into the clouds and it fell down to the land like rainwater onto the dry land. The four dragons worked hard all day making rain. While the dragons were working, the poor were running up and down in excitement! It was raining. It really was raining! The poor people could grow their rice. They fed their hungry children again. The clouds got blacker and blacker while the four dragons were ying down to the ocean, up to the clouds and over the land, and the rain was pouring down harder and harder!

pour ( verb ) to rain heavily

Unit 5

The poor people were very pleased with the rain. But the Jade Emperor was not!

“How dare the four dragons bring rain without my permission?” he shouted. He called the palace guards. “Go and arrest the four dragons,” he said. “Bring them here to my Palace.” So the palace guards went to the island, arrested the dragons and brought them back to the Jade Emperor’s Palace.

arrest ( verb ) to use the power of the law to take someone and keep them in jail

Unit 5

“Go and get four mountains,” the Jade Emperor shouted to the guards. “Put the mountains on top of the dragons, so that they can never escape!” So the palace guards found four mountains, and the Jade Emperor used his powers to make the mountains y to his palace. The guards threw the mountains down on top of the four dragons. The dragons were trapped forever!

trap ( verb ) to force a person or animal into a place from which escape is very dicult

Unit 5

But the four dragons were not sorry for what they had done. They were happy the poor people had rice again. The dragons wanted to help the people forever. That is why, under the four mountains, they turned themselves into the four great rivers of China: the Heilongjian, the Huanghe, the Yangtze and the Zhujiang.

Because of the generosity of the four dragons, the people of China will always have water!

Unit 5

Do the following activities to support this unit’s social practice of the language: To listen to stories to put a sequence in order.

1. Can you draw the dragon rivers on the map?

2. What do you think the moral of this fable is? Discuss it in class.

ICT Box

https://www.storyberries.com/category/dragons/

Dragons are fantasy creatures. Explore more stories about dragons and make a drawing of the one you liked the most. Share your stories with your classmates.

Unit 5

by Brinn Edwards

Unit 6

You probably know quite a lot about dogs, cats, mice, rats and rabbits. But do you know that these animals all have very poor color vision? Well, they do. They can see some colors, but they don’t see the variety of colors that you can see. And tests show that these animals have diculty distinguishing some colors from others. For example, they confuse red and green!

distinguish ( verb ) knowing the dierence between one thing and another

Unit 6

Let’s do an experiment. You are going to need a pink crayon, a red crayon, a gray crayon and a yellow crayon. So what do these animals see?

• Color the girl’s hair yellow. • Color the girl’s blouse pink. • Color the girl’s jacket green.

This is what you see!

Now for the second part of the experiment. Follow these coloring instructions.

• Color the girl’s hair yellow. • Color the girl’s blouse gray. • Color the girl’s jacket yellow. • Color over the yellow jacket with gray.

This is what a dog sees!

Compare the two pictures!

Unit 6

But it’s not all bad news for dogs and cats! What can you see at night? Not much. But it’s very dierent for dogs and cats.

Why is it dierent? • Dogs and cats can see ultraviolet light! • Ultraviolet is a color between red and violet. • Our eyes have a special filter that blocks out ultraviolet light. • This means we can’t see very well at night. • But dogs and cats don’t have that fi lter . They can see very well indeed at night.

block ( verb ) to stop something from passing fi lter ( noun ) a device that helps remove something unwanted

Unit 6

What color makes bulls angry? Red, right? Well, that’s what everybody says, but is it true? The bull doesn’t see red. It sees only in black. The bull attacks things that move, not because they are red.

Color the cape according to the bull’s vision.

Unit 6

Do any animals have really good color vision? Yes, they do. A lot of animals can see colors well, but not as well as we can.

Which animals have good color vision? Squirrels, birds, insects, many fish, and monkeys, too.

Why do these animals need good color vision? They need it to find food.

Unit 6

Let’s look at monkeys. What do monkeys eat?

Easy! Everyone knows that monkeys love bananas! You’re going to need a green crayon and a yellow crayon.

Color these bananas green.

Color these bananas yellow.

Why does the monkey need good vision?

Which bananas is the monkey going to choose? Monkeys prefer ripe bananas!

ripe ( adjective ) fully grown and ready to be eaten

Unit 6

Do any animals have better color vision than human beings? Yes. Bees and butterflies both have better color vision than human beings do. They pollinate flowers and need to see the colors of the flowers to find them.

How do bees and butterflies recognize the right flowers? They can see ultraviolet light. The flowers they have to pollinate have patterns on them in ultraviolet! We can’t see the patterns, but bees and butterflies can!

recognize ( verb ) to know and remember someone or something because of previous experience patterns ( noun ) the regular and repeated way in which something happens or is done

Unit 6

What about sea birds and color vision?

When you swim underwater in the ocean you need to wear goggles. Salt water is dangerous for human eyes.

But not for birds; sea birds have excellent vision and good color vision, too.

Seabirds don’t need goggles! They fly high above the surface of the ocean looking for food. Far below them, in the water, they can see the colors and the movements of the fish. They dive straight down into

their ocean and catch their dinner. They never miss because their color vision is so good.

dive ( verb ) to jump into water with your arms and head going in first miss ( verb ) to fall to hit, catch, reach or get something

Unit 6

Do the following activities to support this unit’s social practice of the language: To recognize and ask questions to search for information about a specific topic.

1. Answer the questions. What colors can cats and dogs see?

Do bulls hate color red?

What makes monkeys choose yellow bananas to eat?

How do sea birds catch their dinner?

Why do bees and butteries need good color vision?

2. What part of this text did you find most interesting and why? Write 3 sentences.

These facts about animal eyes are fascinating. Read the page with your class and choose the facts you like the most. http://discoveryeye.org/32-facts-about-animal-eyes/ ICT Box

Unit 6

by Engeli Haupt

Unit 7

mice ( noun ) plural of mouse

Unit 7

Day 2

I am still at sea. I hope they will nd me soon. I only drink water and eat cookies. I always loved cookies, but… you won’t believe it… I don’t like cookies anymore! I really want some broccoli. Soft , green broccoli, just the way my mom makes it, with cheese on top.

soft ( adjective ) smooth and pleasant to touch

Unit 7

need ( verb ) to be in a situation in which you want or require something

Unit 7

Day 4

The cat didn’t have a name. I have decided to call her Captain Mouse. She eats mice all day. I think she is getting bigger. I wish I liked cookies as much as she likes mice. I tell her she needs to eat less and run more, but she doesn’t listen to me.

Unit 7

Day 6

Captain Mouse and I become better friends every day. Today she ate a piece of cookie I gave her and she sat right next to me. I wish I had a box for her to sleep in. Cats love boxes. I would like to give her some cold milk , too.

milk ( noun ) a white liquid produced by female animals to feed their young

Unit 7

octopus ( noun ) a sea animal that has a soft body and eight long arms

Unit 7

Day 8

The octopus came back. I decided to call it Big Ben. Captain Mouse doesn’t like Big Ben at all. She makes a horrible hissing sound when he comes to visit. I think she is scared he will eat her mice. She wants the mice all for herself. I know Big Ben will not eat the mice, but Captain Mouse doesn’t believe me.

Unit 7

land ( noun ) the solid part of the surface of the earth

Unit 7

Day 10

Land! I can see land! I am so happy, so I’m writing to you again. I wish Captain Mouse was also excited. I hope you understand how I feel. I want to give you some advice : eat your broccoli and listen to your teacher’s stories. You never know when you will be on a ship one day.

advice ( noun ) an opinion or suggestion about what someone should do

Unit 7

Do the following activities to support this unit’s social practice of the language: To understand and share expressions to get what one needs. 1. Which things do they have on the ship, and which things do they want? Check have or want . Have Want 1. hat

2. cookies 3. broccoli 4. stories 5. mice 6. a box 7. a camera

Read another original story about the sea. Then work with two more partners. Invent a story about the sea. You can either write it, draw it, act it, and then share it with another group of friends. https://www.storyberries.com/the-sea/ ICT Box 2. Discuss with your partner and answer: a. The girl in the story imagines she is on a ship. Where is she really? b. Imagine you have a wish (just one!). What would you wish for? Share your wish with your friends.

Unit 7

by Engeli Haupt

Unit 8

O nce upon a time there was a boy who lived in a small town. He wanted to see the world, so he packed his bag and kissed his parents good- bye. They said, “M ay you be well.” He hugged his little brother, got on his bicycle and started his adventure.

He rode for days until he got to a farming village .

kiss ( verb ) to touch someone with your lips as a greeting or as a way of showing love village ( noun ) a small town in the country

Unit 8

He saw people and many different kinds of animals. There were pigs and cows, donkeys, and chicken. P eople were kind and gave him food and a place to stay. “How strange ,” he thought, “these people live with their animals.” It was the first time he saw people and animals staying in one place.

kind ( adjective ) having a gentle nature and desire to help others strange ( adjective ) dierent from what is usual or normal

Unit 8

He got on his bicycle, with some cooked eggs the kind farmers gave him, and rode on. He got to a small town, where a family gave him food and a place to stay. “How strange,” he thought, “they don’ t eat animals, and they eat with their hands.” It was the first time he saw people eating only vegetables and rice.

Unit 8

colorful ( adjective ) having a bright color or a lot of dierent colors skirts ( noun ) a piece of clothing that hangs from the waist down He left the town with a large bag of food and water and continued cycling. He got to a village where everyone wore colorful clothes and the houses were all painted white and orange. “It’ s beautiful,” he thought, “but how strange, the men wear skirts too.” It was the first time he saw men in skirts .

Unit 8

There too, a friendly family asked him to share their food and stay in their home. They also gave him a gift, a thin piece of cloth to protect him from the sun. “It is going to be very hot where you are going,” they said.

He rode for days, until he came to a desert .

desert ( noun ) an area of very dry land usually covered with sand and that is very hot

Unit 8

In the desert, he found a camp full of people herding sheep next to the road. He was very tired and thirsty, so he stopped at the camp. There were good people who asked him to j oin them for a celebration. “How strange,” he thought, “everyone is dancing: young children and old people.” He danced and he laughed.

Unit 8

The next day they gave him more water to take with him and he continued on his j ourney. He got to a big city . There were tall buildings and lots of people. They walked fast and looked unfriendly, but again a family was kind enough to invite him into their home.

city ( noun ) a place where people live that is larger than a town

Unit 8

“How strange,” he thought, “everything happens so q uickly and people don’ t have time to talk to each other.” He thought about his parents and his little brother. He missed his family and wanted to see them. He decided to go back home the nex t day. The family gave him directions and wished him well.

Unit 8

He went through the desert and saw the sheep. He saw people in colorful clothes outside their white and orange houses. He saw the small town where they didn’ t eat animals, and he saw chickens, cows, pigs, and donkeys in the farming village. He was very happy when he got back to his small town.

Unit 8

curious ( adjective ) having a desire to learn or know more about something or someone journey ( noun ) an act of traveling from one place to another “What did you see?” asked his parents. They were very curious . He thought about the village, the desert, the town and the city. He thought about all the things that he saw on his journey and the wonderful people with different traditions that he met. “Nothing strange,” he replied, “there were kind people everywhere I went.”

Unit 8

1. Choose the best way to complete the sentence about the story. At rst the boy thought everyone did strange things… and then he saw stranger things. Do the following activities to support this unit’s social practice of the language: To read short stories to share interpretations of cultural expressions. and then he went home to tell his family how strange it was. but then he thought that everyone is just dierent and kind. but then he thought that he was strange. 2. Read and answer the questions. a. Think about a time you went on a long journey. Where did you go? What did you see? b. Imagine you are going on a long journey. Where would you like to go? What do you think you will see? Do you want to know more about other countries that are dierent from yours? Then don’t waste time and open this interesting page where you will have a great time! http://www.sciencekids.co.nz/sciencefacts/countries.html ICT Box

Unit 8

100

s n

by Brinn Edwards

Unit 9

101

What does the word “music” mean? It comes from a G reek word which means “the art of the Muses .” Who were the M uses? In ancient G reece the M uses were goddesses. They inspired man to create literature, poetry, and music. B ut music did not start with the people of ancient G reece. There has always been music since human beings exi sted!

muses ( adjective ) any of the nine sister goddesses of song and poetry and the arts ancient ( adjective ) very old

Unit 9

102

When human beings lived in caves there was music in the world. We know because an archaeologist found a ÀXte in a cave . <oX Gon¶t have a ÀXte in your cave unless you know how to play it!

7his is a piFtXre oI the ÀXte an arFhaeologist found. It’ s carved out of animal bone and it’ s at least 37,000 ye ars old. S o music and mankind go back a long way together!

cave ( noun ) a large hole in the side of a cli or hill mankind ( noun ) all people thought of as one group

Unit 9

103

A s far as we know, S yria gave the world songs. In the 1950’ s archaeologists found these clay tablets with cuneiform signs on them while they were on a dig in S yria in the M iddle E ast.

E x perts discovered the signs were a cult hymn. The music was carved onto the tablets 4 ,0 0 0 years ago. That makes this the oldest piece of music ever found! E x

clay ( noun ) a heavy, sticky material from the earth that can be molded into dierent shapes and can be baked or dried

Unit 9

104

S o people thousands of years ago were playing the first ÀXtes anG singing the first songs. %Xt music goes back even further. L ook at this picture. What does it show? Stones … R ight? Y es, it shows stones, but these are not ordinary stones.

P eople used these stones 165,000 ye ars ago to knock together and create music. These stones are proEaEly the very first perFXssion instrXments known to man.

stones ( noun ) a small piece of rock

Unit 9

105

S o how did percussion instruments develop over the years? L et’ s look at drums.

7he first GrXms were made in C hina, Indonesia, and

V ietnam. They were made of bronz e. The

drummer played the drum by hitting it rhythmically with his hands. This type of drum was called a Dong Son drum. It exi sted 2,500 ye ars ago. These drums were used to make music for religious ceremonies and rituals.

Unit 9

106

C ymbals are a percussion instrument, too. C ymbals have been around for a very long time. We think of playing the cymbals at school, or seeing professional musicians play them in the orchestra. B ut that’ s not the way it always was.

7he first FymEals Fame Irom 7XrNey (gypt anG G reece. Beggars used them in the streets. They were made of bronz e. B eggars hit them together hard to make a lot of noise. This was to attract the attention of the people in the streets, so that they would stop and give the beggars money.

beggars: ( noun ) a person who lives by asking for money

Unit 9

107

The guitar is probably the most popular stringed instrument with young people today. B ut when GiG man first invent stringeG instrXments" It¶s very hard to know. S tringed instruments are usually maGe Irom wooG anG wooG Goesn¶t sXrvive as well as bone and bronz e does.

B ut we know that there were stringed instruments around thousands of years ago because we can see them in ancient pictures.

stringed ( noun ) a musical instrument that has strings that produce sound when touched

Unit 9

108

7he first Nnown stringeG instrument was a lyre. A rchaeologists found ancient lyres in what is now Iraq i n the M iddle E ast.

This lyre was made 5 ,0 0 0 years ago. How did it survive? It survived because it’ s not made of wood. It’ s made of silver.

B ut this bridge from a lyre is made from wood. A rchaeologists found it while ex cavating a cave in 6FotlanG. It is years olG anG is the first Nnown appearance of a stringed instrument in E urope.

Unit 9

109

The modern piano is an instrument that is half percussion and half stringed instrument. What’ s the history oI the piano" Its first Nnown anFestor was the early dulcimer.

What makes the dulcimer more like a modern piano than a stringed instrument? L ook at the picture. The player hits the strings. He doesn’ t pluck them with his fingers. :hen yoX play a piano little hammers inside the instrument hit the strings! <oX Gon¶t toXFh them with yoXr fingers.

hammers (noun) a metal stick that is used to produce sounds

Unit 9

110

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56 Page 57 Page 58 Page 59 Page 60 Page 61 Page 62 Page 63 Page 64 Page 65 Page 66 Page 67 Page 68 Page 69 Page 70 Page 71 Page 72 Page 73 Page 74 Page 75 Page 76 Page 77 Page 78 Page 79 Page 80 Page 81 Page 82 Page 83 Page 84 Page 85 Page 86 Page 87 Page 88 Page 89 Page 90 Page 91 Page 92 Page 93 Page 94 Page 95 Page 96 Page 97 Page 98 Page 99 Page 100 Page 101 Page 102 Page 103 Page 104 Page 105 Page 106 Page 107 Page 108 Page 109 Page 110 Page 111 Page 112 Page 113 Page 114 Page 115 Page 116 Page 117 Page 118 Page 119 Page 120 Page 121 Page 122 Page 123 Page 124 Page 125 Page 126 Page 127 Page 128 Page 129 Page 130 Page 131 Page 132

Made with FlippingBook - Online magazine maker