Sunburst 1 Secondary Reader Book - Book4joy PDF

Sunburst
Secondary
Reader’s Book
Reader’s Book
DISTRIBUCIÓN GRATUITA
PROHIBIDA SU VENTA
Secondary 1st Grade
CVR Sunburst 1º RB Secundaria 44220.indd 2-4 4/19/18 12:31 PM

La Patria (1962),
Jorge González Camarena.
Esta obra ilustró la portada

de los primeros Libros de
Texto Gratuitos. Hoy la
reproducimos aquí para
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era una aspiración: que estos
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legados que la Patria deja
a sus hijos.
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READER’S BOOK
1 Secondary
Sunburst ReaderBook 1Secondary MX 9786073244220.indd 1 07/04/18 12:41

Catalogue Publication Data
Author: Hened Manzur Soda

Sunburst 1 Secondary Reader’s Book
First published
Pearson Educación de México, S.A. de C.V., 2018
ISBN: 978-607-32-4422-0
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: Patricia Oliver ■ Proofreading: Michael Twomey ■ Art and Design Coordinator:
Juan Manuel Santamaria ■ Layout: Alberto Vega ■ Cover Design: Erika Fernández ■ Illustrators: A Corazón Abierto,
Ernesto Arana ■ Photo Credits: Shutterstock
First published, 2018
ISBN PRINT BOOK: 978-607-32-4422-0 D.R. © 2018 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 - 21 20 19 18 www.PearsonELT.com
All rights reserved. No part of this publication may be reproduced, stored in a

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photocopying, recording, or otherwise, without the prior permission of the publisher.
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■ Guatemala ■ Honduras ■ México ■ Nicaragua ■ Panamá ■ Paraguay ■ Perú ■ Uruguay ■ Venezuela
Legal Sunburst 1º RB Secundaria.indd 2 4/12/18 1:22 PM

Dear young readers,
Open this book at your own risk, for inside you will
find new worlds and adventures.
Keep your eyes wide open. You will be taken

through fictional stories and non-fiction texts. In
the fictional stories you will find narrations in the
form of imaginative or invented short stories. In the
non-fiction texts you will find also narrations now
offering 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 difficult 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 often 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 How Can I Help? 5

A fictional story about helping around your community
Unit 2 Jack and the Beanstalk 19

A classic tale
Unit 3 What Do You Know About Dictionaries? 31

Facts about dictionaries and words
Unit 4 When I Grow Up… 43

A fictional story about a possible career choice
Unit 5 It Was a Dark, Stormy, and… Fun Night! 55

A fictional story about a fun weather forecast
Unit 6 The Amazing Human Body 67

Facts about the human body
Unit 7 A Very Brief History of Film 77

Facts about one of the biggest industries in the world
Unit 8 Why Turtles Live in Water 89

A myth from West Africa in the form of a comic
Unit 9 In Front of an Audience 101

Facts about how to give a successful oral presentation
Unit 10 A Trip to the Big Apple 113

A fictional travel blog
References 125

How Can I Help?
A fictional story about helping around
38
your community
Written by
Patricia Oliver
Unit 1 5

It’s Friday afternoon. Tom, Betty, Luke, and Harper meet at Tom’s
house to do a community service project that they have to present
in class the following week. They are looking for information and
pictures in magazines and newspapers. Tom has an idea.
“We want to make the best poster, right?” says Tom suddenly.
They all stop what they are doing and stare1 at him.
“Well, yeah. We would like to,” replies Harper.
“I have an idea,” announces Tom, smiling confidently. “Why don’t

we spend the weekend doing community service in or around our
neighborhood? On Sunday afternoon we can get together again to
finish up the poster.”
stare: v. to look at something or someone for a long time without

1
moving your eyes
6 Unit 1

“Are you crazy?” responds Betty with a high-pitched2 voice.
They all hush for a moment. Their frowns3 show they are silently
evaluating the suggestion.
“No, no. If you think about it… it’s actually… a very good idea!
Not only can we do a mind-blowing4 poster, we can also help our
community and its members. It’s a genius plan. I’m in!” exclaims
Luke in awe5 of the great idea.
“It is!” says Harper.
“OK. So let’s all think about what aspect of the community we would
like to help with,” remarks Betty.
The youngsters spend a couple of hours searching the Internet for

information on volunteer programs around their city.
high-pitched: adj. very high sound or voice

2
frown: n. a wrinkling of the brow in displeasure or

3
concentration
4
mind-blowing: adj. (informal) very exciting, shocking, or strange
5
in awe: exp. to admire or have respect for someone or
something
Unit 1 7

THE NEXT DAY…
Tom decides he can help at a nursing home. He has never met his
grandparents on his father’s side, and he only sees his grandparents
on his mother’s side once a year because they live across the
country. He likes the idea of spending time with the elderly. He
imagines he can talk to them about World War II or hear about
how life was 60 years ago.
He comes in and stops at the reception desk.
“Good morning! I’m here to volunteer. How can I help?” He is

excited but a bit nervous.
The receptionist looks at him and smiles.
“You must be Tom. Come with me. I’ll show you around.”
8 Unit 1

Tom takes a walk around the nursery home. He notices some of the
elders are couples who have been married for over 50 years, but most
of them are alone. He wonders what his own old age is going to be
like.
He spends two hours talking to some old men and women who have
no family left.
As he had expected, he gets to learn how life was in the 50s. He is

fascinated by all the stories. He likes this. He is helping others but he
is learning a lot, too.
The last hour he spends there, he even ends up learning how to play
chess!
“This is better than I thought!” he thinks to himself.
Unit 1 9

AT THE SAME TIME…
“Hi, guys! I would like to join you. How can I help?” asks Harper
timidly.
“Great! We could use a pair of extra hands. There are garbage bags
and gloves over there,” says the young woman that is leading the
beach cleanup.
“I’ll start right away!”
“Wait! You need to know a few basic safety rules first.”
“Oh! Sorry, I didn’t know. I’m all ears.”
“Collecting trash can be dangerous. Unfortunately, we often find

broken glass buried in the sand. Also, don’t stick your fingers into
anything—cans, jars… any type of container or even shells no
matter how nice they look.”
“I understand. I’ll be very careful.”
10 Unit 1

“I had never heard about this group. Do you do cleanups often?” asks
Harper.”
“Well, we’ve been coming to this beach for one year now at least two
or three times a month.”
“Wow! That’s a lot! Do you always clean the beach like this?”
“Not really. We usually find a lot of dead fish on the shore. Sometimes
they swallow6 little pieces of plastic and die. Other times, they die
because of oil spills7. I see you’re really interested in helping. Next
month we will be joining a conservationist group to train volunteers in
cleaning birds. There are some nasty8 oil spills that kill and damage a
lot of animals. Would you like to sign up for that?”
“Sure!”
swallow: v. to make food or drink go down your throat

6
spill: n. a substance that falls or flows over the edge of a

7
container, usually in an accidental way

8
nasty: adj. unkind or unpleasant; severe
Unit 1 11

ON SUNDAY MORNING…
“Bake sale! Bake sale! Come and get your piece of cake for
only $2.99!”
“Hey, Luke! How are you doing? I thought we were all volunteering
this weekend,” says Tom a little baffled9.
“But I am, Tom. All the money I get will be donated to an NGO10.”
“Ooohhh, now I get it. Sorry I doubted you. I just didn’t understand.
If that is the case, how can I help?”
baffled: adj. feeling that you don’t understand or can’t explain

9
something
10
NGO: abbreviation of non-governmental organization
12 Unit 1

“You know, Tom, I can’t wait for the girls to tell us what kind of
volunteer work they did.”
“Me, too. I realized there are certainly many different ways to help in the
community. An apparently simple or small action can go a long way.”
“I’ve been thinking about that, too. You can make your community a
better place with daily actions—not throw litter in the street or pick it
up even if it’s not yours is the example I could think of.”
“Yeah. Now that you mention that… Another example could be giving
up your seat on the bus to the elderly and to pregnant women.”
“Hey, these are all ideas we can take into account for our poster!”
“Yes! We should write them down before we forget!”
Unit 1 13

AT THE SAME TIME…
Betty goes to a basketball court a little further away from her and
her friends’ homes. She found a program that sends volunteer sports
and arts teachers to areas where children cannot usually afford these
extracurricular activities.
She gets there and does not know what to do or say. So, she just
watches for a while. After a few minutes, one of the teachers
approaches her.
“Hi! Would you like to join us?”
“Hi! Well, I was wondering if I could possibly volunteer here.

I would love to teach kids how to play basketball. I’ve been playing
since I was seven.”
“Wow! That’s cool! Come, I’ll introduce you to the group.”
14 Unit 1

The teacher introduces Betty to the group. At the beginning, the kids
are shy and do not talk to Betty much. But after seeing her play, they
all want to learn some tricks.
“I’m glad you came. I’m sure you’re going to be of great help. The
kids now have one more person to look up to.”
“I’m happy I came. How often do you meet?”
“We’re here every Sunday. Sometimes we have competitions or

simulate basketball games. You should come again.”
“You bet I will!11 I’ll be here next Sunday.”
You bet I will!: exp. (spoken) used to emphasize that you agree
11
with someone or are keen to do what they suggest
Unit 1 15

It’s Sunday afternoon. All four meet at Tom’s house to finish up the
poster. Betty is eager to talk.
“Tom, I thought your idea was crazy at first. But I feel we’re really
helping our community; we’re really making it a better place.”
“I agree with you, Betty,” says Harper. “I think I will continue

volunteering. It’s not just because of the project.”
“Yeah, we should all devote some hours weekly to do volunteer

work,” proposes Luke.
“Actually, we should do more than that. We should tell everyone

about it. Let’s have a Community Service Fair at school!”
16 Unit 1

The four friends go to school on Monday and convince the principal
to host a Community Service Fair at school right before summer so
that every youngster can do some volunteering during the summer
vacation if they want to.
They are so happy with their contribution over just one weekend that
they tell everyone at school. They try to convince all their friends
to join a program. They even try to convince their parents and their
parent’s friends!
Unit 1 17

1. Write down synonyms from the text in pairs. Close your
book, say one of the words and have your partner say
the synonym.
a. teens or preteens: youngsters
b. be quiet: hush
c. old people: elderly
d. immediately: right away
e. confused: baffled
2. Write three useful expressions you can use in dialogues.

(Possible answers)
Why don’t we…?, I have an idea, If you think about it, It’s
actually a good idea, Let’s think about…, I understand, If
that is the case, I’ve been thinking about that, Now that you
mention that, I agree with you.
3. Write F (formal) or I (informal). Check with a partner.
a. Hey! I d. Yeah! I
b. I could possibly… F e. You bet I
c. I was wondering if… F f. I’m glad F
4. What do you think is the purpose of the text? Discuss in

groups.
(Answers may vary.)
ICT Box
https://goo.gl/ojr1EG
In 2015, world leaders adopted the 2030 Agenda for Sustainable

Development, which includes a set of 17 Sustainable Development
Goals (SDGs) to end poverty, fight inequality and injustice, and
tackle climate change by 2030. Which one would you like to
participate in and how would you do it? Discuss with a partner.
18 Unit 1

Jack and
the Beanstalk
39
A classic tale
By an anonymous author
Adapted from an old English tale
Unit 2 19

Once upon a time, there lived a boy and his mom. His name was
Jack and his mother was a widow. They lived in the countryside
and had a farm. They were usually surrounded by all kinds of
animals, and by colorful flowers and trees. They made money by
selling their cows’ milk at the market every morning.
But this winter had been harsh1. It had been the coldest winter. It
had rained and snowed nonstop. By the end of the summer, there
were no crops in the village and most of the animals on the farm
had died. Jack and his mom had only one cow left.
The boy and his mom did not have much left to eat. No food
on the table, no fruits and vegetables on the land, no animals on
the farm, no milk in the cow. They ate once a day, so they were
starving.
Every night, after wishing Jack a good night, she would sit by the
fire and cry.
“What are we going to eat tomorrow? What are we going to eat

tomorrow?” she repeated over and over while she cried.
She thought Jack was sleeping, but he could hear her cry every
single night. This made Jack very sad and he started thinking
about different ways to help his mother.
One day, Jack’s mom was really sick. They had no money left
and very little food in the pantry. Jack was desperate to help his
mother, so he decided to take their cow to the market and sell it. It
was the only thing he could think of. He was determined to help.
He put on his coat, boots, and woolen hat, and kissed his mom
goodbye on the forehead. He went to the barn, took the cow, and
started walking into the wind.
1
harsh: adj. difficult and uncomfortable; severe and cruel
20 Unit 2

Unit 2 21

On his way to the village market, a man approached Jack. The
man looked like a beggar2.
“Hi, there!” said the man from a distance. He wanted Jack to stop.
At first, Jack was scared, because he thought the man would want
to steal his cow. He could not allow that. He and his mom really
needed the money to at least survive the winter. He decided to
keep going, and started walking faster.
The man spoke again, “Hi, there, young lad!” For some strange
reason, Jack decided to stop and talk to him. “Where are you off
to?” asked the man.
“I’m going to the market to sell my cow,” answered Jack.
“Don’t go to the market,” the man said.
“What? I have to sell my cow. We don’t have anything to eat and

my mom is very sick. If I don’t sell the cow…”
“Sell it to me. I’ll buy your cow. Do you know how many beans
make five?”
“Two in each hand and one in your mouth,” Jack said.
The stranger put his hand in his pocket and took out five beans.
They looked as strange as the man. “These are magic beans,” said
the man. “I’ll swap these for the cow.”
“What do you mean?”
“If you plant the beans today, you’ll have a plant up to the sky
tomorrow morning.”
beggar: n. someone who lives by asking people for food

2
or money
22 Unit 2

“Really?”
“Of course! Why would I lie to you? Do it, and if I’m not telling
the truth, you shall have your cow back.”
Jack believed the man and gave him the cow after taking the beans
and putting them in his pocket. He went back home very happy,
because he had finally been able to help his mother. They had
nothing to worry about now. Everything was going to be fine.
Back home goes Jack, running. He forgot about his hunger and
about his mother’s illness.
“Guess what, mother?” shouted Jack from the door.
Unit 2 23

“Well, I shall guess,” the mother said. “You don’t have the cow…
so you were able to sell it,” and she smiled, thinking he was
bringing home some money, thinking they could finally buy a
chicken and make chicken soup.
“I didn’t sell it. I swapped it for these five beans!” He put his hand
in his pocket and showed his mother the beans. “They are magical!”
“What? Beans? Five beans? Magical?” She had to sit down for she
was about to faint3. A few seconds later, she stood up. She was
furious. “Gimme those beans! Out the window they go,” she said,
and threw the beans out the window. “Off to bed you go!”
The next morning, Jack opened his eyes to a weird sight. The sun
was shining onto the wall, but the rest of the room was dark and
shady. Jack stood up, rubbed his eyes, and went to the window. He
could not believe his eyes so he rubbed them again. The beans his
mother had thrown out the window the night before had grown
into a big beanstalk. It went up and up and up into the sky. “So,
the man was right!” Jack thought.
Jack was mesmerized4 and happy. He decided he would climb up

the beanstalk—the leaves would be like the steps on a ladder.
He climbed and climbed and climbed and climbed and climbed till
he reached the sky. He looked around and saw a castle. It was the
only thing in sight. He was in awe and he was still hungry, so he
started walking toward the castle.
At the door was a big, tall woman. “Would you like some breakfast?”
she asked. “Move quickly inside if you don’t want to become my
husband’s breakfast yourself!” And she laughed really loudly.
3
faint: v. to suddenly become unconscious for a short time
4
mesmerized: adj. holding complete attention; hypnotized
24 Unit 2

Unit 2 25

Already in the castle, Jack sat down to rest a little bit. The woman
was in the kitchen preparing something to eat. She offered Jack
bread and some milk. As Jack was finishing up his breakfast, the
ground started shaking. They also heard some loud thumps5 in the
distance.
“Quick! Hide!” said the woman. “It’s my husband, the Ogre, and
he will want to eat you if he sees you are here!”
Jack was so scared he could not move. “What?” he thought. “An

Ogre? He wants to eat me?”
So she pushed him behind a long curtain. “Don’t move or make

any noise!” warned the woman.
But the curtain had a tiny hole and Jack could see the husband.
The Ogre was huge and looked fearsome. He carried a hen.
“Here, wife, broil me this hen for breakfast,” said the giant. “Ahh,
what is that smell? Fee-fi-fo-foom, I smell a boy in the room.”
“Nonsense, dear. Perhaps you can still smell that little boy you
had for dinner just yesterday,” answered the wife walking towards
the curtain. And then she whispered to Jack, “Don’t come out yet.
Wait till he’s asleep. He always takes a nap after breakfast.”
The Ogre finished his breakfast and took a bag of gold coins from
a big chest6 in the room. After carefully counting the coins, he
dozed off into a dream. Jack came out, tiptoed to the bag of coins,
took it, and started running. Unfortunately, the Ogre woke up.
“Woman! What is happening? Where is my bag of gold? Who is

that boy?”
thump: n. the sound that is made when something hits a surface

5
chest: n. a large strong box that you use to store things in or to

6
move your personal possessions from one place to another
26 Unit 2

Unit 2 27

Jack ran as fast as he could. When he got to the beanstalk, he
dropped the bag of gold. It fell into his mother’s garden.
By the time the Ogre came out of the house, Jack was already
climbing down the beanstalk, but the Ogre followed him quickly
with big strides7. Jack could not see the Ogre yet, but he could feel
the beanstalk shake every time the Ogre took a step, even from
the distance. Thump! Thump! Thump! So he climbed down and
climbed down and climbed down and climbed down.
When he could finally see the Ogre climbing down the beanstalk,
he was already half way down.
“Mother! Mother! Bring me an axe! An axe! Quick!” he shouted

to his mother.
The Ogre was approaching Jack dangerously. Jack tried to go

faster, but he was tired and his hands were a little sweaty from
the fear.
His mother came out of the house with an axe a few seconds
before Jack put his feet on the ground. She gave him the axe,
grabbed the bag of gold, and ran inside the house.
The boy took the axe firmly with both hands and hit the beanstalk
repeatedly. The stalk was thick and hard, and Jack started fearing
for his life and his mother’s. He looked up after every stroke. The
Ogre was closer every time.
He could finally cut the beanstalk in half. The Ogre felt the
beanstalk shake and topple over. He fell together with the stalk.
Jack went inside and told his mother to stop hiding. They sat
down to count the gold. At least they would be able to survive the
rest of the winter… and some more winters too.
7
stride: n. a long step you make while you are walking
28 Unit 2

Unit 2 29

1. Answer the questions.
a. How did Jack feel about their situation at the
beginning of the story?
He felt very worried and helpless. He wanted to help,
but didn’t know how because they didn’t have money.
That’s why he decided to sell the cow.
b. What did you learn from the story? How could you
apply it in your life?
Answers will vary. Possible answer: you should never
give up, you should always think about possible
solutions for problems.
2. What would you have done if you had ended up in the

Ogre’s house? Write it down and share your ideas in
groups of four.
3. Look at the illustrations and retell the story to a partner

without looking at the text (cover it if you need to). You
can make notes or copy some key words beforehand.
ICT Box
https://goo.gl/oPFJRh
Classic tales are very old stories that are well-known almost all over
the world. Go to the link provided and choose a classic tale. Read
it in class, discuss what you can learn from it, and share ways in
which you could use what you learned in real life.
30 Unit 2

What Do You Know
About Dictionaries?
40
Facts about dictionaries and words
Written by
Jane White
Unit 3 31

A dictionary is a
collection of words,
their meanings, and
some additional
information. Some
dictionaries even tell
you how to use the word. For
example, the adjective born
means “brought into life
by the process of birth,”
but would you know how
to use it in a sentence? If
you check the dictionary, it
will tell you that it is usually
accompanied by the verb to be.
It will even give you an example:
I was born in Canada in 2005.
Words are always arranged alphabetically in dictionaries. Let’s review

the alphabet in English:
ABCDEFGHI
JKLMNOPQR
STUVWXYZ
Have you ever used a Spanish dictionary? They are useful, right? Now
you can also use dictionaries in English.
32 Unit 3

There are several kinds of
dictionaries. The most useful
for teenagers at school are:
• Monolingual
• Bilingual
• Thesaurus
Monolingual dictionaries are written in only one language.

For example, only Spanish or only English.
Bilingual dictionaries are written in two languages, for example

English-Spanish, English-Chinese or French-Korean.
A thesaurus is a dictionary that shows only synonyms and antonyms.

Although it has a weird name, this dictionary is very useful to learn new
words or to avoid repeating the same word over and over in a text.
TIP
Make a table with three columns. In the first column, write five
words. Any words. You may or may not know them. In the second
column, write one or two synonyms. In the third column, write one
antonym.
Unit 3 33

A bilingual dictionary will be the most useful for you at this moment.
It will give you the direct translation into Spanish of words and
expressions in English.
These dictionaries usually have two sections: English-Spanish and

Spanish-English. What is the difference? In the English-Spanish
section, you will look for words in English and their translation in
Spanish. In the Spanish-English section, you will look for words in
Spanish and their translation in English.
34 Unit 3

Although a bilingual dictionary is not hard to use, you will need
to pay attention to every part of an entry. An entry is “something
written down as part of a list or a record.” And a dictionary is really
a list or record of words, right? This means that each word listed in a
dictionary is an entry.
Entries have additional

ʊ ʌ æ
information, not just the
translation of words and
expressions. They have… ð
• Phonetic transcription:
symbols that will help you
iː
know how to pronounce
the words
• Abbreviations for parts

of speech: if the word you
looked up is a noun, a verb,
an adjective, an adverb, an
article, a preposition, etc.
ə
Can you complete the following
chart?
Abbreviation Full Word Example

n.
v.
adj.
adv.
conj.
pron.
prep.
interj.
Unit 3 35

Interesting
and Fun Facts
About the
English
Language
SWIMS will be SWIMS even
when turned upside down.
Swims
Have you ever heard of the English has a lot of contronyms
Real Academia Española? It is or words with contradictory
an institution that has more or meanings. For example, skinned.
less controlled the evolution It can mean “covered with skin”
of the Spanish language for or “with the skin removed.” Does
several centuries. French and Spanish have any contronyms?
German also have these types
of institutions. But guess what?
English doesn’t!
36 Unit 3

There are seven ways to spell the sound /iː/ (ee) in English. This
sentence contains all of them: “He believed Caesar could see people
seizing the seas.”
“He believed
Caesar could see
people seizing
the seas.”
Ernest Vincent
Wright wrote the
novel Gadsby in
1939 without using
the letter “e.” This
is extraordinary Dictionaries do
because “e” is the not contain every
most common letter word that exists
in English! in a language.
That would be
very difficult to do
because languages
evolve orally much
faster than in
writing.
Unit 3 37

Lost
Punctuation
Marks
Did you know that some writers and
inventors tried to introduce new marks of
punctuation into English? Unfortunately,
they failed to be used widely.
In 1962, Martin K. Speckter proposed

combining the question and exclamation
marks to create a new symbol ((‽)) that he
called the “interrobang.” He thought it
would be useful when one is excited and
doubtful at the same time. He explained
that the name came from the Latin
interrogatio and the word “bang.” The
Latin word means “questioning.” Bang
is a nickname that printers gave to the
exclamation mark.
There are some more lost

punctuation marks. You
could do some research and
then maybe create your own
new punctuation mark.
38 Unit 3

Dictionaries Today
Nowadays, the most commonly used dictionaries are also online.
They have the same information as printed dictionaries, but the
digital format allows for a different kind of interaction. Think about
phonetics or pronunciation. English pronunciation is quite hard. The
same letters do not always have the same sound.
But online dictionaries offer

a new, fun way to learn
pronunciation. Some of them
include an audio file. This
means you can listen to the
pronunciation on your computer.
So problem solved!
Get together with a group of

friends. Look for an English
dictionary online that has
audio files for its words. Write
a word on a sheet of paper
with big letters and show it to
everyone. In turns, say how
you think it is pronounced.
Then, play the audio. Tally1
points and have a little reward
for the winner.
1
tally: v. to calculate a total number
Unit 3 39

Create
You Can
Your Own
Dictionaries apple
manzana
After each English lesson, you
can go home and create your
own dictionaries. Here are some
ideas. Try them all and use the
one that you like the most!
grape
melon uva
melón
lemon
limón
orange
peach
naranja
durazno
Use blank cards. On one side Make a table with four

write the word in Spanish. columns. Write the title for
On the other side write the each column in a different
word in English or, even color: noun, verb, adjective,
better, draw the word if adverb. Then write the words
possible. These cards will be in the corresponding colors.
great to review vocabulary Use blue for nouns, red for
before an exam. adjectives, black for verbs, and
green for adverbs. You may use
any other color combination.
40 Unit 3

You might think that dictionaries are tedious. But here is a game you
can play to approach them in a fun way and learn at the same time.
1. Hand out pieces of paper and pens or pencils to the

participants. The more, the merrier. It is important that the
pieces of paper are all the same, and that the pens also have
the same color ink.
2. One person opens the dictionary and says a word—any word.
3. Every participant makes up a definition for that word and

writes it down. The person with the dictionary copies the
correct definition from the dictionary.
4. The person with the dictionary collects every piece of paper,

shuffles them, including the one he/she wrote, and reads every
definition.
5. Every participant votes for the definition they think is real

(the dictionary definition).
6. Play as many rounds as you want and do not forget to tally

the points.
Unit 3 41

1. What is a bilingual dictionary? How can it help you?
Share your ideas with a partner.
A bilingual dictionary is a dictionary, printed or online, that
includes words and translations in two languages. It can
help you know how a word or expression in one language
(English or Spanish) is said in the other language, how to
pronounce it, and what part of speech it is.
2. Here you have another game you can play with words.
Put the instructions in order.
3 Say a letter.
6 Read your words.
2 Write category names: country, animal, object…
1 Take paper and a pen.
5 Say Finished!
7 Get a point if they are all correct.
4 Write one word per category, starting with that letter.
3. Follow any of the instructions on page 40 and make

your own dictionary in pairs.
ICT Box
https://goo.gl/CYd3YT
On this website you will find several dictionaries for kids. Choose
two and enter the same word in both of them. On a sheet of paper,
write down similarities and differences in the way they present the
information. Then share with a partner.
42 Unit 3

When I Grow Up…
A fictional story about
41
a possible career choice
Written by
Hened Manzur
Unit 4 43

It was “What do you want to be when you grow up?” week at school.
Students did a brief class presentation on what they wanted to be and
agreed on “working” at that job a little bit.
Joanna and Ricky wanted to be journalists so their teacher,

Mr. Shingles, suggested, “Why don’t you go and interview someone
famous? That way you can try to be real journalists and see if you
like it.”
Joanna and Ricky looked at each other with a mixture of excitement

and concern1.
“C’mon!2 It will be a piece of cake!3 Here is my e-mail address.

Send the interview to me when you finish. I’ll read it and tell you
what I think.”
concern: n. a feeling of worry about something important

1
c’mon!: exp. (spoken) used to encourage someone to do

2
something; short for come on

3
a piece of cake: exp. (spoken) to be very easy
44 Unit 4

The next day Joanna and Ricky met at Ricky’s house. They were very
worried. “We have never done an interview!” thought Ricky. “Who
are we going to interview?” thought Joanna.
“Hi, guys! Have a snack,” said the boy’s mom. They did not say a
word because they were petrified. “What’s wrong, sweetheart?” the
mom asked his son.
“We have to interview someone famous! We don’t know anyone who

is famous… and we don’t even know how to conduct an interview!”
“Hmm, let me see… I think I can help you. I’ve just met the actor
Sean Morton at work. He was really nice. I think I can contact him
and see if he will answer your questions.”
Unit 4 45

Two weeks after that conversation, Joanna and Ricky found
themselves sitting in front of Sean Morton. They looked at each other
and made weird faces. They were also elbowing each other—they
were so nervous that neither of them wanted to ask the first question.
The actor looked relaxed and happy to be there. He was also very
understanding of the teenagers’ nervousness so he just waited
patiently.
After a few minutes and no questions, Sean finally said, “You know
what? Maybe I can tell you a little bit about me. I was born in
England but my father is Scottish and my mother is Irish.”
46 Unit 4

“Wow! Really?” said Joanna. “When I grow up, I’d love to travel to
Scotland. Have you ever been there?”
“Yes. I used to go there every year. Now, with all this traveling,
it’s a bit more difficult. But I’d like to go back soon. I fancy4 the
landscapes, you know, they’re breathtaking.”
“Uh… Misterrrr... Morton… I forgot to activate the recorder in

my phone. We need to record the interview because we can then
transcribe it. Sorry!” said Ricky apologetically. “Hmm... ready. You
can continue.”
“So, tell me, why did you want to interview me?”
4
fancy: v. Br. E. (informal) to like or want something
Unit 4 47

“Well, we want to be journalists when we grow up. We had this fair
at school and they told us to play the role of journalists and interview
someone famous. And… you are pretty famous, aren’t you?”
“Hahahaha, I suppose. I’ve done over 10 movies now and my last one
became a blockbuster. So let’s say I am.”
“Everyone says you are a great actor. I agree with them,” said Joanna
smiling. She was captivated by his British accent.
“Thank you. What is your favorite film? With or without me,” the
actor said with a smile.
“I like all your movies!” said Joanna immediately. She was really
delighted5 with the interview. She was not nervous anymore.
5
delighted: adj. very pleased and happy
48 Unit 4

“I like all of your movies, too. Well, I must confess there was one I
didn’t like. Running with the Wind. The title was nice, but there was just
no action—no car races, no jumping off a cliff…” said Ricky.
“I know. I like doing action films as well, but I don’t want to become a
typecast6 actor, I want to do all kinds of roles. A little bit of theatre
even. I’d love to do theatre in the West End in London in the near
future.”
“Didn’t you do some theater a couple of months ago? I thought I saw

something in the news?” Joanna seemed to know everything about
Sean’s career.
6
typecast: adj. being cast in the same type of role repeatedly
Unit 4 49

“I was cast for a play, yes. But then I had a little car accident and
couldn’t do it in the end. I’m OK, as you can see, but the play…
it just didn’t happen.”
“We’re sorry to hear that,” said Ricky a little saddened.
Both interviewers were a little distressed7 and the words had

abandoned their heads.
“Cheer up! Look, I’m perfectly fine now.” He stood up and swirled8
so they could see he was in one piece. But the young journalists
looked at their notes, then at him, then back at the notes, and could
not come up with the next question.
7
distressed: adj. very upset
8
swirl: v. to move around quickly in a twisting circular movement
50 Unit 4

“I’ll tell you about my next project, shall I? I’ll be traveling to the
north of Canada for a horror film. I’m very excited for I’ve never
done one before!”
“Wow! That sounds very nice. I’m sure it will be an amazing

experience for you,” replied Joanna.
“Yeah, it sounds good. Just try not to be scared, hahaha,” said the boy.
Interviewers and interviewee burst out9 laughing. It was a good

ending for the interview. They said their goodbyes, stopped recording,
took their notebooks, and stood up to leave. Sean gave them a big
hug.
“I’m sure you’ll be great journalists. I’m looking forward to doing

another interview with you in, say, 10 years? Good luck!”
burst out: phr. v. to suddenly start something (usually, laughing,

9
crying, singing, etc.)
Unit 4 51

The youngsters were ecstatic10. They were trying to tell Ricky’s mom
about the interview and the questions and the answers and how cool
Sean had been… but the excitement made them say sentences that
did not make any sense.
The boy’s mom could only smile and listen to their gibberish11.
“I can’t wait to transcribe the interview and send it out. Ricky, who do
you think we should interview next?”
Ricky looked at Joanna with eyes wide open.
“Errr, can we just take a break? It was nice, but it was really stressful!”
10
ecstatic: adj. feeling extremely happy and excited
11
gibberish: n. something you write or say that has no meaning
52 Unit 4

A couple of weeks later they received Mr. Shingles’ comments. They
were all very good. His e-mail also had some recommendations for
the next interview—body language suggestions, general questions…
To their surprise, the interview was even featured in the school’s

magazine! That meant all their schoolmates were going to read
their work. They were really journalists!
The next week Joanna approached Ricky in the school hallway. She
had a square piece of paper in her hands. It looked like a picture.
“I know whom I want to interview now,” said the girl with a big smile
on her face. Ricky did not smile. He was very tense.
Unit 4 53

1. Work in pairs. Answer the questions.
a. Why does Sean want to do different roles?
He doesn’t want to become a typecast actor.
b. What happens in the interview that makes the

teenagers relax?
Sean starts talking about his life and they see
he is very nice.
2. What famous person would you like to interview? Write

three questions you would like to ask him/her.
(Answers may vary.)
3. Select a topic, write five questions, and interview a

classmate.
(Answers may vary.)
ICT Box
https://goo.gl/Y4VFHW
In order to prepare an interview, you need to do some research

about the interviewee’s life. Here you have information on Malala
Yousafzai, a very young human rights activist with an astonishing
life. Read the text, discuss in groups of four, and write down 10
questions you would like to ask her.
54 Unit 4

It Was a Dark,
Stormy, and… Fun Night!
42
A fictional story about a fun weather forecast
Written by
Patricia Oliver
Unit 5 55

It was a dark and stormy evening in Florida.
Siblings1 Nataly, Eddie, and Savannah were in the kitchen telling

their parents they were bored.
“We’ve played eeeevery game in the world,” whined2 Eddie. “Can

we please go outside? Just for a while?”
“Sweetie, I know you are tired of being locked up at home. There’s

a curfew3. We are not on the coast, but it can be dangerous out
there even if it looks simply like rain and wind. These are special
winds.”
“Why are they special?” asked the little one, Nataly, who was right
behind Eddie.
“There is a hurricane over the ocean; look,” said the mother. She
took her cell phone and showed Nataly a picture of a big, white
swirly cloud. The little girl saw how close the cloud was to Florida.
“So we have to get ready.”
The father turned on the TV.
Below the images, it said EMERGENCY with big, red letters. A

news reporter was speaking, “Hurricane Anna made landfall4 a few
minutes ago, and it will bring more rain to Florida Saturday and
into Sunday morning. This is the first hurricane of the season. We
will give an updated forecast in two hours. In the meantime, people
are advised not to leave their homes.”
sibling: n. (formal) a brother or sister

1
whine: v. to complain in a sad annoying voice

2
3
curfew: n. the time, decided by a parent, by which a child must
be home or asleep in the evening
4
make landfall: v. to reach land after a journey by sea or air
(commonly applied to hurricanes)
56 Unit 5

Unit 5 57

“See?” the father told the children. “The tail end is bringing these
heavy rain and winds here in the north. Now help me put all these
candles around the house in case we need them,” he said and
turned off the TV.
While the children placed the candles around—living room,

bedrooms, bathroom, basement, and, finally, in the kitchen—, their
parents were cooking dinner. They had to take advantage now that
there was still power.
Once the kids were finished with the candles, they went to
the living room and sat down in silence. They were so bored.
But then Nataly jumped up and said, “I know! Let’s play the
weatherperson!”
“What?” said Savannah.
“Yes. We prepare a weather forecast and play it for the rest of the
family. Like role playing.”
“Huh? I don’t think so,” Eddie was not very happy with the idea;
he did not like to be in front of people.
“Oh, c’mon! It’ll be fun! I’ll start!”
Nataly disappeared for a couple of minutes. When she came back

from the bedrooms, she was wearing one of her father’s suits, her
brother’s shoes, and a hat. She had a marker-made moustache, too.
Everybody stayed still. They could not keep their eyes off of her.
She stood in the middle of the living room, next to the TV, and
started speaking.
58 Unit 5

Unit 5 59

“Good evening. My name is Harry… Cane, reporting live from
south Florida. Storm… Cassius is expected to fall… I mean… to
make landfall tonight.”
As she pronounced these words, she was walking, turning,

swirling, and jumping all over the living room and the kitchen as if
she herself was the storm. The hat flew in the air.
“The storm will make cushions5 fly and will ruin everybody’s hair.”
She knocked down cushions and messed up her siblings’ hair. They
were, of course, in the middle of the storm.
Everyone was laughing their hearts out.
“Stop! My tummy hurts,” said Eddie, and kept on laughing non-

stop.
“We recommend you stay home tonight and give your family kisses
and hugs.” That was Nataly’s final line. Then she started kissing
and hugging them all. They were all still laughing.
“Oh my God, Naty. I didn’t know you could be sooo funny. Can
you do it again?” said Savannah.
“Well, I’m going to be a meteorologist when I grow up. And no,

it’s someone else’s turn. Who will go next?” she said looking at
Savannah.
Savannah did not say a word. She looked at everybody, one by

one. They were not sure if she was thinking about how to do her
forecast or about an excuse not to do it. Suddenly, she stormed out
to the bedrooms.
cushion: n. a cloth bag filled with soft material that you put on
5
a sofa or couch to make it more comfortable
60 Unit 5

Unit 5 61

She came back dressed in her mother’s clothes—long dress, high
heels, and make up. They were all waiting anxiously.
“Good evening. This is an emergency report for south Florida.

Storm… What was the name?” she whispered to Nataly.
“Cassius,” yelled Eddie.
“Storm Cassius will not only bring strong winds and rain, but also
… chips.”” She opened the kitchen cabinets, took some bags of
chips and put them on the living room table in front of her siblings.
“And ice cream!” She ran to the fridge and took a box of chocolate
and vanilla ice cream and put it next to the chips.
Her parents looked at each other and started laughing.
“Nice trick, Savannah,” said their father. “Storm Cassius will have
to wait till after dinner to deliver the chips and ice cream.”
“Oh, c’mon, Dad. Just one,” said Eddie smiling. “Pleeeease.”
“Yes, you’re going to eat just one. But after dinner,” replied the
man. “Besides, you can’t eat them now because it’s your turn!”
“No, no, no. I won’t do it. I’m a little embarrassed.”
“Ohhh, we’re just having fun. Don’t be a party pooper6,” said

Savannah.
“OK, I’ll do it. Just give me some time to think.”
6
party pooper: n. (informal) someone who spoils other people’s fun
62 Unit 5

Unit 5 63

“Eeerrr… I’m afraid I’m going to be the party pooper,” said the
father. “The next weather report is going to be on in a few minutes.
I think we should have dinner while we watch it and then we can
all eat chips or ice cream while we watch Eddie and his forecast.”
Eddie looked relieved. “Yeah, that’s a great idea. This way I’ll have
more time to prep.”
The father turned on the TV.
“Hurricane Anna is not as strong as expected. It will likely be

downgraded to a tropical storm tomorrow at around noon. Power
outages will be rare and Florida will be able to be back to normal
by Monday or Tuesday.”
The whole family was happy and they hugged each other.
“Let’s eat then, shall we?” said the mother, carrying a tray7 of meat
to the table.
When they finished, they all immediately looked at Eddie.
“Are you doing the forecast?” Savannah said.
Eddie rolled his eyes. “I am. But only after I eat my ice cream.”
tray: n. a flat piece of plastic, metal, or wood used for carrying

7
things such as plates, food, etc.
64 Unit 5

Unit 5 65

1. Work in pairs. Circle the correct answer.
1. What were the candles for?
a. decoration b. nice smell c. power outages
2. Why didn’t the father let them eat the chips and ice
cream?
a. Their tummies hurt. b. They were expired.
c. They hadn’t had dinner.
3. Why didn’t Eddie want to do the forecast?

a. He was tired. b. He was shy.
c. He didn’t like the game.
2. Why did Nataly choose the name “Harry Cane” for her
reporter character?
It is a play on words: “Harry Cane” sounds almost the
same as the word “hurricane.”
3. Find ways to express the future in the text. Write down

two examples for each of the forms below. Share with a
partner.
a. will: We will give an updated forecast in two hours.
/ Who will go next?
b. going to: I’m going to be a meteorologist when I
grow up. / You’re going to eat just one.
ICT Box
https://goo.gl/EUbPzQ
Hurricane Katrina was a devastating storm that hit the area around
New Orleans, Louisiana, in 2005. Go to the link provided and read
about the hurricane’s impact. Think about a natural disaster that
has hit Mexico. Discuss in groups of four and write down a list of
social, economic, and environmental impacts.
66 Unit 5

The Amazing
Human Body
43
Facts about the human body
Written by Jane White
Unit 6 67

The Five Senses
Senses allow us to learn, understand, and enjoy the world

around us. They can even protect us! We can do all this
with our eyes, our ears, our tongue, our fingers, and
our nose.
Not everyone is able to use all of their senses. People who

cannot see are called blind. People who cannot hear are
called deaf. People who cannot talk are called mute.
Did you know we can use all five of our senses at the
same time without even realizing it?
68 Unit 6

Sight
We see with our eyes. This sense is called sight.
Sight helps you see colors and shapes. It also allows you
to read, watch a movie, and walk without crashing into
walls. When your eyes are open, they take pictures of
the world and send them to your brain. Your brain then
figures out what you are seeing.
Hearing
You hear with your ears. This sense

is called hearing.
Hearing allows you to listen to

music and also hear someone
calling you, the ringing tones of
your cell phone, and even the horn
of a car when you are crossing
the street. All these sounds vibrate
inside your ear.
Unit 6 69

Taste
You taste with your tongue.

This sense is called taste.
Which do you like better,

chips or candy? There are
different tastes your tongue
can recognize: bitter, sour,
salty, and sweet. You can
see exactly where you taste
them in the Basic Tastes
graphic.
Taste can save you from getting sick. If a food or ingredient

is bad or expired, you will know once you put it in your
mouth. Actually, smell can help you figure that out, too.
Your tongue can also tell you about food’s texture

(creamy, crunchy, soft, hard) and temperature.
Your tongue even helps you speak! We need it to produce

certain sounds.
Rating of the Most Delicious Tropical Fruits
Mangosteen1 Papaya
Guava
Starfruit2
Dragonfruit
mangosteen: n. a pear-shaped, sweet tropical fruit, with a

1
reddish-purple color. It grows in Southeast Asia.

2
starfruit: n. a pale green, tropical fruit that you can cut into
pieces that have the shape of stars
70 Unit 6

Touch
We can touch mainly with our fingers, but the sense of

touch is really all over our body. Have you ever touched a
really soft teddy bear or scarf? You could feel it was soft
because of this sense.
This sense protects you.

We know fire burns thanks
to our sense of touch,
although some people
cannot feel pain—this
is an illness.
Have you ever heard of

Braille? It is a writing
system with raised dots
that allows blind people to
read. Next time you are at
the museum or go into the
subway, look for Braille
signs.
Unit 6 71

Smell
You smell with your nose. This sense is called smell.
Because of this sense, we can appreciate the smell of

flowers or food being cooked, and we can walk faster
when we smell a dumpster nearby.
Have you realized you cannot notice any smells when

you have a cold? Food does not transmit taste either
when you have a cold. This
is because these two senses
are related.
Our nose helps us be

healthier. It cleans the air
we breathe. And it also
affects the way we speak.
Again, when you have a
cold, sometimes your voice
changes. Plug your nose
and then try to talk. What
is the result?
72 Unit 6

Facts about the Human Body
More than half the bones A newborn baby has 350

in the human body are bones, but a fully-grown
in the hands and feet. adult has only 206.
Food will get to your

stomach even if you are
standing on your head.
Skin is the largest

body organ.
You lose about 4 kg of

skin cells every year.
Your mouth produces

about one liter of saliva
each day.
Your left lung is about

10% smaller than your
right one.
Human teeth are as strong

Your blood makes as shark teeth.
up about 8% of
your body weight.
Unit 6 73

Genes Are Genius!
Take a look at yourself in the mirror. Do you look like

anyone else? The answer is no, because you are unique.
But at the same time, you may look like your siblings,
your father, or your mother. This is because of genetics.
Genetics explains why you have freckles3 like your

dad, thin lips like your mom, or skinny legs like your
grandmother. Your parents pass some characteristics
onto you, just like your grandparents passed some
characteristics onto your parents.
The human body is made of Eye-color Prediction

cells. Cells contain genes. And
genes have the information that
6.25%
makes you look like you… and BLUE
a little bit like the members of
your family. 18.75%
Check the Eye-color

GREEN
Prediction chart. As you
can see, the color of your
BROWN
eyes depends on our genes.
These are eye-color
predictions for a baby
whose parents both 75%
have brown eyes.
freckle: n. small brown spots on someone’s skin, especially on

3
the face
74 Unit 6

When the body is forming, before you are born, genes
give it instructions. Some of these instructions might be
blue eyes, curly hair, dark skin, small feet, or big nose.
Farmers, botanists, and scientists experiment with genes.

They mix genes to create more resistant plants or animals
that will live longer. In 1997, a scientist experimented with
the genes of a sheep and created Dolly, a sheep that was a
twin of her own mother. She became very famous.
More Facts About Genes
Genes can only be seen Genes can carry illnesses.

with a microscope.
The rarest combination of genetic characteristics

or traits is red hair and blue eyes.
Unit 6 75

1. Choose one of the topics and write a summary.
(Answers will vary.)
2. Write one or two things you did not know before

reading this text. Then share your answer with a partner
and discuss. (Answers will vary.)
3. What could you do to improve the health of your

senses? Write three ideas and share with a different
partner.
a.
b.
c.
ICT Box
https://goo.gl/aSv7BE
Traits are observable characteristics that are passed down from

parent to child. Some traits are more common in a population
than others. Read the activity on the link carefully and look up any
words you do not know. Then do the survey and the graph. Finally
explain to a partner how you got your graph results.
76 Unit 6

A Very Brief
History of Film
Facts about one of the biggest
44
industries in the world
Written by
Chris McAllister
Unit
Unit 71 77

The history of film began in the
decade of 1890. It all started with
the invention of motion picture
cameras. Before that, only still
images—or photos—could be
produced with a camera.
The film industry has come a

long way. At the beginning, films
lasted less than one minute. They
were in black and white and
had no sound. They were called
“silent films.” Can you imagine?
Movies with no dialogues?
Film production companies

appeared at the end of the 19th
century. The first film studios
were built in 1897. They kept on
growing for over a century and
became the huge companies they
are today.
78 Unit 7

There is
controversy
about the first
movie ever
made.
Roundhay Garden Scene, by Louis Le Prince, was shot in 1888 in

Leeds, England. The Guinness World Records book said it is the
oldest surviving film on record. This means there might be more films
but they were all lost.
Some others say that the Lumière

brothers (Louis and Auguste)
produced the first movie ever. The
film was called Workers Leaving
the Lumière Factory. It was shot
in France in 1895.
Did you know that the

first Western film, The
Great Train Robbery,
dates back to 1903?
Unit 7 79

Silent comedy showed a type of acting similar to miming. Actors
in these films used exaggerated physical movement and facial
expressions. That was how they showed their emotions. It was also
how they told a story. They were deliberately clumsy1—and that was
very funny.
These films gained popularity in

early 20th century. They became
a key element of American
humor. This type of comedy is
also called slapstick2.
At the end of the 20th century,

British actors like Benny Hill
were still using slapstick. Their
TV shows presented short
comedy sketches.
The beauty of this type of

comedy is that you do not need
to understand any language. You
just have to sit down and enjoy!
clumsy: adj. moving or doing things in a careless way,

1
especially so that you drop things, knock into things, etc.

2
slapstick: n. humorous acting in which the performers fall
over, throw things at each other, etc.
80 Unit 7

There are three top silent comedy actors—Charlie Chaplin, Buster
Keaton, and Harold Lloyd. They are very well-known, iconic figures
of physical comedy.
Charlie Chaplin is probably the best

known of them all. He is considered
the best comedian of his time. He
developed the character of “The
Tramp,” a good-hearted vagrant3 that
was always chased by the police. And
the audience loved him.
Buster Keaton was called “The Great

Stone Face” because he never smiled in
films. Well, maybe only for a second.
His character was the overlooked hero
and his stunts4 were amazing.
Harold Lloyd is a little less known, but there is an image of him

hanging from a clock at the top of a building that is classic.
vagrant: n. (formal) someone who has no home or work,

3
especially someone who begs

4
stunt: n. a dangerous action that is done to entertain people,
especially in a film
Unit 7 81

Hollywood
At the very beginning of the
20th century, Hollywood was a
small community. But it soon
became the leading film industry
in the world.
Bollywood
It is the Indian film industry
in Hindi language. It is part of
Indywood, a bigger industry
that includes films in more
Indian languages. It is also one
of the biggest film industries
in the world. The first silent
film made in India was Raja
Harishchandra, in 1913.
Nollywood
This name refers to the Nigerian
film industry. It is the world’s
second largest film industry. And
it was only born in the 1960s!
82 Unit 7

Planning is essential when shooting a movie. That is why
filmmakers use storyboards. They are graphic organizers of the
movie’s information. So they have images of how each scene
will look, shot by shot. They look like comic strips.
They were first developed by Walt Disney Productions in the 1930s.

Soon, other studios began to work with them. Even silent films were
storyboarded. Now they are widely used.
It seems the first storyboard was created by drawing scenes on

separate pieces of paper and putting them up on a bulletin board.
Unit 7 83

Animated Film Industry
Animation has been part of our

history for centuries. However,
the most important filmmaker
in the animated film industry
has been Walt Disney. He began
producing animated movies in
the 1920s. His Mickey Mouse
short movies are very famous.
They were among the first
cartoons to combine sound and animation. They had voice and sound
effects on the film itself (not recorded separately as some movies did).
A few years later, Warner Brothers Cartoons was founded. It was one
of Disney’s main competitors.
The first animated movies had no sound and no color, just like motion
films. But soon, animation studios started adding color
to their cartoons.
Disney’s Snow White and the Seven Dwarves is one of the first
animated feature films. It was the first full-length film completely
made using hand-drawn animation.
84 Unit 7

In 1995, Pixar introduced one of the greatest innovations in
the animated film industry. Toy Story was the first movie completely
animated on computers. Disney wanted a story told from the
perspective of toys. Pixar had the technology to make such a movie.
So Pixar produced the film and Disney distributed it.
TV also saw the growth of animated

shows. Hanna-Barbera, an American
animation studio, brought animated
characters into TV since the 1950s.
The first ever animated primetime5
TV show was called The Flintstones. It
ran for six years, from 1960 to 1966.
Nowadays there are countless

animated films and TV shows. But
the most well-known worldwide is
The Simpsons. It is also the most
financially successful animated show.
primetime: n. the time when the largest number of people are

5
watching television
Unit 7 85

Movies
Independent movies are also called “indie” movies. They are

produced outside the major film studio system. Their content and
style is usually much different than commercial films. Indie movies
project the director’s personal artistic vision. Most of them are made
with much lower budgets than major studio movies.
Indie movies are not usually

shown in commercial movie
theaters. They are often shown in
film festivals around the world.
Nowadays there are many

technological advances. For this
reason, independent producers do
not need resources from major studios anymore. Today, thousands
of small production companies can produce movies at a fraction of
the cost of the big Hollywood studios.
86 Unit 7

Amazing
Facts
The first successful permanent theater showing only

films, no plays, was The Nickelodeon, in Pittsburgh
in 1905.
Before 1910, actors did not receive screen credit for

their roles. With this new practice, the concept of “film
star” was created.
By 1910, American films were the most shown films

in Australia and most countries in Europe.
In October 1927, the first sound film with synchronized

dialogue was presented. Sound films were also known
as “talking pictures” or “talkies.”
When sound film was introduced, many filmmakers and

critics thought it would not be successful. They thought
that the spectator would put too much attention on the
dialogue instead of on the image.
Unit 7 87

1. What is the purpose of this text? Discuss in pairs.
To give some general information on the history of film,
focusing on silent movies, some iconic figures, animated
films, and independent movies.
2. What is your favorite movie? Is it similar to old movies or

independent films? Is it an animated movie? Describe it to
a partner, using the information you just read in the text.
Title:
3. Imagine you are a slapstick actor/actress. Plan a one-

minute scene from a slapstick film, write it down, and
act it out.
4. What are three characteristics of independent films?

They are produced outside the major film studio system,
their content and style is usually much different than
commercial movies because they project the director’s
personal artistic vision, and most of them are made with
much lower budgets than major studio movies.
https://goo.gl/aFasCp
Technology advances extremely quickly nowadays, and

cinema is one of the disciplines that benefits greatly from these
advances. Sometimes it is good to look back and acknowledge
how it all began. Check the link and make your own vintage
cinema.
88 Unit 7

Why Turtles
Live in Water 45
An old myth told as a comic
By an anonymous author
Adapted from a West African myth
Unit 8 89

A LONG, LONG TIME AGO, TURTLES
USED TO LIVE ON THE LAND.
No! We
Look! More shouldn’t
food! Let’s go go there.
there!
Why
do you
Don’t you think it
say that?
could be dangerous?
There are hunters.
Mom told
us that.
Hmmm… Let’s
do it quickly.
Really? Everything will
I don’t remember. be fine.
90 Unit 8

MEANWHILE…
Would you Sorry...

be quiet?
Unit 8 91

I know.
We haven’t But we can’t come
seen a single It’s so back empty-handed.
animal today. cold that We need to hunt
they don’t something. A bird.
come out. Anything.
I don’t think C’mon!

we should We’re hungry.
do this. We need to eat.
92 Unit 8

Look what
I found! Are
you hungry?
Unit 8 93

Why don’t we
roast it? We have
all the tools.
I think we I’m too
should make hungry
some turtle to think.
soup. What Let’s eat!
do you Please!
think?
94 Unit 8

You’ll have
to kill me …and take me
first… out of this shell!
That’ll
never
work.
We’ll break
your shell with
sticks!
Unit 8 95

Enough! Let’s just OK. We can
throw it in the pot. think about
I’ll go get some what to do
water from with it once
the river. we boil it. I’ll start
setting up
the fire.
96 Unit 8

It’s so cold
that the water
will take
aaaaages
to boil. That gives
me plenty
of time to
escape.
Why don’t you It’s actually

throw me in the river an excellent idea.
and drown me?
Unit 8 97

THEY TOOK THE TURTLE
TO THE RIVER AND THREW
IT INTO THE WATER.
You might be right.

It’s really cold.
A soup will keep
us warm.
I still think
soup is
the best idea.
OK. I’m
convinced.
Soup it is!
98 Unit 8

I think I’ll spend
most of my
time from now
Don’t on, safely in
get that cooking pot the water.
out too fast, foolish
people!
IT HAS BEEN THAT WAY EVER SINCE.
Unit 8 99

1. What is the topic, purpose, and intended audience
of the comic?
Topic: how turtles started living in the water.
Purpose: to explain why nature is the way it is.
Intended audience: children or teenagers.
2. Who is the original author of the story? Discuss in groups.

It does not say. It is a myth, so it was probably passed on
orally from generation to generation.
3. Have you ever read a similar story in which the

protagonist is an animal? What genre was it? Tell the
story to a partner.
Myths and fables usually have animals as main characters.
They also try to teach us a lesson. They are fables.
4. Why are onomatopoeias used in this comic?

To show the noises that characters make or that characters
can hear. They cannot be shown in any other way because
it is a written text.
5. Who do you think was right, the turtle or the hunters?

Why? Discuss in groups.
ICT Box
https://goo.gl/wDLDoR
Every country or culture has its own folktales. Storytelling is part

of the human experience. We tell stories to understand the world.
Read another African folktale and retell it in your own words to
a partner.
100 Unit 8

In Front of
an Audience
Facts about how to give a successful
46
oral presentation
Written by
Jane White
Unit 9 101

Vlogger is probably one of the newest professions. It
is growing at an incredible speed—there are countless
vloggers all around the world and the number keeps
growing.
Technology and globalization1

together allow practices that
we have not seen before and
we have probably never even
imagined. One of them
is being a vlogger.
A vlogger is a person
who uploads videos in his/her own blog on a regular
basis. They usually have followers or even a fan base.
They can talk about any

topic or even show or teach
how to do something. They
have to have very good
communication skills and
know how to talk to an
audience, even though
the audience is not in front
of them.
globalization: n. the process of making something operate in a lot

1
of different countries all around the world, for example, a business
102 Unit 9

Have you ever thought about recording a video and
uploading it on the Internet or on your social media?
Spontaneous videos are great and most of the time really
funny. But videos need to have real, prepared content.
First, decide what you are going to do:
• to just record yourself doing something

like an origami figure or a LEGO
construction
• to teach the audience how to do

something
• to give information about a topic (like the

famous TED Talks)
• to try to convince the audience about an

important topic (to recycle, for instance)
Once you have your topic, there are several more steps
you need to follow.
Just remember to keep your personal life absolutely

private. Do not give personal information on the video.
It is very important that you choose a topic that you really love. If
you don’t, your audience will immediately notice your disinterest.
Unit 9 103

What audience are your videos
for? Children, teenagers, adults?
Once you know who your
audience is, you will know what
type of language register to use:
formal or informal.
What is the purpose of the

video? Just to have fun, teach,
inform, or show? This will be
very important to set the tone of
your presentation. If you want to
teach kids your age some basic
salsa dance steps, then you need
to be very clear but you can have
fun, too. If you want to raise
awareness in your community
about recycling, then you should
be formal and use technical
terms related to the topic.
104 Unit 9

If you are going to be the
protagonist of the video…
then who is going to help
you record? Think about
how many people you
need to help you. Think
about their tasks and
how long you need them
for so you can tell them
ahead of time. It would
be nice if you could give
them some recognition
for their participation.
Remember everyone will be able to see you and what you did.
Your video will probably be on the Internet F-O-R-E-V-E-R once you
upload it. This means you should be careful with what you upload
(and write) online. You never know who might see it in the future.
Unit 9 105

Think about your clothes.
How are you going to dress?
How do you want the audience
to think of you when they see
you? Informal clothes are OK
if your audience is about your
age or if the topic is related to
a hobby or a leisure activity.
However, if your audience
includes adults and elders, or
you are going to talk about a
serious matter, let’s say, climate
change, it might be better to
dress a little more formally.
In order to decide what to

wear, it is also important
to think about how much
and how long you are
going to be in the video.
Are you going to show
only your hands while
doing some origami
figures? Or are you
going to give a formal
presentation where you are going to be on screen
most of the time? The possibilities are countless.
106 Unit 9

What sources of information will you need
to prepare your video?
If you are going to give

a dance class or teach
how to make an origami
figure, you do not need
to do much research. You
just need to learn the
steps by heart and show
them on camera. You also
need to communicate
them clearly.
But what happens if you want to

convince people to adopt pets,
not buy them? Reliable sources
of information are extremely
important. Make a list of possible
sources and then choose the
best pieces of information from
them. Remember to always
give credit to the source
of the information. You
need to make clear that
the information originated
somewhere else.
Unit 9 107

No matter what your video is
about, visual information is key.
• For a dance lesson: do a

close-up on your feet.
• For an origami figure:

focus on your hands
while you slowly make
the figure.
• For a presentation
on recycling: present
pictures, graphs,
and maybe even
show some action
(bring two or three
containers and show
how to recycle).
Can you add funny images or drawings? Of course!

If you can make your audience laugh, it will be
easier for them to pay attention to you and what
you are saying.
Non-verbal language is
also extremely important.
Whenever you can, look at the
camera. And smile!
108 Unit 9

L ights,
Camera… !
Action
Here are some basic tips for public speaking:
It is better to use short, simple sentences.

The audience will understand everything
and you will not get lost in your thoughts.
Do not speak quickly. Sometimes, when

we are nervous, we speak very fast or in a
low voice. Maintain your speed and volume
more or less the same at all times.
Make eye contact with the audience.
It is OK to take some time to breathe and

think. If you lose your train of thought, take
a moment to collect yourself, and continue.
Unit 9 109

One
final piece
of advice…
Have fun while recording the video! If you have
fun, you will be relaxed. If you are relaxed,
your ideas and words will flow, and you will
make fewer mistakes. If your words flow, your
audience will enjoy the video with you. And
the most important thing, they will want to
watch more videos made by you!
Who knows? You might

even become the next
big teenage vlogger.
110 Unit 9

Again, remember your video is going to be online forever.
It is important that you take this task seriously and
do your best. Remember to never share any personal
information on the video or online. It is important to keep
your life private at all times.
It would be a good idea to practice as much as you can

before recording the final version. Record it as many
times as you can. Check the light and the sound, even
if you can edit the video later.
Practice in front of the mirror, in front

of your dog or, even better, in front of
your family. Ask them to tell you your
strengths and weaknesses at the end,
so you can make better use of your
strengths but also try to improve
your areas of opportunity
before the real
deal.
Unit 9 111

1. Name five important aspects to take into account
when doing an oral presentation. (Possible answers)
a. to practice beforehand
b. to have fun while giving the presentation
c. to use short, simple sentences
d. to make eye contact with the audience
e. to make your audience laugh
2. Define these terms in your own words.

(Answers will vary.)
a. vlogger
b. spontaneous
c. audience
d. areas of opportunity
ICT Box
https://goo.gl/QQzj3k
Before going online, it is important that you read all you can
about cyber security. YouTube in particular has its own specific
safety tips. Read them and then talk about it with a friend.
112 Unit 9

A Trip to
the Big Apple
47
A fictional travel blog Written by
Patricia Oliver
Unit 10 113

SURPRISE!
July 14 / By HeavySuitcase
Hello, my dearest readers!
Next week I’m going to New York City! Yaaaayyyyy!

Well, we are going, my family and I.
My name is Alicia, but I’ll be posting as HeavySuitcase.

That’s the nickname or username I chose for the entries
in the blog.
I decided to open this

blog as soon as I knew
we were traveling. It
will help me keep all the
information about the
trip in one place. I love
computers so this will be
my online photo album
and also my online travel diary.
These are some pictures I found online; I can’t wait

to take my own pictures!
Follow me if
you want to
receive all my
posts in your
e-mail.
114 Unit 10

PREPPING THE TRIP
As soon as my parents told me, I started searching

for information on the Internet. Here is some of the
information I found:
• More that 800 languages are spoken in New York

City.
• The city has over eight million inhabitants.
• The United States is divided into states. New York

City is in the state of New York, but it’s not the state
capital. New York State’s capital is Albany (yes, it’s
a little confusing!). Isn’t that interesting? Here is a
picture so you can clearly see what I mean:
I’m really excited. I’ve never been on a plane before!

Don’t you think it’s amazing (and sooo incredible) that
such heavy planes can fly, just like that? As if they were
little birds; it intrigues me.
Unit 10 115

FASTEN YOUR SEATBELTS
OMG! We are here already!
I couldn’t post anything

during the flight because
there was no Internet
connection on the plane.
And once we landed, I just
wanted to see everything.
This is a picture I took
from the cab.
We are at the hotel. It’s going to be a five-night trip. We

put away our luggage and are resting a little bit. Here is a
picture of our itinerary and plans:
Arrival – July 21 Day 3 – July 24

Flight arrives at 6 pm Central Park Zoo:
* sea lions feeding
Day 1 – July 22 * penguins
Walk around the city
Day 4 – July 25
Day 2 – July 23 * Pedestrian walkway over
Central Park: the Brooklyn Bridge
* Walk around * New York Transit Museum
* Picnic
* American Museum of Departure – July 26
Natural History: Titanosaur Flight leaves at 1 pm
Stay tuned (or should I say “connected”) to know

more about our trip!
116 Unit 10

THE CITY THAT NEVER SLEEPS
This city is stunning in

every sense of the word.
The first thing you notice is
the skyscrapers; the tallest
buildings are everywhere.
I think I saw the Empire
State building. I recognized
it because I’ve seen it on TV.
It’s pretty famous.
I also noticed it is a very loud city. That’s not so good.

But we will spend most of the trip in Central Park, so
we shouldn’t hear much of the crazy traffic. I hope!
Oh, and the taxis!

They are all yellow.
Like those you see
in the movies.
Unit 10 117

CENTRAL PARK
We woke up early because we

had a long day ahead of us.
We went to Central Park. It’s
a beautiful, huge park. Here
is some information about
Central Park that I found
online:
It has 26,000 trees and 9,000 benches.

25 million people visit the park every year.
There are 21 playgrounds!!!
We had a lovely picnic on the grass. We bought some
bread and some cold cuts and made delicious deli
sandwiches. New York City is famous for its Delicatessen
restaurants. We set up our own little Deli on the grass.
The area was full of people listening to music, sunbathing,

jogging, reading, even taking naps!
118 Unit 10

After lunch, I laid down a bit to watch the birds, but
I ended up falling asleep. Nicest nap ever!
My parents woke me up to go to the American Museum

of Natural History. Just last year, they added a new
dinosaur to its collection: the Titanosaur. It is 37-meters
long! And it’s one of the largest dinosaurs ever
discovered. It lived in the forests of what we today call
Patagonia, in South America. Here is a recreation.
Although we had
rested at lunch time,
we were really tired.
So when the museum
closed, we just headed
for the hotel. We had
to save energy for the
next two days.
Unit 10 119

CENTRAL PARK ZOO
We woke up really late today because we were all very

tired.
We had a quick breakfast. My brother was a little

impatient. And I must confess I was, too. We had been
waiting for this day since we got here. My brother wanted
to see the sea lions being fed at the zoo, and I really, really
wanted to see the penguins. The New York City zoo has
penguins! I love them.
We were so excited that we spent the whole time watching

the animals. We took very few pictures. Here are some
of them.
120 Unit 10

OUR LAST DAY
I woke up today with just one idea on my mind: to go

back to Central Park. But my parents said two days was
enough. They said that there are many more nice things
to visit in the city and that we had to take advantage of
our last day here.
For the whole trip

we had stayed in
Manhattan. That
is the most famous
borough of the
city. New York
City is divided
into five boroughs:
Manhattan,
Brooklyn, The Bronx,
Queens, and Staten
Island.
So we walked along the Brooklyn Bridge. It joins together

Manhattan and Brooklyn. The view from the bridge was
astonishing. My parents were right—we needed to see
this!
Unit 10 121

We had an early lunch in
Brooklyn. Buildings were
not so tall. It was more like
a residential area.
When we got off the bridge, we continued walking and

got to the New York Transit Museum. At the beginning,
when I heard the name, I didn’t want to go there. But we
saw a lot of trains and then we took a workshop—we
learned to make a bridge!
I wasn’t so sure at the beginning, but it was really worth it.
TIME TO SAY GOOD-BYE

It’s July 26th. It’s time for

us to go. I tried to convince
my parents to stay two extra
days, but it’s impossible.
They both have to go back to
work. And, well, there’s the
money, too.
So I’m writing these few lines right after breakfast, in the

hotel room, and my parents are calling me. I need to pack!
I’ll tell you all about the flight back once I’m home.
122 Unit 10

BACK TO REALITY
Hello, my dear readers!
I’m back home now. I’ve been home for three days. My
brother and I keep looking at the trip pictures over and
over again. Every day. It was a dream vacation. I think
I never had so much fun.
Planning a trip is not as easy as it seems, but it’s really

worth it—the experiences, the people you meet, the
time you spend with your family without the daily
worries.
I can’t wait to know where we are going next year.
And, just in case you were wondering… No, my suitcase

was not heavy at all. ;)
be worth it!: exp. (informal) used to say that you gain

1
something from an action, usually money or even joy and

happiness
Unit 10 123

1. What are two other names for New York City?
the Big Apple and the city that never sleeps
2. Write three synonyms for “incredible” in this reading.

amazing stunning astonishing
3. Reread the text and make inferences to fill in the chart

with advantages and disadvantages of the trip. Discuss
in groups. (Possible answers)
Advantages Disadvantages
Enjoy the animals at the zoo Short trip
Enjoy family time No time to sleep late
Things you don’t see in many A lot of walking
parts of the world: penguins,
skyscrapers…
4. Make a list of the connectors you found in the text.

Choose three and use them in a sentence. Read the
sentences to a partner.
but, as soon as, so, because, and, although
a. (Answers will vary.)
b.
c.
ICT Box
https://goo.gl/ftg2jR
Did you know that New York is the only state that borders both
the Atlantic Ocean and the Great Lakes? Read some more facts
about this state and share them with a partner. Then write your
own three-day itinerary.
124 Unit 10

References
Stories
All the Stories texts are completely fictional and, as such,
have been written especially for this edition. Most of
them are based on real topics, though. If you want to
read more about those topics, you can use these links:
U1 Community service
https://www.teenlife.com/blogs/50-community-service-ideas-
teen-volunteers
U2 Filmic adaptations of literary classics

http://www.imdb.com/list/ls050543383/
U4 What should you be when you grow up?

http://www.testq.com/career/quizzes/5-what-should-you-be-
when-you-grow-up
Alphabetical list of occupations
http://www.occupationsguide.cz/en/abecedni/abecedni.htm
U5 National Hurricane Center

http://www.nhc.noaa.gov
U8 Why Turtles Live in Water

http://www.storyarts.org/library/nutshell/stories/whyturtles.html
Free Playscripts for Kids
http://www.kidsinco.com/2017/08/why-turtles-live-in-water/
U10 Central Park

http://centralpark.org/faq/
125

Facts
All the Facts texts are based on social and academic
disciplines, such as biology, history of film, linguistics and
lexicography, and public speaking. They have all been
written especially for this edition. If you want to read
more about those topics, you can use these links:
U3 Online dictionaries
https://www.ldoceonline.com
Pronunciation website
http://howjsay.com
U6 Amazing facts about your body

http://www.independent.co.uk/life-style/health-and-families/
features/18-facts-you-didnt-know-about-how-amazing-your-
body-is-a6725486.html
Facts about the five senses
http://idahoptv.org/sciencetrek/topics/senses/facts.cfm
U7 The Haunted Castle, 1896,

George Méliès Silent Film
https://www.youtube.com/watch?v=OPmKaz3Quzo
Slapstick clip, For Heaven’s Sake (1926)
https://www.youtube.com/watch?v=SsIm6bRUg7M
U9 Oral presentation
http://learnenglishteens.britishcouncil.org/exams/speaking-
exams/oral-presentation
Job Description: Professional YouTuber
http://www.huffingtonpost.co.uk/alastair-aiken/professional-
youtuber_b_4398111.html
126

Bibliographic References
If you want to read more about the topics in this book,
you can check these books:
U1 Sundem, G. (2010). Real Kids, Real Stories, Real Change:

Courageous Actions Around the World. Minneapolis, MN: Free
Spirit Publishing.
U2 Jacobs, J. (1890). English Fairy Tales. London: David Nutt.
U3 Merriam-Webster’s Advanced Learner’s English Dictionary

(2nd ed.). (2016). Springfield, MA: Merriam-Webster
Incorporated.
U4 Careers: The Graphic Guide to Finding the Perfect Job for You.
(2015). New York, NY: DK Children.
U5 Breen, M. & Friestad, K. (2008). The Kids’ Book of Weather

Forecasting. Nashville, TN: Williamson.
U6 Winston, R. (2015). Utterly Amazing Human Body. New York,

NY: DK Children.
U7 The Art of Coco. (2017). (Foreword by John Lasseter,

Introductions by Lee Unkrich and Adrian Molina). San
Francisco, CA: Chronicle Books.
U8 Lippert, M. & Paye, W. (1998). Why Leopard Has Spots: Dan

Stories from Liberia. Golden, CO: Fulcrum Publishing.
U9 Duffy, C. (2018). The Teen’s Guide to Debating and Public

Speaking. Toronto: Dundurn Press.
U10 Melmed, L. (2008). New York, New York!: The Big Apple from A
to Z. New York, NY: HarperCollins Publishers.
127

128

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Reader’s Book
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Secondary 1st Grade

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Sunburst

Secondary 1st Grade

CVR Sunburst 1º RB Secundaria 44220.indd 2-4 4/19/18 12:31 PM

Esta obra ilustró la portada

La Comisión Nacional de Libros de Texto Gratuitos cuenta con la página electrónica

Este libro es tuyo, ¡conócelo y disfrútalo!

Distribución gratuita, prohibida su venta

CVR Sunburst 1º RB Secundaria 44220.indd 5-7 4/19/18 12:31 PM

Sunburst ReaderBook 1Secondary MX 9786073244220.indd 1 07/04/18 12:41

Author: Hened Manzur Soda

First published, 2018

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

All rights reserved. No part of this publication may be reproduced, stored in a

Legal Sunburst 1º RB Secundaria.indd 2 4/12/18 1:22 PM

Keep your eyes wide open. You will be taken

The activities at the end of each text will help

n. noun adj. adjective

Turn the page and expect the unexpected…

Sunburst ReaderBook 1Secondary MX 9786073244220.indd 3 07/04/18 12:41

Unit 1 How Can I Help? 5

Unit 2 Jack and the Beanstalk 19

Unit 3 What Do You Know About Dictionaries? 31

Unit 4 When I Grow Up… 43

Unit 5 It Was a Dark, Stormy, and… Fun Night! 55

Unit 6 The Amazing Human Body 67

Unit 7 A Very Brief History of Film 77

Unit 8 Why Turtles Live in Water 89

Unit 9 In Front of an Audience 101

Unit 10 A Trip to the Big Apple 113

Sunburst ReaderBook 1Secondary MX 9786073244220.indd 4 07/04/18 12:41

Sunburst ReaderBook 1Secondary MX 9786073244220.indd 5 07/04/18 12:41

“Well, yeah. We would like to,” replies Harper.

“I have an idea,” announces Tom, smiling confidently. “Why don’t

stare: v. to look at something or someone for a long time without

moving your eyes

Sunburst ReaderBook 1Secondary MX 9786073244220.indd 6 07/04/18 12:41

“It is!” says Harper.

The youngsters spend a couple of hours searching the Internet for

high-pitched: adj. very high sound or voice

frown: n. a wrinkling of the brow in displeasure or

Sunburst ReaderBook 1Secondary MX 9786073244220.indd 7 07/04/18 12:42

He comes in and stops at the reception desk.

“Good morning! I’m here to volunteer. How can I help?” He is

The receptionist looks at him and smiles.

Sunburst ReaderBook 1Secondary MX 9786073244220.indd 8 07/04/18 12:42

As he had expected, he gets to learn how life was in the 50s. He is

“This is better than I thought!” he thinks to himself.

Sunburst ReaderBook 1Secondary MX 9786073244220.indd 9 07/04/18 12:42

“I’ll start right away!”

“Wait! You need to know a few basic safety rules first.”

“Oh! Sorry, I didn’t know. I’m all ears.”

“Collecting trash can be dangerous. Unfortunately, we often find

“I understand. I’ll be very careful.”

Sunburst ReaderBook 1Secondary MX 9786073244220.indd 10 07/04/18 12:42

swallow: v. to make food or drink go down your throat

spill: n. a substance that falls or flows over the edge of a

container, usually in an accidental way

Sunburst ReaderBook 1Secondary MX 9786073244220.indd 11 07/04/18 12:42

baffled: adj. feeling that you don’t understand or can’t explain

Sunburst ReaderBook 1Secondary MX 9786073244220.indd 12 07/04/18 12:42

“Yes! We should write them down before we forget!”

Sunburst ReaderBook 1Secondary MX 9786073244220.indd 13 07/04/18 12:42

“Hi! Would you like to join us?”