Primary

Sunburst
Reader

Reader
Hened Manzur

Primary 5th Grade

ISBN: 978-607-32-5052-8
90000

9 786073 250528

CVR Sunburst 5º RB Primary MX MP [Link] Todas las páginas 6/13/19 10:39 AM

 READER

Primary

Sunburst Reader 5Primary MX MP [Link] 1 6/13/19 10:41 AM

 Catalogue Publication Data

Author: María del Carmen Hened Manzur Soda

Sunburst 5 Primary Reader
First published
Pearson Educación de México, S.A. de C.V., 2019
ISBN: 978-607-32-5052-8
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 ■ Layout:
Alberto Vega ■ Cover Design: Erika Fernández ■ Illustrators: A Corazón Abierto ■ Photo Credits: Shutterstock

First published, 2019

ISBN PRINT BOOK: 978-607-32-5052-8 D.R. © 2019 por Pearson Educación de México, S.A. de C.V.
Avenida Antonio Dovalí Jaime #70
Torre B, Piso 6, Colonia Zedec Ed. Plaza Santa Fe
Delegación Álvaro Obregón, México, Ciudad de México, C. P. 01210

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

Impreso en México. Printed in Mexico.
1 2 3 4 5 6 7 8 9 0 - 22 21 20 19 [Link]

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

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 Dear readers,

This book will take you to new

experiences. You will read fictional stories
in which you will use your imagination.
Also, you will find 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
difficult 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!

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 Contents
Unit 1 Let’s Do Something! 5
A story about a family spending time together

Unit 2 You Won’t Believe It! 17

A personal anecdote

Unit 3 How to Solve Daily Life Problems 29

A guide to solve problems

Unit 4 School Newspaper 41

All the latest news

Unit 5 Dear Diary: My Trip to India 53

An incredible experience

Unit 6 Exhibit: Things Your Grandparents

Grew Up With 65
Do you know what these things are?

Unit 7 The Amazing Human Body 75

Did you know this about your body?

Unit 8 Kevin’s Game 87

The strangest dream

Unit 9 Questionnaires 99
How to gather information

Unit 10 Sarah Goes to the City 111

Asking for directions

References 123

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 Let’s Do
Something!
A story about a family spending
time together 38

Written by
John Jackson

Unit 1 5

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 I live with my mom, my dad, my grandma, my brother,
and two sisters. My parents are at work all day, and we all
have activities after school. Sometimes we don’t see each
other very much. The weekend is the best time to do things
together. In my family, we have a rule that we take turns
to decide what to do. I’m excited, because next week is my
turn. I’m still trying to decide what I would enjoy the most.

turn: n. a chance to do something after someone else

6 Unit 1

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 “Can we go hiking in the mountains?” I asked my mom.

“That sounds like a great plan, sweetie,” she said, “but

what about grandma?”

The other rule was that everyone needs to be included in

the weekly activity. This made it very hard sometimes.

“Well, I don’t think grandma can go on a hike, so let me

think a little more.”

So, I thought hard. I only get a chance every seven weeks

to decide, so it was really important.

include: v. to make someone a part of something

Unit 1 7

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 “How about we go rowing in the park Saturday morning?”
I asked my dad.

“Rowing sounds like a wonderful plan, but remember that

your brother has a football game on Saturday morning.”

“How about we go after the game?” I asked.

“What about the rain?”

It was true. It was raining every day now. I needed to think

of something better to do.

“I’m afraid rowing in the rain wouldn’t be fun,” I accepted.

row: v. to move a boat on water using long sticks called oars

8 Unit 1

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 “Would you like to go to the cinema on Sunday?” I asked
my youngest sister.

“Cinema?”

“Yes, remember the place with a big screen where we can

watch a movie? Would you like that?”

“No! No!”

Then I remembered. Alejandra did not like the cinema last

time; it was very dark and she got scared. Maybe she was
still too little.

“Ok. Don’t worry, we won’t go to the cinema.”

dark: adj. with little or no light

Unit 1 9

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 “Grandma, where do you want to go?” I had no more ideas.

“I just want to go wherever you want to go, my dear,”

grandma said sweetly.

“But I don’t know!” I was getting worried about it.

“I need help deciding. We’re not going hiking or rowing,

or to the cinema!”

“You know, we don’t need to go anywhere to have fun!”

That’s not helping, I thought, but maybe grandma was

right…

wherever: conj. any place

10 Unit 1

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 “I want to stay at home and do nothing all day. Do you
want to come?” I invited everyone.

“Absolutely!” said mom. “That sounds amazing!” said dad.

“I would love to,” said my brother.

“Yay!” said my youngest sister. “I’ll be there!” said my sister

Louisa.

“Thank you, my dear,” said grandma.

amazing: adj. very good

Unit 1 11

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 We had a big do-nothing plan. Everyone looked very
excited.

“I’m going to the shops. What should I buy for the big
day?” asked mom.

“I guess we’ll have to eat something,” I answered.

“Get some chocolate, my dear, and we can bake some

chocolate cookies,” suggested grandma.

“And some popcorn, if we decide to watch something on

television,” said my sister Louisa.

“And some lemon to make lemonade, if we decide to play

outside,” said my dad.

suggest: v. to give an idea for other people to consider

12 Unit 1

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 Finally, it was weekend. We all helped mom to make
hotcakes for breakfast. They were delicious. Then we all
helped to wash the dishes and clean up. The day was
starting well, but then… everyone disappeared!

disappear: v. to no longer be in a place

Unit 1 13

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 “I’m going to my room,” my brother said.

“I’m just taking a nap,” grandma said.

“I’m playing with my dolls,” Alejandra said.

“I’m looking for Thomas,” Louisa said. Thomas is our cat.

“Wait!” I said, “Remember what we said? We’re not doing

anything today, and we’re spending time together!”

nap: v. to sleep for a short while during the day

14 Unit 1

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 So, we all went to the living room, and we played with
Alejandra and her dolls. We listened to my brother’s music.
We helped Louisa find Thomas. We tried to be quiet while
grandma napped. We played together outside and made
lemonade, and then we watched something on television.
We had a great day together, even though it was difficult to
arrange!

arrange: v. to plan or organize for something to happen

Unit 1 15

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 Do the following activities to support this unit’s
social practice of the language: To exchange
expressions to arrange meetings.

1. In pairs, complete the chart with three activities

you want to do after school this week.
Time/
Day Activity People
Place

2. Talk to other pairs and invite them to your

activities. Decide which invitation to accept
and add it to your chart.

3. Work with another pair and tell them about

your activities. See if you have any activities
in common.

ICT Box
[Link]/BbHsP3

Read ideas about activities you can do outside.

16 Unit 1

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 You Won’t
Believe It!
A personal anecdote 39

Written by J.C. Henning

Unit 2 17

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 It was summer. I was at home with my friend Gabriel,
who lives in my street. We were just playing outside and
enjoying our holidays. I can’t remember exactly what we
were playing, but we were in the garden. Suddenly, we
heard a strange noise. At first, we didn’t understand what
it was. We went closer to check, but still couldn’t find
where it was coming from.

strange: adj. not normal or usual

18 Unit 2

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 Then we realized it was coming from a small hole
in the ground.

“You go look!” I told Gabriel.

“No, you go!” he tried to convince me.

I didn’t want to. “What if it is a raccoon or something

dangerous?”

“It doesn’t sound like a raccoon,” said Gabriel, but he

didn’t sound very sure.

dangerous: adj. not safe

Unit 2 19

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 “Let’s go together,” I suggested.

We walked closer and closer, and the closer we got,

the more familiar the sound became.

“Wait, it sounds like…” before Gabriel could finish his

sentence, I said, “A kitten!”

We looked at each other excitedly and ran to the hole.

It was definitely meowing.

“I think it’s stuck,” I said.

“We need to help it, Maria!” said Gabriel.

stuck: adj. not be able to move or get out

20 Unit 2

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 We found some sticks and got to work. We carefully
started making the hole bigger.

We couldn’t see the kitten. We kept on digging.

After a while it stopped meowing and we got really

worried, but then it would start again and Gabriel and
I would dig happily again.

It felt like hours before we got to where the kitten was.

One of its paws was stuck in the roots of a plant, but it
was easy to get it out.

dig: v. make a hole in the ground using your hands or a

sharp object

Unit 2 21

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 He was the sweetest and cutest little thing I had ever
seen. His fur was long and soft , but we couldn’t see what
his real color was, because he was just dirty brown. He
had the most beautiful blue eyes. He was really tiny. We
both loved him from the moment we saw him. He seemed
very happy to see us; his scared meowing stopped and he
wouldn’t stop purring.

purr: v. make a low sound to show you are happy, especially

the sound cats make

22 Unit 2

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 “So, what do we do now?” Gabriel asked as he scratched
under the kitten’s chin.

“We can take him to my house,” I said excitedly.

“What about Maggie?” Gabriel asked with a worried

voice. Maggie is our dog, and she likes to chase small
animals in the garden. I didn’t know what to say.

“We could take him to my house,” Gabriel said.

“Really? Do you think your mom will let you?” I asked.

I asked because Gabriel’s mom didn’t like anything that
could be dirty in the house. She was very serious about
the house being very clean.

serious: adj. very important and not funny

Unit 2 23

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 “Well, we can’t leave him here all by himself,” I was sure
of that.

All of a sudden, we heard another loud noise; it was more

of a hiss. It gave Gabriel and I both a fright. I almost
jumped up, but I didn’t because of the kitten in my lap.
I held Gabriel’s arm.

“You’re hurting me,” he whispered.

“Sorry!” I apologized, “What was that?”

We heard it again, this time behind a different tree.

hiss: n. a sharp sound

24 Unit 2

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 Then I realized.

“It’s probably his mom,” I whispered to Gabriel.

He agreed by shaking his head up and down. He signaled

for me to put the kitten down. I really didn’t want to, but
I knew it was the right thing to do.

I lifted the kitten carefully from my lap and got up slowly.

He started meowing again.

This time his meows were answered by some louder

meows from behind the tree.

signal: v. to use your body to give a message

Unit 2 25

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 We walked away slowly, not taking our eyes off the kitten.
Before we knew it, his mother took him in her mouth and
carried him away proudly.

“Maybe they have a home already,” said Gabriel.

“Maybe,” I said, “but let’s go get them some milk just in

case.”

So, that summer, Gabriel and I took out milk and fish and
any delicious scraps we could find and left in behind my
garden.

scraps: n. food that is left over after a meal

26 Unit 2

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 We never found out where the cats really lived, but
Brownie the kitten always came to visit us when Maggie
wasn’t out in the garden. A few months later, I even woke
up one night because I had a furry little visitor at my
bedroom window.

Even though he couldn’t say it, I knew that he was

thankful that we got him out of that hole.

furry: adj. covered in animal hair

Unit 2 27

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 Do the following activities to support this unit’s
social practice of the language: To tell short
stories of interest.

1. Think of something surprising that happened

to you. Write down the most important actions
and describing words in the story.
Actions/Events Descriptions

2. Work in groups of three. Take turns to tell your

stories. As you listen, write one question to ask
about each story.
?
?

3. Take turns to ask and answer the questions you

wrote in Activity 2.

ICT Box
[Link]/urDF7c

Read other children’s stories here.

28 Unit 2

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 How to Solve
Daily Life Problems
A guide to solve problems 40

Written by
Manoj Nezu

Unit 3 29

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 We all have problems in life. Some of them are easier to
solve than others. Problems that have no easy solutions
are the ones that make us feel the most anxious, but there
are different ways in which we can try to deal with these
problems. Sometimes it helps to break things down into
steps.

Here are steps that you can follow to help you with a
difficult problem in your daily life. These steps can be used
to solve many different kinds of problems.

anxious: adj. worried and nervous about something

30 Unit 3

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 Step Say There Is a Problem

The first step is to say that there is a problem. Because

problems make us feel anxious, a lot of the time we
choose not to see the problem, or pretend that it does
not exist. This will not make the problem go away.
It is better to know that there is a problem from the
beginning. Use your feelings to help you identify
the problem. If you are feeling anxious, make a list
of the things that are causing that feeling.

It is important to write the problem down.

pretend: v. speak and act to make something seem like

something it is not

Unit 3 31

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 Step
Ask Yourself
Some Questions

The second step is to ask yourself some questions.

• What is the situation?

Use this question to describe the circumstances.
• What do I want the situation to be?
Use this question to identify what you want.
• What needs to change so that the situation can be how
I want it to be?
Use this question to identify what you need to do.

Then summarize this information by writing your

problem down in one sentence. Try to write down just
the facts; do not write feelings.

fact: n. a piece of information

32 Unit 3

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 After you have written your sentence, it is time to make
sure it is very specific. It needs to be so specific that it is
clear how it can be measured or evaluated. For example,
if you want to be happier at school, think about what that
means. Here are some examples.

• Do you want to make more friends?

• Do you want to get better grades?
• Do you want to do more things after school?
• Do you want to participate in more sports?

grade: n. number or mark to show how good a student’s

work is

Unit 3 33

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 Step
Select Your Goal

It is important to think about what your solved

problem will look like; this is the third step. This will
give you your goal. It is important for your goal not
to be too difficult to achieve. If you make your goal
too difficult, then it is likely you will not solve your
problem, and only feel worse about it. Your goal
should be specific. Also, try to have a goal that can be
reached soon. Sometimes, having many small goals is
better than having a bigger goal.

goal: n. a wanted result

34 Unit 3

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 Step
Brainstorming

The fourth step is to start brainstorming to help you

think of solutions. Try to think of as many solutions as
you can. They don’t need all to be good solutions at this
point. It is important to write down all your ideas, even
if they seem silly or wrong. Try to think of solutions that
are very different from each other. Sometimes it helps to
brainstorm with someone. Ask a friend to help you with
more ideas.

brainstorm: v. to think of lots of ideas or ways to solve

a problem

Unit 3 35

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 Step
Select an Idea

The fifth step is to select an idea from the many ideas

you came up with. Choosing the right solution for your
problem can be difficult. You can use these questions
to help you decide.

• How will I feel if I choose this solution?

• What are the good and bad things about this
solution now and in the future?
• How much time and other things will I need
if I choose this solution?
• Will this solution solve my problem and help me
reach my goals?

reach: v. arrive at or get to

36 Unit 3

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 Step
Create an
GOAL
Action Plan

The sixth
START step is to create
an action plan. You have
already chosen a solution, so
now it is time for you to act. It is
easy to waste time worrying if the solution
you chose was the right one. This is not going
to help you. Start doing something instead. An
action plan is a plan with specific steps that describe
in detail how you are going to carry out the solution
from beginning to end. It will help you to spend your
time and energy on the right things.

instead: adv. in place of

Unit 3 37

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 Step
Evaluation

The last step is to evaluate how it all went. After

carrying out your solution, you need to check that it
is working. You can use these questions to help you
decide if your solution has solved the problem in the
way you wanted.

• Did I define my problem correctly?

• Were my goals right for me and the solution I chose?
• Are there other solutions that can work better?
• Did I carry out my plan like I said I would?

correctly: adv. in the right or correct way

38 Unit 3

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 Step
Do I Need to Speak
with Someone?
If you were unable to solve your problem using the
seven steps, there is one extra step to follow. It can
be embarrassing to talk about your problems, but
sometimes we all need help. If a problem is making
you feel anxious and you feel like you cannot solve it,
talk to your parents, teacher or friend. Before you talk
to them, think about what you need and what you
will say. Pick a time and a place where you will feel
comfortable to talk about your problem.

embarrassing: adj. making you feel shy or

uncomfortable

Unit 3 39

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 Do the following activities to support this unit’s
social practice of the language: To follow
information from an illustrated guide to solve a
problem.

1. Work in groups of four. Follow the information in

the Reader to solve the following problem.
Problem: The class needs to be healthier.
What do you want the situation to be?
What needs to change?
Goal:

Brainstorming solutions:

Select solution:

Action plan:

2. Share your solution with the rest of the class.

ICT Box
[Link]/aQJXcd

Read the information about how to talk to

your parents. Follow the instructions to improve
communication with your parents.

40 Unit 3

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 School Newspaper
All the latest news 41

Written by Tara Boyd

SCHOOL
NEWSPAPER
Monday, September 25 Vol. 25, No. 8

Repairing the Roof

Science Fair No More

Coming Up Junk Food,
Goooooal!!
Unit 4 41

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 Letter to the Editor

Thank you for your interview with Mr. Fernandez last

month. He is my favorite teacher and I enjoyed learning
more about him. I can tell you that he is very funny and
that all his classes were very interesting.

I want to suggest that you also interview other people who

work at the school, not only teachers. Mrs. Valeria in the
cafeteria is always very friendly, and not everyone knows
her. I would also like to know the name of the librarian and
cleaners.

librarian: n. someone who works in a library

42 Unit 4

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 Science School Newspaper

Science Fair Coming Up

The yearly science fair project, he gave us this

will be held in the school advice:
auditorium for the week
of November 12 to 16 Mr. “Science starts with a
Terrance, who is organizing question, so think about
the fair, has asked everyone something you don’t know
to participate. that you want to know.”

“Science is for everyone, it’s

about everything around
us,” he said.

When we asked him how to

fi nd a good idea for a science

fair: n. an event or competition in which lots of people

participate and show their work

Unit 4 43

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 Health School Newspaper

No More Junk Food

Maybe you have heard.
There is going to be no
more pizza or chips in the
cafeteria!

The decision was made in

a school meeting between
teachers and parents last
month. Everyone decided
together that it will be best
for the cafeteria to serve
healthy food options.

“We know that this decision

is not going to be popular
with students, but it is best
for their health,” principal
Daval said.

junk food: n. food that is unhealthy but quick or easy to eat

44 Unit 4

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 Arts School Newspaper

Calendar Competition
The Arts department has calendar. You can fi nd the
said that it will be opening a information below.
new competition for a school

The school needs

a new picture for
the calendar.
It could be yours!
What?
Anything friendly
about school
When?
Before the last day
of term
How?
Leave your picture,
painting, or photo
in the calendar box
in the art room.

department: n. a specific part or area of a school or

business

Unit 4 45

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 Interview with a Teacher School Newspaper

Miss Millie

Miss Millie has been a going for walks and working

teacher for 12 years. She in the garden.
loves the subject she teaches
(History). After school she
is a drama coach. In her
free time she enjoys reading
books about Latin American
history. She is married and
lives with her husband, three
cats, and a dog. She also likes

coach: n. someone whose job it is to help people do

something better

46 Unit 4

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 In the School School Newspaper

Repairing the Roof

As some of you already
know, there have been some
problems with water coming
through the roof of the
boys’ and girls’ bathrooms
on the second floor. The
roof will be repaired soon.
We are sorry about this, but
please continue using the
bathrooms on the first floor
instead.

Tip: Save water. Do not

leave the tap open while you
wash your hands.

Tip: Save trees. Use the hand

drier to dry your hands.

repair: v. to fix something that is broken

Unit 4 47

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 Sports School Newspaper

Goooooal!
The football stars of the fi fth grade can thank their
amazing player, Pedro, for scoring the goal that helped
them win the game. It was not easy. It was quite painful.
Pedro did not know it at the time, but he broke his foot as
he kicked the ball.

“My foot hurt for the rest of the day. At night, I couldn’t
walk, so my mom took me to the doctor, who put this on
my foot,” he told us.

painful: adj. causing pain, sore

48 Unit 4

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 Jokes School Newspaper

K nock, knock.
W ho’s there?
Cow Says.
Cow Says who?
No, cow says moo!

time?
W hat do cows do in their free
Listen to moosic.

s eat lunch?
W here do cow
a.
In the calf-eteri

calf: n. a baby cow

Unit 4 49

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 It Affects You School Newspaper

Let’s Get Up Later!

The principal has announced that we will participate in an
experiment with three other schools in the area. The idea
is that some classes will be given an option to start school
later (and fi nish later, too). The schools will then look at the
grades of the students who participate in the experiment.

The principal said, “If it looks like students do better in

school when they start later, we will see how we can give
everyone the option to start at a different time.”

experiment: n. a test you do to discover if something is true

50 Unit 4

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 Games School Newspaper
Word Search
Search for 10 words from the newspaper.
J J T X L U B P A H E E W T G
N C S K H C A O C P W U Y O D
I L C O N H O R F H R B V R I
P A N A I R A R B I L F P V T
I J V Y D E G P A I N F U L C
K E U X S E U R L M H A W H G
D L L C P E P F I J M I E D X
F B J W L V Q A E S U R J M C
A V U R E P A I R G R W R T G
N I N J J O P F V T Z B U C K
V G K S P U Y A M F M H I A H
P I F N U S U N N U S E R L C
U A O Q F R H K J C X F N F K
P X O Z E X P E R I M E N T K
W R D C J G R U X L M A E M Y
CALF COACH DEPARTMENT
EXPERIMENT FAIR JUNK FOOD
LIBRARIAN PAINFUL REPAIR
SEARCH

search: v. try to find

Unit 4 51

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 Do the following activities to support this unit’s
social practice of the language: To exchange
opinions about the news.

1. Work in groups of three. Write the title of a

possible article for your school newspaper.
Discuss what the article is about.

2. Walk around and ask each other about your

ideas for articles. Write down the titles of at
least four articles and make notes to help you
remember.

3. Work in groups of four. Take turns to share

your opinions about different articles. Ask for
clarification if needed.

ICT Box
[Link]

Read about news on this website for kids.

52 Unit 4

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 Dear Diary:
My Trip to India
An incredible experience 42

Written by Juan Diaz

Unit 5 53

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 Day 1

I never imagined it was that far. It took us almost two

days to get here, and we had a long layover at the airport
before our second flight. It doesn’t matter, though.
New Delhi is amazing! It reminds me a little of Mexico,
because there are many historical buildings mixed with
modern and older buildings. There are also millions of
people, like in Mexico City, and a lot of traffic, too. It
was just a whole lot hotter!

layover: n. time you spend waiting at the airport between

flights

54 Unit 5

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 Day 2

We went to see the famous Taj Mahal. It is even more

impressive in real life than in photographs. Talking of
photographs, I took so many with aunt Julia’s camera
that she has asked me to delete some.

Today I had curry for the first time. It has got so much
flavor. It is a spicy powder that is made into a sauce in
which food is cooked. I had vegetable curry and rice.
It’s a different kind of spicy to Mexican food, but I love it.

spicy: adj. a strong and hot flavor caused by spices or chilies

Unit 5 55

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 Day 3

Today we went to a city called Jaipur. It is also called

the pink city, because so many buildings are that color.
We took a tour at the Amber Fort and learned all about
its interesting history. We walked so much; it is just so
big! We had lunch, and I ordered a curry again, but this
time with meat and something almost like a thick flour
tortilla called naan bread. Then we walked in a really
busy market where they sold shoes, bags, puppets, and
rugs. Everything was so colorful. I took another hundred
pictures.

fort: n. a very large set of buildings that were built to protect

the people inside

56 Unit 5

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 Days 4 and 5

I couldn’t write yesterday. We took the train to Udaipur;

it took almost eight hours to get there. We got there in
the afternoon and walked down to see the lake. Just as
it was getting dark, we saw a lot of bats flying above us.
My aunt wanted to leave, but I thought it was something
special. We were also surprised at how nice our hotel
was!

Today, we went to City Palace. There was one room

covered completely in small pieces of mirror. I think
I took even better photos today.

bat: n. a small animal like a mouse with wings that is awake

at night

Unit 5 57

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 Day 6

Today has been

my favorite day
so far. We went to
a mountain just
outside Udaipur
and my aunt took
me horse riding! It
was a great surprise.
At first I wasn’t very
sure about it, and
I thought that I would
get nervous. My horse’s name was Marwari King, and he
was very sweet and calm. He made me feel relaxed, so
I just enjoyed myself. The area is so beautiful, and it was
nice to get some fresh air after being in the city.

calm: adj. relaxed, not excited

58 Unit 5

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 Day 7

We went on a boat ride on

Lake Pichola. The water
was a very clear blue, and
there were some islands
in the middle of the lake.
When our boat ride was
over, we walked around
the lake for some time.
Today we bought food on the street. We tried Egg Bhurji
for the first time. It’s curried scrambled egg with cooked
vegetables. I think I’m starting to understand Indian
food. Their curry is like our salsa. There are so many
different kinds!

We stayed by the lake and watched the sunset. It was

really beautiful.

sunset: n. when the sun goes down and disappears in the

evening before it gets dark

Unit 5 59

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 Day 8

Today we drove to Pushkar, and we came exactly at the

right time. This week there is a camel fair! There were
thousands of camels, horses, and cattle. We got to see a
camel race! There were also lots of dances, music, and
fun competitions. In one competition, men and women
played tug of war against each other, where they each
pulled one side of a long rope. My aunt was very happy,
because the women won.

tug of war: n. contest in which two teams pull opposite

ends of a rope with the object of pulling the middle of the rope
over a mark on the ground

60 Unit 5

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 Day 9

I couldn’t believe my eyes. We went to the golden Ajmer

Jain Temple. Everything was made of gold. More than
1,000 kg of gold was used to make the things in the
temple. There were lots of elephant statues. The outside
of the temple is made of red stone.

I’ve listened to more Indian music now. They use their

voices in a really interesting way, and usually there are
some strange instruments, similar to guitars, called
sitars.

temple: n. a building like a church, where people of some

religions go to

Unit 5 61

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 Day 10

We are back in Delhi, and today we just walked around

the city without any plans. It was a good idea. We got to
see so many monuments. After spending so much time
outside the city, it felt really crowded today. I guess it’s
helping me get ready to be back in Mexico City. I’m also
glad that it will be colder in Mexico. I’ve never been
anywhere hotter than India. I am sad to leave, though.
It has been a wonderful trip.

monument: n. old buildings or structures that were

important in a city or country’s history

62 Unit 5

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 Back in Mexico

I can’t believe we’re back.

I already miss the food.
I brought some curry
powder, and my mom said
that we could try to cook
some Indian food. I want
to have an Indian lunch
for my birthday, and wear
the clothes I bought on my
trip. I’m going to invite my
friends and show them all
the photos I took while we
were there. It is something
I will never forget. I only
got to know a small part,
so I really hope that
I can go back someday
to explore more!

explore: v. look around to see what there is in a place you

don’t know

Unit 5 63

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 Do the following activities to support this unit’s
social practice of the language: To read a short
travel story to discover natural aspects and
cultural expressions.

1. In groups of four, discuss what were your

favorite cultural expressions in the trip to India.

2. Together, compare nature described in the trip

to India with nature where you live.
Nature in India Nature in Mexico

3. Decide with your group what natural and

cultural places you would recommend for
a 10-day trip to Mexico.
Culture in Mexico Nature in Mexico

ICT Box
[Link]/hwxW2w

Learn more about other countries around the

world on this website.

64 Unit 5

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 Exhibit: Things
Your Grandparents
Grew Up With
Do you know what
these things are? 43

Written by
Jennifer Pine

Unit 6 65

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 Pagers
Pagers were used to receive text or voice messages.
It was one of the first forms of messaging before
there were modern cell phones. Pagers were worn
in many people’s belts. They are also known as
beepers, since they make a beeping sound when a
message is received. Not many people use pagers
anymore, but they sometimes work better than
cell phones and their battery can last longer. That
is why they are still sometimes used in hospitals.

battery: n. a small object that contains power

66 Unit 6

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 VHS Tapes
VHS stands for Video Home System. They were
made by the JVC company in the 1970’s. These
were used long before DVDs and movies that
you can rent online. You had to insert the tape
into a VCR player. After watching your movie,
you had to rewind it to watch it again. They could
also be used to record shows or movies that were
broadcasted on television. Some people still own
VHS tapes of family video recordings. Ask your
grandparents if they still have any!

rewind: v. to turn a tape back to the beginning

Unit 6 67

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 Video Rental Stores
This was basically your video tape library. You also
needed a membership card to take movies home.
You could usually rent them for two or three days.
If you kept them for longer, you had to pay more
for every extra day. Video rental stores usually sold
their old movies for good prices. They also sold
movie snacks like popcorn and sweets. If you ask
your grandparents, they will probably say that
it was a lot of fun to walk past all the shelves and
pick a movie for the weekend.

membership: n. the act of belonging to a club, for example

68 Unit 6

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 Photo Film
Before digital cameras were invented, people had
to use film to take photos. You needed to put a
roll of film inside your camera before you could
start taking pictures. Each roll could usually hold
24 or 36 pictures. After you took all the
pictures on the roll,
you had to take it to
a special photo lab
where they put the
film in special liquids
and printed your photos for you.
You couldn’t take as many pictures as
quickly as you can today.

lab: n. special room or building with equipment to do

something specific like science

Unit 6 69

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 Floppy Disks
The floppy disk was sold for the first time by IBM
in 1971. You can still find it as an icon on almost
every computer, because it now means to save.
These disks were first used to store files and move
them from one computer to another. They were
used long before CDs, USBs, and online space.
The first floppy disk could only hold 80 kilobytes.
Today, most files are a lot bigger than that. You
need to be very careful with these disks, because if
it is damaged, all files can be lost.

damage: v. to break or hurt

70 Unit 6

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 Paper Maps
Before there was the Internet, people actually had
to use paper maps when they went somewhere
new. There was an index in the back with a list of
the street and place names. First you had to find
the page in the book of maps that showed the area
you wanted to see. Then you had to look at the
map and think of the best route. Sometimes it was
very difficult to know how long it was going to
take to get somewhere.

route: n. the roads you follow to get from one place to

another

Unit 6 71

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 Phone Book
Before cell phones, most homes only had one
phone. You had to stand by it to speak to someone
since it had to be plugged into the wall. Because
there was no Internet yet, if you wanted to find
someone’s number you could look them up in
the phone book. You just needed their name
and surname. Then you would look under their
surname and find them
with their name and
address. Phone books
were very large
and heavy, since
they contained
thousands
of people’s
information.

plug: v. connect with a cord

72 Unit 6

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 Vinyl Records
Before cassettes, CDs, and MP3 players, there were
records. You had to be very careful not to damage
them, because then you couldn’t listen to your
favorite music without it stopping or repeating the
same part over and over. Records were quite big,
bigger than a piece of paper, and they had to be
kept in cardboard envelopes to protect them. They
weren’t easy to transport. You would need boxes
and boxes full of records to keep all the music you
can keep on a cell phone today.

envelope: n. a flat paper container that you normally use to

mail a letter in

Unit 6 73

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 Do the following activities to support this unit’s
social practice of the language: To gather
information about a topic to make cards and set
up an exhibit.
1. Work in groups of four. Use the information in
the Reader to create four cards for a museum
exhibit. Include a picture and important
information.

2. Decide how you are going to present your

museum cards and if you will include anything
else in your exhibit. Practice your presentation.
3. Work with another group. Take turns to present
your exhibits.

ICT Box
[Link]/sqmSxH

Watch kids try technology from the 80’s.

74 Unit 6

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 The Amazing
Human Body
Did you know this about your body? 44

Written by Tom Meyer

Unit 7 75

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 When we are born, our brains are a third of the
adult size. In just three months, babies’ brains
grow to half the size they are going to be. An
adult brain weighs about 1.5 kg. Your brain is
like a very powerful computer. It needs oxygen
to do its work. It uses a quarter of the oxygen
and half of all the energy used by your whole
body. It can stay alive for five to ten minutes
without oxygen. Your brain has enough energy
to turn on a light bulb.

oxygen: n. a gas in the air that we need to breathe

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 Babies are born with 94 more bones than
adults. This is because many of our bones grow
together. A quarter of our bones are in our feet.

In order to keep our bones happy and healthy,

we need to get enough exercise and calcium.

Sometimes when we have an accident, we can

break a bone. The broken pieces grow together
again to form a new bone. Sometimes this new
bone is stronger!

calcium: n. something that is found in bones and teeth,

and in small quantities in milk and other foods

Unit 7 77

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 The color of your skin depends on the amount
of something called melanin that is produced
in your body. Small amount of melanin means
you have light skin, and larger amounts
cause darker skin. Skin is the largest organ
of the human body. Its most important job is
to protect your bones and other organs, and
it also lets you feel heat and cold. It is very
important that you protect your skin from the
sun, especially when you are a child.

organ: n. a group of cells that work together in your body

to do something specific, like the brain, heart, and lungs

78 Unit 7

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 Our eyes receive information through light,
almost in the same way as a camera. This
information is then sent to our brains. Our
eyes can focus on different things at different
distances through a lens. The circle right in
the middle of the eye is called the pupil, and it
becomes smaller when there is a lot of light. The
colored area of the eye is called the iris, and it
can be brown, blue, green, or other colors.

lens: n. the part of the camera or eye that focuses light

Unit 7 79

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 Babies are born without teeth. They get their
first set of teeth when they are one or two
years old. These are called baby teeth, and we
have 20 of them. Then, between the ages of six
and twelve, we lose our baby teeth and get 32
adult teeth. We need our teeth to break down
food so that we can digest it. We need to brush
our teeth at least twice a day to make sure
they stay healthy.

digest: v. to break down food in the stomach and

absorb it in the body

80 Unit 7

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 Your ears detect sounds and send these to the
brain, which makes sense of the sounds. Your
ears are always working, even while you are
sleeping. There is a lot more inside the ear
than you can see. The hardest bone in your
body is in the inner part of the ear. There
is also a part in your ear that helps you to
balance.

Humans have pierced their ears for thousands

of years.

balance: v. put yourself in a position where you will not

fall to either side

Unit 7 81

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 All mammals, including humans, have hair.
There are two types of hair. You have terminal
hair on your head, and vellus hair that covers
most of the body. Hair grows almost everyone
on the body, except for the lips, inside of
the hands, and bottom of the feet. Our hair
protects us a little bit from the weather and
the sun. Every day, 50-100 strands (pieces)
of hair fall out. Our hair lasts only for 2 to 7
years.

mammal: n. any type of animal that grows inside its

mother until birth, and then drinks its mother’s milk

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 Your tongue contains 3,000 to 10,000 small
things called taste buds that you use to taste.
We can sense different tastes: salty, sour, bitter,
sweet. We cannot taste food until it is wet.

We also use our tongues to speak and clean our

teeth. Boys usually have longer tongues than
girls. The part of the tongue that you can see is
two-thirds of its total length. The adult tongue
is 10 cm long and has eight muscles.

muscle: n. a part of the body that is connected to a

bone and helps us to move

Unit 7 83

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 Your stomach breaks down the food you eat
so that your body can use its nutrients. It takes
your food seven seconds to reach your stomach
from your mouth. The liquid in your mouth,
called saliva, is very important in this process.
Your body produces 1.5 liters of saliva every
day. The stomach is very small, but it can
stretch a lot to contain food. When the stomach
is empty we can hear some of the processes.
The name for the noise our stomachs make is
borborygmi.

nutrients: n. things in food that you need to live and grow

84 Unit 7

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 The blood in our bodies is like a mail system
that delivers important things to help our cells
be healthy. Your blood contains red blood cells,
white blood cells, and platelets. Red blood
cells have the important job of taking oxygen
to all the parts of your body. White blood cells
help our body to fight diseases. Platelets help
our bodies to stop bleeding when we have a
cut. People have different blood types: O, A, B,
and AB.

cell: n. the smallest unit of a plant or animal

Unit 7 85

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 Do the following activities to support this unit’s
social practice of the language: To describe
and compare appearance and ability at
different ages.

1. Work in pairs. Make notes on how these body

parts change as we get older.
Body Part Babies Adults
Brain
Bones
Teeth
Tongue

2. Work together and compare the different body

parts in the chart. Write down three of your
ideas.

3. Work in small groups. Share your descriptions

and say which ones you find the most
interesting.

ICT Box
[Link]/8nhM6p

Learn more about the human body on this

website.

86 Unit 7

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 Kevin’s Game
The strangest dream 45

Written by
Adriana Mendez

Unit 8 87

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 Yesterday after I got home from school, I was finally able
to get my sister to play with me. We decided to play my
favorite board game. I couldn’t believe it! She stopped
playing with me when she went to high school and got a
boyfriend, so this made me very happy. We took out the
board game and all the pieces and started to play. Very
soon that happy feeling was gone. I forgot that my sister
wasn’t always honest when she played.

honest: adj. not lying or cheating, doing what is right

88 Unit 8

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 She seemed to be having fun, but I wasn’t. I hate it when
people don’t follow the rules and then lie about it. I didn’t
want to play anymore. I was very angry.

“Come on, it’s just a game,” said my sister.

“If it’s just a game, why don’t you play fairly?” I asked and
hit the pieces on the board.

“Dinner’s ready, guys!” my mom shouted from the kitchen.

I didn’t say a word during the whole meal. Mom talked a

lot, and she didn’t seem to notice.

fairly: adv. in a good and right way

Unit 8 89

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 It took me a lot longer than usual to do my homework. I hate
being angry. After a while, my sister came into my room.

“I’m sorry, Kevin. I know what I did was awful,” she

really did look sorry. I felt better, so I said, “I’m glad we
played. Thanks.”

“Maybe we can play a different game next time,” she said

as she left.

I was ready for the day to be over, so I brushed my teeth

and got into bed.

awful: adj. very bad, terrible

90 Unit 8

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 Very soon I was asleep, and as I did I could feel myself
falling and falling deeper into the bed.

When I finally hit the ground, I was no longer in my

bedroom. The floor was made from cardboard. I closed my
eyes and opened them again. Either the board was very big,
or I was very small. I tried walking in different directions,
but I couldn’t leave the square I was standing on.

cardboard: n. thick and hard type of paper

Unit 8 91

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 Suddenly, there was a very loud noise. It sounded like
something was falling. Soon I saw two very large dice on
the board. I put my hands over my head and hoped for the
best, “I don’t want to die!” I shouted.

Soon after the dice stopped moving and everything was

quiet again, my feet started running to the other side of the
board. I say “my feet,” because it was not what I chose to
do; it was just happening.

dice: n. two small cubes with six sides and one to six dots
on each side, used in games

92 Unit 8

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 I was so tired by the time I got to the other side of the
board. I didn’t really have time to think about where
I was or what game was being played. What happened
next was important. The square that I stopped on was…
I was… put in jail!

I was in the same game I played with my sister, and the

player got the Go to Jail card!

I was in jail only for a little while, and it was boring. There
was no one.

jail: n. a place where people are kept when they do not

follow the law

Unit 8 93

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 The next time the dice fell I wasn’t scared. Jail was a safe
place to be in.

I was lucky in the next turn. I’m not sure what card it was,
but I was rich! Money fell from the sky like rain, and it
wasn’t game money, it looked exactly like real money!

I danced on my new square and threw the money in the air.

I tried to remember the moment as much as I could,

because I knew that a lot could change in the game.

scared: adj. feeling of worry or not feeling safe

94 Unit 8

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 When it was my turn again, I bought a very big and
expensive house. I went inside to look. It was wonderful.
“Oh, my!”

There were large windows in every room of the house.

There were so many bedrooms, I didn’t even know how
many. There was even a room just for games! It also had
a movie room.

The kitchen was all white. I opened the freezer and saw at
least 20 flavors of ice cream. The best part was right in the
middle. There was a pool inside the house!

flavor: n. a taste, like strawberry or chocolate

Unit 8 95

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 Of course, I couldn’t stay in the house for very long.

Thud, thud, thud. The dice fell again.

This time my feet took me just a few squares away. It was

hard to believe that it was in the same game. I was standing
in the middle of a street. It wasn’t a very nice street. It was
dirty, and I could hear dogs barking.

The board was shaking under me. I tried not to fall, but…

bark: v. make the noise of a dog

96 Unit 8

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 I fell right back into my bed again. When I woke up
I could remember all the parts of my dream just like
they happened. It felt so real.

Now I was happy to see that it was just a dream.

I remembered my sister saying, “It’s just a game!”

I wasn’t ready to play it again any time soon.

Maybe she was right about playing a different game. I just

have to really think carefully of the right one.

right: adj. best at that time or in that place

Unit 8 97

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 Do the following activities to support this unit’s
social practice of the language: To accept or
reject requests in playing roles.

1. Work in pairs. Invent a simple game that you

can play with dice. Write three rules for the
game.

2. Walk around the classroom. Invite each other to

play your game. Ask questions for clarification if
needed. Reject classmates’ invitations until you
find a game you want to play.

Game you chose:

How you accepted:

3. Work in pairs. Tell each other about how you

were invited to play games and what you said
to accept or reject invitations.

ICT Box
[Link]/S9kGez

Learn more about games from around the world

by looking at this map.

98 Unit 8

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 Questionnaires
How to gather information 46

Written by
Louise Vera

Unit 9 99

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 Step 1:
Select Your Purpose and Topic

We can use questionnaires to gather information

about a topic. First you need to choose the topic of
your questionnaire. The topic will depend on your
reason for creating a questionnaire. Ask yourself
what you want to learn about the topic and why.
Is the topic a problem or an opportunity? You can
use a questionnaire to find out what people know,
think, do, or have about the topic.

opportunity: n. a situation in which something is possible

100 Unit 9

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 Step 2:
Find Information

Before you start writing your questionnaire, it is

important to find information that already exists
about the topic. Read as much as you can and
choose the main ideas related to the topic. You can
make notes and organize them in a chart or mind
map to identify the things you want to include in
your questionnaire. You can then decide if you
want to use your questionnaire to compare, check,
or add new information.

mind map: n. a kind of drawing that is used to write

only the main ideas about a topic

Unit 9 101

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 Step 3:
Plan the Questions

You need to write questions that will help you to get

the information you need. Begin by writing many
different questions about your topic, using your
mind map. Then think of the possible answers you
might get when you ask those questions. Decide
which questions will get you the most important
information. Decide if you need more closed (yes/
no) questions or more open questions that start
with wh- question words. Try to use both types of
questions.

open: adj. with many different possibilities

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 Step 4:
Write Closed Questions
for Specific Answers

Closed questions only have a few possible answers.

These can be yes/no questions, like:

Are you happy with your bicycle? Yes No

Do you ride to school? Yes No

They can also be questions with specific options, like:

How often do you ride your bike?

a) every day b) two or three times a week
c) once a week d) never

How happy are you with your bike?

a) very b) not much

option: n. a choice, when you can choose between

different things

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 Step 5:
Write Open Questions to Get Opinions

When you use open questions with wh- question

words, you can get a lot of different kinds of
answers. Sometimes you will get answers that you
didn’t even predict. These questions are also good
to use after a closed question in order to get more
information.

For example:
● Why are you not happy with your bike?
● How do you feel about your new bike?
● What can we do to make you feel better?

predict: v. think that something will happen in the future

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 Step 6:
Decide How People Will
Complete Your Questionnaire

There are many different options that you can

use. You can create your questionnaire on a
computer and then send it to people in an e-mail.
You can also call people and ask them to answer
the questionnaire on the phone. You can also print
your questionnaire and interview people on the
street.

You can ask more people to answer your

questionnaire if it is in an e-mail. Interviewing
people can take much longer.

interview: v. to ask someone questions for a specific

purpose

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 Step 7:
Test Your Questionnaire

Ask friends and family members to complete your

questionnaire. Then ask them to tell you if any
part was confusing. Then look at all their answers
and decide if your questions are giving you the
information that you need. You might need to
change some words in questions to make them
clearer, add some explanations, or change the
order of the questions. This is also a good time
to leave out any questions that do not give you
important information.

confusing: adj. difficult to understand

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 Step 8: Ask People to
Complete Your Questionnaire

Ask as many people as you can to complete your

questionnaire. If you get more people to answer
it, your information will be more accurate. Make
sure that you keep all the answers organized. If
you are using paper, make sure that you keep
each person’s answers separately. If you are using
a computer, you can create a chart with different
people’s answers. The next step will be easier if
you keep all the answers organized.

accurate: adj. correct

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 Step 9:
Look at the Information

Next you need

to look at all the
answers and
information
you collected.
There are many
different ways in
which to organize
this information.

a) Diagrams
Charts and diagrams can be used to show
answers to very specific questions. For example,
60% of children have bicycles.

b) Text
You can present answers to open questions with
text. You can also use mind maps to organize
the most important pieces of information.

c) Infographics (diagrams with text)

Infographics can be used to combine specific
and general information.

diagram: n. a simple picture that explains or

describes something

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 Step 10:
Share What You Learned

Lastly, it is time to share what you have learned

with others. You can do this by sharing your
diagrams, or text in a report. Who should you
share this with? People who completed your
questionnaire might want to know what other
people’s answers were. You can also share
your new information with others who have
created similar questionnaires. Look back at the
information you found in Step 2 to decide who will
benefit from this information.

benefit: v. to be helped

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 Do the following activities to support this unit’s
social practice of the language: To register
information about a topic to create
a questionnaire.
1. Work in pairs. Choose one of the following
topics:
a) Activities people do outside b) Television
c) Pets d) Sweets

2. Complete the questions about the topic you

chose.
1. Do you ?
2. How often/many do you
?
3. What do you
?

3. Ask your classmates the questions and record

their responses in a chart like this.

Question 1
Question 2
Question 3

ICT Box
[Link]/g1BfLT

Learn how to create a diagram to represent

information on this website.

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 Sarah Goes
to the City
Asking for directions 47

Written by
Marco Bolaños

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 Sarah got off the bus. It was her first time in the city. On
her way into the city she saw more buildings and people
than she had seen before. At the bus station, she couldn’t
believe how many people were walking in different
directions. She walked slowly, and more than one person
walked into her.

“Sorry,” she said quietly. They didn’t even look at her.

She looked for the information desk. She hoped that

someone could tell her how to get to the city center.

walk into: phrasal verb to hit or make contact accidentally

when walking

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 She saw the information desk.

“Excuse me, sir,” she said to get the man’s attention. “Could
you tell me how to get to the city center?”

“Sure,” the man said. He showed her a metro map and drew
a circle on it. “This is where we are. You need to stay on
this line for four stops and then change to this line. It will
take you to the central station.” He handed her the map,
showing that he had finished explained.

“Thank you so much,” she said.

line: n. a track where a train runs on

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 Sarah was happy that she had a map and knew where to go.
She followed the signs to the metro.

When she got inside the building, she saw people putting
a card or a ticket in a small space, before going through a
little metal gate.

“Excuse me,” she said to a young woman holding a baby,

“where can I buy a ticket?”

The woman pointed to a window in the wall where a few

people were standing and waiting to buy their tickets.

“Thanks!” Sarah said as she walked away.

metal: n. a hard and strong silver material

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 “One ticket, please,” Sarah said when it was her turn.

“That will be five pesos, please,” the lady on the other side
of the window said.

Sarah handed over the money and got her ticket. She
walked through the little gate and looked at her map again.

She found the platform of the train that she needed to take
and waited.

The train came, and the doors opened. People got off, and
Sarah jumped on as quickly as she could. She didn’t want
to get stuck between the doors.

stuck: adj. not able to move

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 Sarah found a seat and looked at everyone getting on and
off. She asked herself where everyone was going, what
they were doing.

She saw young people and old people, friendly people and
angry people, people in business suits, and people in sports
clothes. She even saw a girl dressed as a clown.

She carefully followed the man’s directions until she got to

the central station. She stood up before the train stopped,
like everyone else, and got off.

She liked the metro. It took only 30 minutes for her to get
to the center.

central: adj. in the center

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 There were many steps to walk up to get out of the station.
When she was finally on the street, she saw the most
beautiful buildings.

It must be really old, she thought. I wonder what it is.

Is it a post office? Or a library? Or something different?

She walked to the building’s entrance. Then she walked

inside. Nobody stopped her. There were very large
paintings on the walls.

I know what it is! It’s an art museum! she said to herself.

wonder: v. to ask yourself a question or to want to know

about something

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 Sarah saw a clock on the wall.

“Oh no! I’m going to be late,” she said out loud and started
running.

“Excuse me!” “Sorry!” she said as she ran in the street.

She wasn’t sure if she was going in the right direction.

“Excuse me, can you tell me the way to the central

station?” she asked a man standing outside a shop.

He pointed straight ahead.

“Thank you!” Sarah said as she continued running.

continue: v. start doing again after stopping

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 She ran and ran.

“Sarah!” she heard a voice that she knew.

“James!” she ran to her friend and they hugged.

“You’re here!” said James happily.

“I had to ask a lot of people for directions,” said Sarah and

laughed.

“Come, I have so many places to show you,” said James,

taking her hand.

They walked quickly through the crowds of people. Then

Sarah saw the beautiful building in front of them.

“Come!” James said as they crossed the street.

hug: v. put your arms around someone to show them you

love them

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 “Isn’t it beautiful?” James asked.

“It’s amazing!” Sarah said.

“It is my favorite building in the city,” James told Sarah.

“I think it is mine too!” Sarah replied.

Then James told her about the building. Before it became

an art museum it was a school and before that it was a
library.

The children who came to school here were very lucky,

Sarah thought.

They walked through the building, saw its small garden

and fountain, and climbed to the top floor.

reply: v. answer

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 When they were at the top, they looked outside. They could
see the whole city below them.

There were so many buildings of different colors and sizes.

There were pieces of green where there were trees…
a football stadium… a park.

You could also see many streets with cars, buses, people on
bicycles. The city was really something.

“So, what do you think?” James asked.

“I’m not sure. It’s so… crazy… and amazing,” Sarah said.

amazing: adj. very good or surprising

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 Do the following activities to support this unit’s
social practice of the language: To exchange
information to move around in a place.

1. Work in pairs. Together draw some places and

reference points in your town on the streets
below.

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 2. Take turns to ask each other for directions
to different places from the triangles. Ask
questions to clarify if necessary. Draw the
directions your partner gives you on the map.

ICT Box
[Link]/hdxjm8

Play this word game to practice directions.

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 References

Stories
All the Stories are completely fictional and have
been written especially for this edition. And most
of them are based on real topics. So, if you want
to read more about those topics, you can use
these links:

U1 Free Time Activities

[Link]
turn/free-time-activities
U2 Personal Anecdotes
[Link]
stories-by-children/
U5 Travel Stories
[Link]
articles/13-delightful-childrens-stories-from-around-
the-world
U8 Games
[Link]
U10 Directions
[Link]
[Link]/

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 Facts
All the Fact texts are based on social and
academic disciplines, such as news, museum,
the human body, and questionnaires. They have
also been written especially for this edition. If you
want to read more about those topics, you can
use these links:

U3 How to
[Link]
[Link]
U4 News
[Link]
U6 Museum
[Link]
U7 The Body
[Link]
[Link]?[Link]=k-nav-htbw-main-page
U9 Surveys
[Link]
kids-1832463

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 Bibliographic References
If you want to read more about the topics in this
book, you can check these books:

U1
Erickson, D. (1989). Prime Time Together… With Kids.
Minneapolis, MN: Augsburg Fortress.
U2
Frankel, E. (2015). Nobody!: A Story About Overcoming
Bullying in Schools. Minneapolis, MN: Free Spirit Publishing.
U3
Cameron, N. (2017). How to Make Awesome Comics. Oxford,
UK: David Fickling Books.
U4
Hollingsworth, T. (2013). Unforgettable News Reports.
Hungtington Beach, CA: Teacher Created Materials
U5
Leland, G. (1993). A Trip Around the World. London, UK:
Carson-Delossa Publishing.

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 U6
Nelson, J. (2015). Historium: Welcome to the Museum.
London, UK: Big Picture Press.
U7
Winston, R. (2015). Utterly Amazing Human Body. London, UK:
DK Children.
U8
DK (2000). DK Games: Silly Sentences. London, UK: DK
Children.
U9
Chase, A. (2017). One Question a Day for Kids: A Three-Year
Journal. New York, NY: Castle Point Books.
U10
Droulias, A. (2017). Kids’ Travel Guide – Australia: The Fun Way
to Discover Australia, Flyingkids Limited.

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 128

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 Primary

Sunburst
Reader

Reader
Hened Manzur

Primary 5th Grade

ISBN: 978-607-32-5052-8
90000

9 786073 250528

CVR Sunburst 5º RB Primary MX MP [Link] Todas las páginas 6/13/19 10:39 AM