Reader’s Book Primary
3
3
Primary
Reader's Book
Nombre
Nombre
Grado Grado
Escuela Escuela
Maestro (a) Maestro (a)
Primary Reader's Book
1
Princetown - correo del Maestro editorial coordinator author Content Designers
Óscar Díaz Chávez Sally Marshall Servicios Editoriales (Pablo Guzmán de la Cruz, Martha Berenice Hinojosa Rodríguez)
cover designer
servicios editoriales (Pablo guzMán de la cruz)
Photo on cover
Shutterstock.com
audio recording
Luis Benito Reynoso Góngora correo del Maestro Miembro de la Cámara Nacional de la Industria Editorial Reg. Núm. 2817
isbn: Pendiente Rights Reserved © 2021 Princetown - correo del Maestro, s.a. de c.v. Av. Reforma No. 7 Int. 403, Cd. Brisa Naucalpan Estado de México, México C.P. 53280 Tels. 53-64-56-70 / 53-64-56-95 correo@correodelmaestro.com www.correodelmaestro.com First published 2021 The presentation and layout of Beats! 3 Primary Reader's Book are property of the publisher. 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 written permission of the Publisher.
Impreso en México · Printed in Mexico Distribución gratuita · Prohibida su venta
Presentation Dear student, Welcome to Beats! 3 Primary Reader’s Book, where you will find great stories and interesting facts about the world around you. The texts included in this book are designed according to your age and interests and are aimed at helping you improve your level of English and your general comprehension of the language in an interesting and enjoyable way. At the same time, you will develop reading strategies such as, using pictures to understand texts, making predictions, inferring, getting the main idea among others; but above all, reading for pleasure. Each reading text included in this book, will encourage you to think, reflect and share what you read, learned and know about the topic. Every story and fact included in this Reader’s Book, are correlated to the units in your Activity Book, which makes it easier to integrate concepts, knowledge, tasks and fun at learning a new language! Now, it’s time to start feeling the beat each reading brings. Enjoy and have fun throughout this school year! The Author.
3
Contents Unit 1 Dialogs
6
Familiar and Community Environment Track 42 Correlated with Unit 1
Unit 2 The Star of the Show
19
Ludic and Literary Environment Track 43 Correlated with Unit 2
Unit 3 Be Creative!
33
Academic and Educational Environment Track 44 Correlated with Unit 3
Unit 4 Signs and Advertisements
47
Familiar and Community Environment Track 45 Correlated with Unit 4
Unit 5 The Snake in the Cup Ludic and Literary Environment Track 46 Correlated with Unit 5
4
Beats!
61
Unit 6 Why is the Sky Blue?
75
Academic and Educational Environment Track 47 Correlated with Unit 6
Unit 7 Charlie has Chickenpox
89
Familiar and Community Environment Track 48 Correlated with Unit 7
Unit 8 Alibaba and the 40 Thieves 103 Ludic and Literary Environment Track 49 Correlated with Unit 8
Unit 9
Musical Instruments 117 Academic and Educational Environment Track 50 Correlated with Unit 9
Unit 10
Dad, this is Not Good! 131 Familiar and Community Environment Track 51 Correlated with Unit 10
5
Fact 1 42
Dialogs
6
Beats!
A dialog is a written or spoken conversation between two or more people.
It is an exchange of ideas and opinions.
We listened to various people having short conversations. Here are the results.
Correlated with Unit 1
7
These two people were looking at an advertisement in the newspaper.
Look! There’s a new play root at the Grand Theater. Which one is it?
Glossary
play: (n.) a dramatic work for the stage or to be broadcast.
Midnigth Adventure.
I think it’ll be good. Let’s go.
8
Beats!
We found two more people interested in the play.
I’d like to see this play. Midnight Adventure!.
Who’s in it?
Glossary
sure: (adj.) Completely confident that one is right.
Julia Star and David Moore. I’m sure it’ll be good.
OK. Let’s go.
Correlated with Unit 1
9
This mother and son were getting ready to go out.
Take your coat.
Glossary
Why?
perhaps: (adv.) Used to express possibility.
It’s going to be cold, I think. And perhaps it’ll rain.
OK. I’ll take your umbrella, Mom.
10
Beats!
This family was stuck in the traffic on the way to the theater.
Glossary
stuck: (adj.): be fixed in a particular position or unable to move.
Oh no! The traffic’s bad. What time is it?. 6:30
I think we’re going to be late. Correlated with Unit 1
11
These people were buying tickets for the performance.
Glossary
performance: (n.) an act of presenting a play, concert, or other form of entertainment.
Good evening. How can I help you?
Where would you like to sit? The stalls or the circle?
Yes, we do. That’ll be 28 dollars please.
12
Beats!
Hello. I’d like four tickets for tonight’s performance, please.
The stalls please. Do you have four seats together?
Here you are. Thank you very much.
This family was waiting for the play to begin.
Dad can we have some popcorn?
I’ll get some in the interval.
You’ll have to be patient. Ssh...! The curtain is opening.
But I’m hungry now. Correlated with Unit 1
13
Oops! This boy was having trouble seeing the stage.
I can’t see, Mom. The man in front is very tall.
Here, change places with me.
And I’ll give you my coat to sit on. Thanks Mom. That’s better.
Glossary
stage: (n.): a raised floor or platform, typically in a theatre, on which actors, entertainers, or speakers perform.
14
Beats!
Correlated with Unit 1
What was happening on stage?
Two of the main characters had a big problem. They couldn’t get into the house.
I can’t find my key. I’ll climb in through the window.
What? That top window? You’re crazy. Don’t worry! Just watch me!
Correlated with Unit 1
15
The play is over. What did people think about it? Let’s find out.
Did you like it, girls?
And what about you Sandy?
16
Beats!
Yes. It was so funny! I loved it.
It was OK. I liked the songs and the dancing.
Now, let’s see what these two teens think about their choice. Was it a good play?
I liked it a lot, especially when the actors and actresses danced and sang. I love musicals.
Well, I think it was a good play but not extraordinary. I prefer horror or science fiction
Well, let’s look what plays or movies are showing next week and find one you would like to see.
Great idea!
Correlated with Unit 1
17
It was a long day. Now it was time for bed.
Thanks Mom for a lovely day! I did enjoy it!
You’re welcome. I enjoyed it, too.
Escena 2
Sweet dreams, son.
Good night, Mom.
Go to page 110 in your Activity book and discuss the question about Dialogs with your group.
18
Beats!
Story 1
The Star of the show
43
Correlated with Unit 2 Unit 2
19
Lizzie is nine years old. Her brother, Mark, is only six. The First Graders have a concert on Friday. Mark practices the song he’s going to sing at the concert with his friends every evening.
20
Beats!
Mark’s group is going to sing “How much is that doggy in the window?” At first Lizzie helped Mark to learn the words. It was fun. But now she’s tired of the song. Every time Mark practices, Lizzie goes out to play with the dog. “I hate that song now,” she complains.
Glossary
complain: (v.) to express dissatisfaction about something.
Correlated with Unit 2
21
Lizzie hates the song, but Lizzie’s dog loves it. He likes to join in! When Mark sings:
“How much is that doggy in the window? The one with the waggily tail? Woof! Woof!”
22
Beats!
Yoko howls “Aoooh!” and Lizzie shouts “Be quiet, Yoko!” And every time Lizzie shouts “Be quiet, Yoko!” Lizzie’s mom shouts “Stop shouting, Lizzie!” “Yoko likes my song,” says Mark. “He’s singing with me!”
Glossary
howl: (v.) to make a long, high, crying sound, like that of a dog. shout: (v.) say something very loudly, usually to express a strong emotion.
“He isn’t singing!” says Lizzie. “He’s howling!”
Correlated with Unit 2
23
“Mark’s practicing for his concert,” says the children’s dad and continues “Be patient, Lizzie. The concert’s on Friday.” But Lizzie isn’t patient! Every evening when Mark starts to practice for the concert she goes out with Yoko. Most evenings they go for a walk in the park together. It’s fun in the park!
24
Beats!
Sometimes Lizzie just goes into the backyard with Yoko, and they play there with Yoko’s ball. But they can still hear Mark! So, Yoko still howls…“Ahoooh!” It’s Thursday. The First Graders are having their final rehearsal at school. Lizzie’s helping her mom in the kitchen. They are making cupcakes. Correlated with Unit 2
25
Yoko’s in the kitchen, too. He’s asleep under the kitchen table. “This is great!” says Lizzie. Lizzie’s putting the cupcake mix into little paper cups. Her mom’s lighting the stove. Suddenly her mom starts singing.
26
Beats!
“How much is that doggy in the window? The one with the waggily tail? Woof! Woof!” Immediately Yoko wakes up. He runs out from under the table, wagging his tail happily.
Glossary
wag: (v.) move or cause to move rapidly especially with reference to an animal's tail.
Correlated with Unit 2
27
“Ahooh!” howls Yoko. “MOM!” shouts Lizzie. “Please don’t sing that song!” “Sorry!’ says mom. It’s Friday. It’s the day of the First Graders’ concert.
28
Beats!
Mark’s very excited. Everybody’s going to hear him sing – his mom and dad, of course, and his grandmother and grandfather...and...! “I’m not going,” says Lizzie. “Of course, you’re going,” says her dad. “Go and put on your coat, Lizzie,” says her mom. “We’re all going to hear Mark sing, and we’re leaving in five minutes!”
Correlated with Unit 2
29
“What about Yoko?” asks Lizzie. “Put Yoko in the backyard,” her dad says. The school’s just down the road. The concert will start soon. Mark and his friends are singing the third song in the concert.
30
Beats!
Yoko’s bored in the backyard. He decides to go to the concert, too. He jumps over the wall and runs down the road to the school.
Glossary
bored: (adj.) feeling impatient because there is no interest in a current activity.
Mark and his friends are singing.
“How much is that doggy in the window? The one with the waggily tail? Woof! Woof!”
Correlated with Unit 2
31
“AHOOH!” What’s that noise? It’s Yoko. He’s looking in through the window. It’s his favorite song, and he’s singing, too! Everyone’s laughing and clapping! Mark and his friends are laughing, too! Yoko’s the star of the show! Go to page 110 in your Activity book and discuss the question about this reading text with your group.
32
Beats!
Fact 2
Be Creative
Correlated with Unit 3
44
33
It’s a rainy day and you have nothing to do. Why not try making something? Here are two ideas – a pom-pom wall hanging.
or a pom-pom pencil top. They’re easy and fun to make.
34
Beats!
First, what do you need to make a pom-pom? You need some cardboard, a glass, a coin, scissors and a pen.
Glossary
yarn: (n.) thread we use for knitting, weaving, or sewing.
You also need a ball of yarn of any color you want.
Correlated with Unit 3
35
Put your glass upside down on the cardboard and draw around it. Do this again, so you have two circles.
Glossary
cardboard: (n.) pasteboard or stiff paper.
Then draw a smaller circle in the middle of each of the larger circles, by drawing around the coin.
36
Beats!
Now cut around the outer circle like this. Cut a wedge out of the circle and cut out the inner circle. Repeat this process with the second circle.
wedge
Glossary
wedge: (n.) a piece of wood or metal, with one thick end and one thin end and that we put between two objects or parts of an object to secure or separate them.
Correlated with Unit 3
37
Put the circles together and start wrapping your yarn around them. Don’t wrap the wool very tight or very loose. Go around several times. The more wool you use, the fuller your pom-pom will be.
38
Beats!
Push your scissors between the two cardboard circles and start cutting the yarn. Use a good pair of scissors because this can be a little difficult. Make sure the yarn does not fall off the cardboard circles!
Correlated with Unit 3
39
Glossary
tight: (adj.) fixed, fastened, or closed firmly; hard to move, undo, or open.
Wrap a long piece of yarn between the two cardboard discs and pull tight. Tie the yarn securely.
Remove the cardboard. Leave the two ends of the yarn so you can tie your pom-pom to the hanger.
40
Beats!
To make the wall hanging, make several pom-poms. Make them of different sizes and different colors. Try multicolored ones! Hang them from your hanger at different lengths.
Glossary
lengths: (n.) the size or extent of something from end to end.
It looks good!
Correlated with Unit 3
41
Add things to your poms-poms for a different effect. For this bat pom-pom you need black construction paper and glue. Cut the shapes like this, and then stick on the eyes.
42
Beats!
Use your imagination for a pom-pom pencil topper. How about a monster? Or maybe you’d like a spider? Sticking your pom-pom to your pencil is easy. Just use some good glue.
Correlated with Unit 3
43
Perhaps you want to do something even easier. Get a pipe cleaner and wrap it around your pencil. Fix the ends with glue. Stick on two eyes and you have a snake pencil topper!
44
Beats!
Look at these other ‘pom-pom ideas’. Make pom-pom flowers, caterpillars, frogs, mice and teddy bears.
Your imagination is the limit.
Correlated with Unit 3
45
We hope you enjoyed reading about these craft ideas! Now just wait for the next rainy day! Invite friends over to your house and have lots of fun as you create, create and create!
Go to page 111 in your Activity book and discuss the question about creativity with your group.
46
Beats!
Fact 3
Signs and
45
Advertisements
Correlated with Unit 4 Unit 4
47
What makes a good advertisement?
Glossary
eye-catching: (adj.) immediately attracting and interesting.
A good advertisement is simple and eye-catching. It is easy to remember. It leaves you wanting to know more! Do you think this advertisement is good?
48
Beats!
We see advertisements around us all the time: on billboards, in magazines, on television, on the internet.
Glossary
billboards: (n.) a large outdoor board where you can display advertisements.
Look around you. They say that the average person in a town sees around 3000 advertisements in one day!
Correlated with Unit 4
49
And it’s not just advertisements. It’s signs, too. Don’t turn right! Don’t turn left! Don’t park here. Park there! Stop! Go! Be careful! No entry! Go slow!
50
Beats!
Here we are in Peterfield Safari Park. There are signs here too. Some are warning signs. Wild animals can be dangerous!
Glossary
warning: (adj.) something advices caution or protection.
Correlated with Unit 4
51
There are signs for places of interest in the Park. For example, there are signs for the entrance, the exit, the cafeteria, the toilets and the gift shop. Where do you think you could see this sign?
52
Beats!
There are other signs in the Safari Park. One says: Picnic Area. Another says: Don’t feed the animals. Also, there are signs with information about the animals. Here’s one about the zebras in the park.
Grant’s Zebras Equus quagga Boehmi Habitat The grasslands of Eastern and Southern Africa. Diet Mainly grass, but also herbs and leaves.
Correlated with Unit 4
53
Here’s an advertisement for a science museum. What do you think of it? Does it make you want to visit the museum? What information does it give you?
54
Beats!
What are some of the signs in this museum? There are signs like: Buy your tickets here. No cameras allowed. There are also signs to the different exhibits, like these:
Glossary
allow: (v.) to give permission to do something.
Correlated with Unit 4
55
These children are at a public swimming pool. Look at the signs, children! They say: Wear a swimming cap! And No jumping into the pool! There are other signs, too. No pets in the pool area. No glass containers. Respect the signs!
56
Beats!
Here are four more signs at the public swimming pool. • No diving! • Please shower before entering the swimming pool. • No food in the pool area. • Don’t drink the pool water!
Correlated with Unit 4
57
Do you have a local park? Next time you go, check out the signs. Here are some that you’ll probably find. Can you think of any others? • Keep your dog on the leash. • No Rolling!
Glossary
leash: (n.) a dog's lead.
58
Beats!
Other signs we can see in parks can be on the floor...Look! • Bike's Lane - Watch out!
• Don’t throw trash on the ground. • Don’t walk on the grass!
Correlated with Unit 4
59
Do we really need signs? Imagine your community without signs – no street signs, no signs in the park, no signs at the zoo, no signs at school. It’s difficult to imagine! We need signs to give us information and to keep us safe! Do you agree? Go to page 111 in your Activity book and discuss the question about Signs and Advertisements with your group.
60
Beats!
Story 2
The Snake in the Cup
46
(Adapted from a traditional Chinese fable) Correlated with Unit 5
61
Glossary
relative: (n.) family member.
62
Beats!
Many, many years ago, a man called Le Guang lived in Ancient China. He was a relative of the emperor and was very, very rich. He lived in a beautiful house.
Le Guang’s house was beautiful and he had many beautiful things in it. There were many paintings and a lot of beautiful vases, full of sweet smelling flowers. Statues of dragons guarded every room. Le Guang wore beautiful jade jewelry, and he always carried and exotic fan.
Glossary
jade: (n.) a hard green precious stone.
Correlated with Unit 5
63
Le Guang was a kind man, and he had a lot of friends. He liked to invite his friends to parties in his beautiful house. His best friend was a man called Yan Shun. One morning Le Guang woke up and thought “Today I am going to invite Yan Shun to come and drink wine with me.” So, he wrote a message and sent it to Yan Shun’s house.
64
Beats!
It was a lovely sunny day, and Yan Shun was happy to visit his friend Le Guang. “Come in, my friend,” said Le Guang. “Come in and sit down.” He led Yan Shun to a small table in his splendid house. Yan Shun and Le Guang sat down at the table on cushions on the floor, and Le Guang served his friend wine in a beautiful drinking cup.
Glossary
cushions: (n.) a pillow stuffed with soft material used for sitting.
Correlated with Unit 5
65
Yan Shun picked up the beautiful drinking cup and looked at the wine. Suddenly he turned very white. He dropped the beautiful drinking cup on the floor and jumped up! “I’m sorry, my friend,” he said. “I can’t drink your wine.” Le Guang was very worried. “Are you sick?” he asked. “Yes…..Yes…..” said Yan Shun, and ran out of Le Guang’s house and went home.
66
Beats!
Days passed. But Yan Shun didn’t come to visit his friend Le Guang again. Le Guang was very worried. After two weeks, he sent another message to his friend’s house:
“Are you better, my dear friend?” he wrote. “Please come and see me tomorrow.” At first there was no answer. Then, a messenger came with an answer from Yan Shun.
“Thank you for your invitation. I will come, but no wine, please!”
Correlated with Unit 5
67
Glossary
puzzle: (n.) to be or feel confused about something you can't understand.
Le Guang was very puzzled. “Please prepare tea for my friend, Yan Shun,” he told his servants. “He’s very sick, and he can’t drink wine.” So, the servants prepared tea for Yan Shun.
68
Yan Shun arrived. He was still very white in the face, and looked nervous and sick. “What’s the matter my dear friend?” asked Le Guang.
Correlated with Unit 5
69
“I’m sick,” said Yan Shun. “It was the snake,” he said. “What snake?” asked Le Guang surprised. “The snake in the drinking cup,” said Yan Shun.
70
Beats!
“That’s impossible, my friend,” said Le Guang. “There are no snakes in my house!” “There was a red snake in my wine,” Yan Shun insisted. “It was at the bottom of my drinking cup. I saw it there! It made me sick!”
Glossary
bottom: (n.) the lowest or deepest part of an object.
Le Guang looked around his beautiful room. Then he saw it! There was a snake. But it wasn’t a real snake! There was a snake on a vase on a shelf! Correlated with Unit 5
71
Le Guang started to think. “Was it a sunny day when you saw the snake in your drinking cup, Yan Shun?” he asked suddenly. “Yes, it was,” he said. “It was a lovely, sunny day.” Answered Yan Shun. “Ah!” said Le Guang. “Stop drinking that tea, my friend. I’m going to give you some wine.” “But…..” Yan Shun started to say. But Le Guang wasn’t listening. He gave his friend a drinking cup full of red wine.
72
Beats!
Yan Shun looked at the wine. “Oh no!” he said. “Look! I was right! There is a snake in the wine. There’s a red snake in this drinking cup of wine, too!” And he put the drinking cup down very quickly.
Correlated with Unit 5
73
“But it isn’t a real snake,” said Le Guang. It’s the reflection of a snake. The sun’s shining on the snake on that vase. You can see the reflection of the snake on the vase in your wine, my friend.” “But that snake is black,” protested Yan Shun. “The snake in the wine is red, and it’s moving!” “The wine is red,” explained Le Guang. “And your hand is moving the drinking cup! The snake isn’t moving. The reflection is. Drink your wine, my friend.” People in China tell this fable from one generation to the next one because of the moral. The moral of the fable is: ‘Don’t be suspicious. Think, before you jump to conclusions!’ Go to page 112 in your Activity book and discuss your thoughts about trust and friendship with your group.
74
Beats!
Fact 4
Why is the Sky Blue?
Correlated with Unit 6 5
47
75
Why is the sky blue? Why do we sometimes see the moon in the day?
When does an
earthquake happen?
Glossary
earthquake: (n.) a sudden violent shaking of the ground.
How do plants grow? How many bones do we have in our bodies?
Questions! Questions! Questions! Are what we use when we want or need to find information about someone or something.
76
Beats!
Are you curious about the world around you? Understanding our world is important because this knowledge opens up new worlds and possibilities. With knowledge, we can make our lives better and perhaps find solutions to the big problems in the world. Correlated with Unit 6
77
What do you know about the world?
Here’s a science quiz. See how many answers you can get right. You can find the answers on the last page.
78
Beats!
1. Which of these animals are herbivores? a. Giraffes
b. People
c. Cats
Glossary
2. How many bones are there in a human foot? a. 18
b. 26
herbivores: (n.) an animal that eats only plants.
c. 35
Correlated with Unit 6
79
3. When does a solar eclipse happen? a. When there’s a new moon. b. When the moon moves between the Sun and the Earth. c. When the Earth moves between the Sun and the Moon. 4. Which planet is nearest the Sun? a. Mars
80
Beats!
b. Venus
c. Mercury
5. How do plants absorb water? a. Through the roots. b. Through the flowers. c. Through the stem.
Glossary
stem: (n.) the main body of a plant, typically rising above ground.
6. Why does grass look green? a. That’s its color. b. It absorbs green light. c. It reflects green light back to your eyes.
Correlated with Unit 6
81
7. What is the chemical symbol for water? a. O2
b. H2O
c. W
8. You put your hand into a bag with objects. You don’t look into the bag. What property of the objects are you observing? a. Shape b. Color c. Volume
82
Beats!
9. How long can a person survive without water? a. Around 2 days b. Around 4 days c. Around 2 weeks
10. When do we see rainbows? a. When the day is sunny. b. When the Sun is on the horizon. c. When the Sun shines onto drops of water in the air.
Correlated with Unit 6
83
Now, check your answers on page 88.
Glossary
whizz: (n.) a person who is extremely inteligent at something.
What was your score? If you got 10 out of 10, you are a science whizz!
SCIENCE WHIZZ AWARD TO Student´s name
CO N GR AT U L AT IONS F O R BE I N G A S C I E NC E E XP E R T !!! Teacher´s signature
84
Beats!
Date
Now let’s look at how you can create a rainbow at home! To make a rainbow we need the following:
• a piece of white paper.
• a glass of water
• a flashlight
Correlated with Unit 6
85
Now, let’s follow these 3 easy steps to make a beautiful rainbow at home.
1. Put the glass of water on the white piece of paper.
2. Shine the flashlight through the water.
86
Beats!
3. Move the flashlight around until you find the perfect position to see a rainbow on the piece of paper.
Correlated with Unit 6
87
Why can we make a rainbow at home when it is a natural event? How does this work? Light is made up of many colors, and when it passes through water, it breaks up into the colors we see in a rainbow: red, orange, yellow, green, blue, indigo and violet. Science is a fascinating subject and the best way to learn and enjoy it, is to keep on asking questions!
Answers to the quiz: 1a, 2b, 3b, 4c, 5a, 6c, 7b, 8a, 9b, 10c Go to page 113 in your Activity book and discuss the question about scientific discoveries that we use daily and that help you stay healthy with your group.
88
Beats!
Story 3
Charlie has Chickenpox
48
TENEMOS UN PROTAGONISTA QUE ES CHARLIE QUIEN TIENE ENTRE 8 y 9 AÑOS. EN PORTADA APARECE CON VARICELA EN LA CARITA. LA FOTO O ILUSTRACIÓN PUEDE ESTAR CHARLIE EN SU RECÁMARA, O EN ALGUNA PARTE DE SU CASA PERO NO ESCUELA NI EXTERIOR
Correlated with Unit 7
89
Charlie isn’t at school today. He’s in bed because he’s sick.
Glossary
chickenpox: (n.) an infectious disease causing a mild fever and a rash of itchy inflamed pimples. It is caused by a virus and mainly affects children.
Charlie has chickenpox. Chickenpox is infectious. None of his friends can visit Charlie, so Charlie’s very bored. Of course, he can see his mom and dad, and they’re helping him all they can. That’s good because Charlie is a very difficult patient.
90
Beats!
Charlie has a fever. It isn’t a bad fever, but it is a fever. He’s very thirsty! “Mom!” shouts Charlie. “Can I have something to drink, please?” His mom’s in the kitchen cooking dinner, but she runs upstairs to Charlie’s bedroom at once.
Glossary
thirsty: (adj.) feeling a need to drink.
Correlated with Unit 7
91
“What do you need, Charlie?” she asks, coming into his room. “Something to drink. I’m thirsty!” So Charlie’s mom runs back down to the kitchen again. She gets a glass of lemonade and runs back upstairs to give it to Charlie.
92
Beats!
Charlie finishes his lemonade. He hates being in bed. He’s so bored. He wants to watch television. “Mom!” shouts Charlie. “What do you need now, Charlie?” shouts his mom from the kitchen. “I’m bored! I’d like to watch television please!”
Correlated with Unit 7
93
Glossary
switch: (v.) change the position, direction, or focus of something.
94
Beats!
Charlie’s mom runs upstairs again and switches on the television. There’s a cartoon on. “I don’t want to watch a cartoon. Cartoons are for children. I want to see a movie.” His mom clicks through the channels until she finds a movie Charlie likes.
The movie finishes. Charlie’s bored again. What can he do now? Perhaps he can read a book. “Mom!” shouts Charlie. “Can you get me a book please?” “Dad’s here now,” shouts mom from the kitchen. “He’s coming.” And Charlie’s dad runs up the stairs to Charlie’s bedroom.
Correlated with Unit 7
95
“How are you feeling now, Charlie?” asks his dad. “O.K. I guess,” says Charlie. “But I’m bored. I want to read a book.” “What would you like to read?” his dad asks.
Glossary
bookshelf: (n.) a shelf where you find books.
96
Beats!
“An adventure story,” says Charlie. “No! An animal story. No! A story about a superhero.” His dad finds a story about a superhero on the bookshelf.
“Here you are,” dad says. “Would you like to read this one? It is about a Superhero, just what you asked for” “Thank you, dad,” answers Charlie. I’m going to take Benny for a walk now. “Come on, Benny.” Benny jumps off the bed happily, and goes out of the bedroom with Charlie’s dad.
Correlated with Unit 7
97
Charlie starts to read the book, but it isn’t very interesting. He puts it on the night table. He’s thirsty again. “Mom,” he shouts. “I’m thirsty again. Can I have a glass of milk?” His mom runs up the stairs with a glass of milk and a cookie. “Here you are, Charlie,” she says. “And I brought you a cookie, too.” “I don’t want a cookie. Thank you, mom” says Charlie who is bored again.
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Suddenly the phone rings. It’s Charlie’s best friend, Louis. “Hi, Charlie. How are you feeling? We miss you at school” says Louis. “Well, I’m feeling better but I’m very bored. I miss school and all of you, too” answers Charlie.
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“I have an idea,” says Louis and continued, “l will ask our friends to write you some notes and on my way home, I can pass by and give them to your mom. That way, we can all keep in touch with you”.
Glossary
bunch: (n.) a number of things, typically of the same kind, growing or fastened together.
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That’s a wonderful idea. Thank you, Louis. Now, I’m starting to feel better” and hung the phone. The following day, Charlie received a bunch of notes from his friends and that made him feel much better. Now, Charlie wasn’t shouting and everyone was calm at home.
The doctor said Charlie had to stay at home for ten days; and now, those days have passed by and he’s much better. He’s downstairs in the kitchen. “Mom,” he says. “I’m hungry. Can I have a cupcake, please?” “Sure honey,” his mom says. “They’re on the plate. Go and get one. I’d like one, too, please.” “Mom! I’m sick,” says Charlie. “No, you’re not, Charlie. You’re better now. You can go back to school tomorrow. Go and get the cupcakes, please.”
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It’s the next day. Charlie’s going back to school. “The school bus is here, Charlie,” his dad says. “I’m glad I’m going back to school,” says Charlie. “I’m glad you are going back to school, too,” his mom says. “Me too,” says his dad. “Woof!” says Benny. He’s glad too.
Go to page 113 in your Activity book and discuss the question about how to prevent diseases and take care of ourselves with your group.
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Ali Baba
Story 4
and the
49
Forty Thieves (adapted from the original story in "The Arabian Nights")
Correlated with Unit 8
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Glossary
woodcutter: (n.) a person who cuts down trees or branches especially for fuel.
Many years ago there lived a woodcutter in a small village in Arabia. His name was Ali Baba, and he was very, very poor. He lived with his wife in a small house in the forest.
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Every day, Ali Baba cut wood and gathered the trunks to try to sell them and get money to buy food for his wife to have something to eat.
Glossary
gather: (v.) bring together from different sources or put together something.
Sometimes he was lucky and some others, he didn’t sell not even one trunk.
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One day while Ali Baba was cutting wood in the forest, he heard a strange noise. Ali Baba was frightened. He climbed up into a tree to watch. Men came. Ten... twenty... thirty... forty men came. And they were all carrying large sacks.
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The men walked up to a mountain in the forest. There they stopped. One of the men stood in front of a large rock at the bottom of the mountain. He shouted “Open sesame” in a loud voice.
The great rock rolled to one side and the forty men walked into a cave behind the rock. The rock closed behind them. Ali Baba was amazed!
Glossary
roll: (v.) to turn over and over on the same position or towards a direction. amaze: (v.) very surprised or excited about something.
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A few minutes later the rock rolled back again, and the forty men walked out of the cave. They had no bags with them.
Glossary
thief: (n.) a person who robs another person's property with or without violence.
“These men are thieves,” thought Ali Baba. “They came to this cave to hide the things they stole.” Ali Baba stayed up in the tree until the men went away! The men disappeared through the trees. Ali Baba climbed down from his tree and walked up to the great big rock at the bottom of the mountain.
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“Open sesame,” shouted Ali Baba in a loud voice. Immediately the rock rolled back and Ali Baba walked into the cave. Ali Baba looked around him. The cave was full of diamonds and gold and silver. Ali Baba picked up a sack. He filled the sack with treasure and left the cave.
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Ali Baba went home to his wife and gave her the bag. “We are not poor anymore,” he said. Ali Baba’s wife couldn’t believe her eyes!
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Ali Baba had a rich brother. His name was Kasim. That evening Kasim’s wife came to visit Ali Baba’s wife. Ali Baba’s wife showed her sister-in-law the diamonds and gold and silver Ali Baba had found. Kasim’s wife couldn’t believe her eyes! She went home and told Kasim all about Ali Baba’s treasure.
Correlated with Unit 8
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Kasim was very rich, but very greedy, too.
Glossary
greedy: (adj.) intense and selfish desire for wealth or power.
One day, Kasim he followed Ali Baba into the forest and watched him closely. He heard Ali Baba saying “Open sesame” to the great rock in a loud voice. From behind a tree he saw the rock roll back and Ali Baba go into the cave. He watched the rock roll back and close the entry to the cave.
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Ali Baba came out of the cave and went home. He was carrying a large sack of treasure. Kasim wanted some of that treasure, too. So, he walked up to the rock, and shouted “Open Sesame” in a loud voice.
Open sesame!
Correlated with Unit 8
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Kasim walked into the cave and the rock door closed behind him.
Kasim picked up a sack. He filled the sack with treasure. In a few minutes he was ready to go home.
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He shouted “Open rock” in a loud voice. But the rock didn’t move. Kasim couldn’t remember the right words! He couldn’t get out of the cave!
Kasim sat in the cave for two days with no food and no drink. Then the rock door rolled open. Kasim hoped it was his brother come to rescue him. But it wasn’t! It was the forty thieves.
Glossary
hope: (n.) to express the feeling or wish that something desired will happen.
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Kasim ran and hid behind a gold treasure chest. The forty thieves left more stolen treasure in the cave.
Open sesame!
Then they shouted “Open sesame,” and the rock rolled open again and the forty thieves left the cave. Kasim now knew how to get out. He just had to shout “Open sesame.” Did he take any treasure with him? No he didn’t. He had learned his lesson. He wasn’t going to be greedy anymore! Go to page 113 in your Activity book and discuss the question about misbehaving and acting wrong with your group.
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Fact 5
Musical Instruments
Correlated with Unit 9
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An orchestra is a large group of musicians. A typical orchestra is made up of four sections of instruments:
string, brass, woodwind and percussion. The musicians usually sit in the same positions. The following chart shows where each musician with his or her instrument sits.
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A conductor in an orchestra, is the person who stands up in front of the musicians to lead them and guide them during their performance.
Glossary
baton: (n.) a thin stick used by a conductor to direct an orchestra or choir.
A conductor can be a man or a woman, and its main job is to keep everyone in time with each other. The conductor does this, by using a baton as well as hand gestures, as you can see in picture A. One of the most famous orchestra conductors is Alondra de la Parra who you can see in picture B. She is Mexican and the first female principal conductor of an Australian symphony orchestra. De la Parra is also an official Cultural Ambassador of Mexico. Correlated with Unit 9
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These are the Brass instruments.
The trumpet is the smallest member of the Brass family.
Glossary
horn: (n.) a device in a car that makes a sound to warn about something.
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Hundreds of years ago people used a trumpet-like instrument to sound alarms and call soldiers to war. Can you imagine using a trumpet nowadays to call on somebody’s attention? Well, some people like to have this sound as their car horn. When on the street, pay attention and you may hear this sound once in a while, especially when walking or riding on busy streets in big cities.
The modern trumpet is a narrow pipe with three attached valves. The pipe is curved and bent into long loops.
Glossary
bent: (v.) forced into the shape of a curve or angle.
You play the trumpet by blowing into the mouthpiece. There are 2 to 4 trumpets in an orchestra.
Correlated with Unit 9
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Here we can see a tuba. The tuba is the biggest and heaviest of the Brass instruments and has a very low sound. Tubas come in different sizes. The longer they are, the lower they sound. One has to be very strong to carry a tuba, it is seen in the typical football bands that perform at games.
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To play the tuba in an orchestra it is better to play it sitting down. Once you sit on your chair, you hold the tuba with the bell facing up. You blow into a very large mouthpiece and use your hand to press down on the valves. Doing this, changes the sound. It takes a lot of breath to play the tuba!
Glossary
Breath: (n.) the air you take and expel from your lungs.
Correlated with Unit 9
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Now, let’s take a look at the French Horn and the Trombone. These two instruments are the last ones in the group of the brass instruments. The French horn consists of a very long brass tube, which curls round and round. The player puts their hand in the bell end to change the sound of the instrument, and gets different notes by pressing down valves, which block off holes.
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The trombone is great fun to play. The musician holds the instrument with one hand while the other hand moves the slide backwards and forwards. The trombonist has to do three things at the same time to make different notes come out of the trombone: change the shape of their lips, blow hard through the mouthpiece and move the slide back and forth. Doing all this at the same time sounds difficult but it is a lot of fun... that’s what trombonists say!
Correlated with Unit 9
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Glossary
bow: (n.) -in this case- a long, partially curved rod with horsehair strings used for playing the violin and other stringed instruments.
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These are string instruments you find in an orchestra. The violin is the smallest one and produces the highest sound. It has four strings. You play it with a bow. A person who plays the violin is called a violinist.
This is a Stradivarius. A Sradivarius is a violin built by members of the Italian family Stradivari during the 17th and 18th centuries. Their most important characteristic is the sound they produce because of the way they are built. Those built by Antonio Stradivari are especially valuable. They can cost more than 18 million dollars. This is really expensive!!
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The percussion family is the largest in the orchestra. Percussion instruments include any instrument that makes a sound when you hit, shake or scrape it. Percussion instruments keep the rhythm and make special sounds. A percussionist will usually play many different instruments in one piece of music. The most common percussion instruments in the orchestra include: the drums, xylophone, cymbals, triangle, tambourine, maracas, gongs, chimes and piano.
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What about instruments that you do not find in a European orchestra? There are hundreds! This is a balafon. A balafon is a wooden percussion instrument.
Glossary
pad: (n.) a piece of material that feels like a thin cushion and guards from impacts.
It comes from West Africa. You play it with padded sticks.
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Other original and strange instruments that we don’t see in modern orchestras are the following: This is a Guqin. It’s a string instrument from China. These alphorns are from the wind family. They are from the Alps in Europe.
Do you want to hear what all these instruments sound like? Check out the sounds on the internet! These are some Websites you can surf to hear how these instruments sound: https://blogs.transparent.com/chinese/chineseinstruments-guqin-or-chinese-harp/ https://vimeo.com/30692760 Go to page 114 in your Activity book and discuss the question about how music transforms moods with your group.
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Dad,
Story 5 51
this is
not good!
Correlated with Unit 10
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Charlotte, Oliver and their dog, Turner were watching television in the living room. Their dog, Turner, was in the living room with them. Mom came to the door. “Would you like ham and cheese sandwiches for supper?” she asked them. “Yes please,” said Charlotte. “But can we eat them in here?” asked Oliver. They were watching ‘The Animal Doctor.’ It was their favorite program. “O.K.” said their mom.
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A few minutes later mom came back. She was carrying a tray. On the tray there were two plates with sandwiches on them, and two glasses of milk. “Where shall I put the tray?” she asked. “Down here by us,” said Charlotte. “Well, be careful you don’t knock over the milk,” their mom said.
Glossary
knock over: (v.) an expression related to fall or spill.
“We’ll be careful,” said Oliver.
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Charlotte and Oliver sat up and started to drink their milk. The vet on the TV program was looking at some lion cubs at the zoo. The two children didn’t take their eyes off the TV screen. Turner sat up, too. He took the sandwich off one of the plates and started to eat it. Charlotte and Oliver didn’t even notice!
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Turner was eating the second sandwich when Charlotte and Oliver’s dad came into the living room.
Glossary
scream: (v.) make a long, loud, sound to express extreme emotion or pain.
“Look! The dog’s eating your supper!” he shouted. Then, he picked up Turner and took him out into the yard. “Don’t take him out,” screamed Charlotte. “Please, Dad. Don’t take him out!” shouted Oliver. “Turner, this is not good! You’re a bad dog!” said their dad and took Turner out to the garden. Finally, he told the children: “Now, switch off the television and go and have supper in the kitchen!” Correlated with Unit 10
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Glossary
instead: (adv.) offering an alternative.
The next day was Friday. It was Oliver’s birthday on Saturday. His friends were coming over for a party. At lunch time his mom said “Let’s make cupcakes for the party instead of a big birthday cake.” “Good idea,” said Oliver. “Ten boys are coming, so we’ll need ten cupcakes, plus another two for Charlotte and me, so that’s twelve.” “What about your dad and I?” said his mother. “Well fourteen then!” said Oliver. “Can we help you?” asked Charlotte. “Of course,” mom said.
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Soon Charlotte and Oliver were busy helping their mother to make the cupcakes. Charlotte was stirring the mixture in a big bowl. Oliver was arranging paper muffin holders on a baking tray to bake the cupcakes in, and their mom was turning on the oven.
Glossary
Stir: (v.) move a spoon or other kitchen tool in a round and fast way to mix something in liquid or other substance, thoroughly.
Turner was watching with great interest. “Don’t let Turner eat the muffin mixture, Charlotte!” mom said. “I won’t!” laughed Charlotte. Correlated with Unit 10
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The cupcakes were ready. “Now I have to decorate them,” Mrs Simpson said. “Can we help you?” asked Oliver. “Of course, you can! It’s your party, Oliver. What color do you want us to decorate the cupcakes?” Asked Mom. “Um…blue and green and yellow, I think,” said Oliver “With nuts and little candies on the top!” suggested Charlotte. And that’s what they did. It was fun preparing for the party!
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The cupcakes looked great! “Leave them on the kitchen table,” said Mrs Simpson. “Now let’s go and decorate the living room for the party. Here are some balloons. You two go and blow them up, and I’ll fix the Happy Birthday banner on the wall. “ Continued saying Mom. “O.K.” said Charlotte. “I’m good at blowing up balloons,” said Oliver. “This is a lot of fun!” said the kids.
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Soon the living room was all decorated for Oliver’s party the next day. There were bunches of balloons and Oliver’s Happy Birthday banner, too. Everyone thought everything looked great! And so did Turner! “Hey stop trying to play with the balloons, Turner” shouted Oliver. “Now kids, I think we should change the cupcakes to another place” said Mom as she grabbed the big plate with cupcakes and moved it to the kitchen’s counter under the cabinets.
Glossary
grab: (v.) to take something roughly.
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“You’re right, Mom,” said Charlotte. “That way, Turner won’t be able to reach the cupcakes and eat them”.
Dad came home from work. He went into the kitchen. There was no one around. He was tired after a hard day at work. He was very hungry, too. Why was there no dinner on the table? Dinner was always ready when he came home. Where was everybody? Dad started to wonder. He opened the refrigerator’s door hoping to find some food ready just to heat on the stove but, there was nothing left from lunch. “Well, I see nothing here to eat. I guess you ate it all my dear friend” looking and talking to Turner as the dog was wagging his tail happily. Correlated with Unit 10
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Dad walked around the kitchen and looked on the stove, but nothing was there. Everything was cleaned and dishes, pots, pans and glasses were put away. “No luck, I guess everyone ate everything at lunchtime. Poor me!” said Dad. Then he saw the cupcakes. “Mmm! They looked good” and Dad took one, ate it and said, “Besides looking good, they taste delicious. I’ll have one more” and took another cupcake off the plate. After the second one, he kept taking one cupcake after another one and ate them happily. “They are so good” he said with a big smile on his face. He ate another and another and another…..!
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Dad was eating his eighth cupcake when Mom, Charlotte, Oliver and Turner came into the kitchen. “What are you doing?” shouted mom. “Those cupcakes are for Oliver’s birthday party tomorrow!”
Glossary
shriek: (v.) a high sound or words, people use especially as an expression of terror, pain, or excitement.
“Dad!” shrieked Oliver. “We need fourteen of those for my party. “ “Woof! Woof! Woof!” barked Turner. “Yes, you’re right, Turner,” said Charlotte and continued, “Dad, this is not good! Eating all those cupcakes was bad! Should he go out into the yard, Turner? What do you think?” and everyone laughed! “I’m sorry,” said dad. “I didn’t know! I’ll help you make some more!” And so everyone got prepared to make new cupcakes.
Go to page 114 in your Activity book and discuss the question about what happens when you make a mistake with your group. Correlated with Unit 10
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MY OWN GLOSSARY Are there any words that called your attention in the story or fact? Write it down on the lines below and look up its meaning. If you need more lines or space, you can always do this in your notebook. Enjoy as you learn new words!
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Estimada alumna, estimado alumno: El Libro de lecturas que tienes en tus manos es el resultado del esfuerzo que realizan el gobierno federal, los gobiernos estatales, las maestras y los maestros para garantizar que todas las niñas, los niños y los adolescentes que cursan la educación básica en nuestro país cuenten con materiales educativos para construir su aprendizaje, y con ello alcanzar una educación de excelencia. Tu Libro de lecturas promoverá que te desarrolles integralmente, fomentará en ti el amor a la Patria y el respeto a todos los derechos; así reconocerás lo que te rodea, apreciarás tus fortalezas y sabrás lo que tu comunidad, México y el mundo necesitan y lo que puedes hacer por ellos. En el marco de la Nueva Escuela Mexicana, la equidad y la calidad son premisas de la educación. Este libro forma parte de los materiales educativos que se ofrecen para que, con el trabajo diario de maestras, maestros, autoridades y familias, alcances el máximo logro de aprendizaje y el fortalecimiento de los lazos entre tu escuela y tu comunidad. Este libro ya es tuyo; es un regalo del pueblo de México para ti. ¡Conócelo, cuídalo y disfrútalo! Distribución gratuita, prohibida su venta.
Nombre
Grado
Escuela
Maestro (a)
Reader’s Book Primary
3
3
Primary
Reader's Book
