Secondary

Reader’s Book

Sunburst Reader’s Book Secondary 2th Grade

READER’S BOOK

Secondary

1
2
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 adv. adverb
Phrase means that it is a group of words that
function as a single unit.
Phrasal verb means it is a phrase that combines a
verb with a preposition or an adverb or both.

Turn the page and expect the unexpected…

3
 Contents
Unit 1 Age Difference? Not a Problem! 5
A fictional story about being active in your community

Unit 2 The Birds 19

A modern adaptation of a classic play by Aristophanes

Unit 3 Disaster! Are You Prepared? 33

An informative text about environmental emergencies

Unit 4 Sensational Information!

Or Sensationalist? 45
A comparison between real and fake news

Unit 5 One Voice, Many Stories 57

Adaptations from monologues by Aristophanes,
Molière, and Shakespeare

Unit 6 Machines Set the Wheels in Motion 71

Examples of machines that have made our life easier

Unit 7 How a Ukulele Saved Our Lives 83

An autobiographical anecdote about a journey

Unit 8 Eat, Dance, and Celebrate! 97

A collection of essays about culture

Unit 9 Good Citizens, Good People 109

Civics and ethics in our society

Unit 10 The Customer is Always Right… Right? 121

A story about complaints

References 135

4
 Age Difference?
Not a Problem!
A fictional story about being active
in your community 39

Written by
Patricia Oliver

Unit 1 5
Ethan and Ava were walking home from school. They lived in a small
town and could walk the streets alone—they lived just a few blocks away
from their school. Suddenly, on the opposite sidewalk, they saw a small
group of people with banners. There were about ten people. They were
all carrying small home-made banners and were walking around in circles
chanting something indistinct1. At first, the two teenagers looked at them
from a distance. But, then, they decided to approach the group of people
and find out what was happening and what they were chanting.

“What are they saying?” asked Ethan.

“I don’t understand everything. Something… seniors… something…

life quality something… help,” answered Ava, squinting2 her eyes as if
to hear better.

A man from the group started walking toward them. He was not
carrying a banner, but he had a clipboard and a pen in his hands.
“Hello, guys!” he said enthusiastically. “My name is Mark.”

“Hello,” replied the teens in unison. “We were walking home and… we
were wondering, what is this about?” said Ava.

“Well, thank you for stopping to find out. This is a nursing home,” said
the man, pointing to the building behind the walking and chanting group.

“Sorry, I can’t hear you with all that chanting in the background,”
shouted Ethan. “Can you speak a little louder, please?

“Sure!” said the man raising his voice so the teens could hear him. “I’m
the director of the nursing home. Right now, we are in trouble. We
don’t have that much money and we can’t provide our elderly people
with entertainment activities. We don’t have the money to hire any
more people. So, we are a little worried, because a lot of our seniors are
showing early signs of depression.”

indistinct: adj. not clearly recognizable or understandable

1

squint: v. to look at something with your eyes partly closed in

2

order to see better

6 Unit 1
Unit 1 7
Ava raised her eyebrows. “Oh, depression. I’ve heard that word before.
My cousin has depression. Doctors say he’s addicted to his cellphone and
that it is causing him to lose contact with the real world, with his friends
and family. He’s become more anxious and nervous.”

“So, you know a little bit about the problem,” said Mark. “Something
like that is happening here. Our elders need to have contact with more
people and be as active as they can, mentally and physically. They need
to do more fun things! Talking to other people, playing games, even
dancing! But, right now, we can’t afford3 to pay anyone to come and
help us with that.”

“That’s sad,” said Ethan. “Everybody should have the right to have fun
and to talk or chat with others. I wouldn’t mind sitting with them and
chatting for a while a couple of afternoons a week. I’m pretty sure they
all have very interesting stories to tell. I’d love to hear them and ask
them lots of questions.”

“The situation is terrible! What are you going to do?” asked Ava, with
mixed emotions—sadness and anger.

Mark was concerned. “Well, we definitely need the help of the

community. That’s why we are doing this little ‘demonstration.’ Of
course, it’s not a real demonstration, as you can see. It’s only ten of
us and we are only marching in front of the nursery home’s door. We
just want to make some noise… to try and raise awareness4. We want
people to stop and see what is happening here. Just like you did. We
need the community to show support and solidarity in whatever way
they can.”

“Ethan! Imagine our grandparents were there, alone! We have to do

something to cheer them up! How can we contribute to the solution of
the problem?” Ava really wanted to be part of the solution.

3
can’t afford: phrase not having enough money to buy or pay for
something
4
raise awareness: v. to increase the knowledge or understanding
of a particular subject or situation

8 Unit 1
Unit 1 9
The following week, Mark was in Ethan and Ava’s school talking to
teachers, students, and even parents about the problem at the nursing
home. Ava and Ethan were so impressed by the conversation with Mark
the week before, that they decided they had to be part of the solution.
“We don’t live alone and isolated5, we live in community, and helping is
our social duty.” That’s what Ava had said to Ethan. So, they convinced
the school’s principal to have Mark talk to the school community about
the problem.

Mark did a short presentation. Then, he let the audience ask questions
about the problem. At the end, they brainstormed possible solutions.
They concluded that the best thing they could do was to establish a
volunteering program—people would go to the nursing home twice a
week for two hours and do activities with the elders there. The activities
included talking, playing board games or cards, taking them for a walk,
group readings and dancing!

Ava and Ethan helped Mark with the registration. They recorded the
full name of those who wanted to help and the days of the week they
would volunteer. That way they could see at the end if they needed to
do another talk at more schools or if they needed more people for a
particular day of the week.

The session was a success. With all the parents, teachers, and teenagers
that signed up for it, they could cover the next three months of leisure
activities at the nursing home. Mark was very happy and told Ava and
Ethan that he had never seen such determined6 teenagers.

isolated: adj. far away from others

5

determined: adj. having a strong desire to do something, so

6

that you will not let anyone stop you

10 Unit 1
Unit 1 11
It took two weeks to organize everything. They made groups, so that
there were always at least two or three adults with a group of teenagers.
It was Monday and that was the day Ava and Ethan, together with some
other people, went to the nursing home.

Ava had taken ballet classes when she was little. She loved dancing to
any style of music. What she was going to do was clear for everyone:
she dragged7 a coffee table to a corner, put her radio on the table, and
turned it on. She was dancing when Phillip and Rose came. What a
coincidence! Rose had also taken ballet classes when she was little, she
told Ava. Phillip had always loved dancing.

Ethan loved reading. He had a big bookshelf at home full of books:

kids’ books, some dictionaries, and an encyclopedia8. But I can’t take
kids’ books with me to the nursing home, he thought. So, he borrowed
a novel from his father, Twenty Thousand Leagues under the Sea by Jules
Verne. He sat on the floor and started reading to two women. By the
time he got to page 5, there were eight people surrounding him.

Ethan’s parents were there, too. His mother brought a chessboard and
waited for someone to come play with her. A man said he had won a
chess championship in 1950. “Sit down and show me what you got,”
said Ethan’s mother, smiling. Ethan’s father was a famous chef and took
some people to the kitchen to prepare sandwiches for everyone.

Every afternoon, volunteers went to the nursing home and did different
activities with the seniors. They all learned a different thing every day,
elders and volunteers.

drag: v. to pull something along the ground

7

encyclopedia: n. a book or CD, or a set of these, containing

8

facts about many different subjects, or containing detailed facts

about one subject

12 Unit 1
Unit 1 13
The program had been very successful. After three months, the elders’
health and mood had improved due to the volunteers’ daily visits. They
were much happier, and the signs of depression had disappeared. Mark
went to Ava and Ethan’s school to give them the good news in the form
of a community report. Ava and Ethan were ecstatic9 when he told them
they had helped improve the seniors’ quality of life. Ava thought, “Is
there anything better than helping people around us?” Both teenagers
felt happy and satisfied. The seniors and the staff at the nursing home
felt grateful.

At the end of the talk, Ava raised her hand and asked, “But what will
happen now? I mean, we have had such great results… Now what? What
happens with them? What happens with the volunteering program?”

Mark was waiting for someone to ask all those questions. “Ideally,
we would need another group of volunteers. If daily visits are a little
difficult, then we can have the program three or four times a week. I
think the results will still be very beneficial for us, and it will also be
easier for the volunteers.”

“We need to get more people in the community involved. That’s what
we need!” said Ethan out loud without raising his hand.

Everybody agreed with Ethan. “Let’s make some flyers that we can hand
out in the streets or leave in stores. That way the whole town will know
about the program.” They all liked Ethan’s idea, so they immediately
moved to the art room and created hand-made flyers. Ava, Ethan,
and their classmates were in charge of handing them out during the
weekend.

9
ecstatic: adj. feeling extremely happy and excited

14 Unit 1
Unit 1 15
Ava was very excited about helping the community as much as possible.
She liked the idea of the flyers, but she thought something else should
be done. Just that week, they had been talking about public service
announcements in History class, “What if we record a little PSA?” she
thought. She asked some friends for help.

“Guys, why don’t we make a PSA?”

“A PSA? What do you mean?” asked one of her friends.

“A public service announcement is a message of social interest. The

objective of the message is to inform the public and raise awareness, to
change the public’s attitude toward a social issue,” explained Ava.

“Hmmm, like a commercial?” another friend asked.

“Yes and no,” replied Ava. “It can be broadcast on the radio or on TV
like a commercial, but obviously they are not selling anything. The
objective is to make a problem public so more people are aware of it.”

“I’m in!” said Ethan. The rest of the friends agreed as well.

“OK. So we need to get organized:

• Who is going to be in front of the camera?
• Who is going to write the script?
• Who is going to review the script?
• Who is going to record the message?
• When do we meet to rehearse?
• What non-verbal language will we use?”

The local TV had no problem in broadcasting the PSA for a month.

Everybody in town saw the flyers and the PSA, and were made aware
of the problem. Although not everybody signed up for the volunteer
program, many people did, and it was a success again!

16 Unit 1
Unit 1 17
Do the following activities to support this unit’s social
practice of the language: To express support and
solidarity before an everyday problem.

1. In groups of three, propose an alternative plan for the

nursing home.

2. On a separate piece of paper, write a brief PSA script

for your alternative plan. Rehearse and act it out in
class. Don’t forget to include sound effects.

3. Think about your community and brainstorm

community problems. Choose one problem of the list
and create a brief PSA for that specific problem.
Problem chosen:
•
•
•
•
•

ICT Box

https://goo.gl/dBCyRJ

What do you think are the steps to create a PSA? If you want to
read more from the experts, go to the link provided.

18 Unit 1
 The Birds
A modern adaptation of
40
a classic play by Aristophanes

Unit 2 19
“Aristophanes, as you know, next year we have a theater contest at
the City Dionysia. My company is ready to rehearse, so I would like
to know if you have finished a script.”

“Absolutely, Ornithias, my friend. I have written a play called The

Birds, and you can read the script in this book. Later, I’ll give you a
list of the costumes and props you need.”

The Birds by Aristophanes

Act I

[A forest. PITHETAERUS, an elderly man led by a crow, and

EUELPIDES, a chubby and cheerful man led by a jackdaw1, enter
in scene.]

EUELPIDES: [to his jackdaw] You say we should continue straight

on?

PITHETAERUS: My crow is saying we should return. These birds do

not know anything and now we are completely lost! Unit 2

EUELPIDES: My jackdaw is telling me that we need to find where

the birds live. Hit that rock with your head to make noise and to
know if they live there.

PITHETAERUS: Very funny, but I prefer to knock on the door that is

on the rock.

[He knocks. A door opens and an enormous bird called TROCHILUS

comes out.]

TROCHILUS: Who are you, horrible beasts, and how dare you
disturb this peaceful morning?

[Both TROCHILUS and the travelers look at one another in terror

while the jackdaw and the crow escape.]

1
jackdaw: n. a small crow with gray head

20 Unit 2
 EUELPIDES: Do not get angry because we have simply travelled this
far looking for the Hoopoe.

TROCHILUS: My master cannot come out at this moment, for he had

blueberries and a few white ants for lunch, and that makes him sleepy.

HOOPOE: [in off-voice] Wackoo-wackoo-wabout, what is all

the fuss about? Who is interrupting my dreams, Trochilus? [The
Hoopoe enters.] What is the reason that brings you to the land of
the birds?

Unit 2

Unit 2 21
EUELPIDES: After you turned into a bird, you got all the wisdom of
both birds and humans. We want to consult you, hoping that you
can show us a city where we can be comfortable and not worry
about anything.

HOOPOE: What kind of city would you like to live in and why do
you not like your current town?

PITHETAERUS: You must know that we come from Athens, and

there the people are extremely boring! They are always talking
about philosophy and laws and taxes.

HOOPOE: I have heard that in Troy and Sparta they are dying to
meet new people.

EUELPIDES: I thought they were dying because they are always at

war with everybody. What is it like to live here with the birds?

HOOPOE: We wake up at dawn, we feed in gardens or in the forest,

we fly for a while whenever we want, and go to sleep at dusk. Unit 2

PITHETAERUS: Your life seems pretty simple, but I have an

extraordinary idea—I see a bright future for the race of birds and a
chance to get great power if you listen to me.

HOOPOE: What do you suggest we do?

PITHETAERUS: First of all, do not chew your seeds with the beak
open because it is disgusting. Second, you have to build a wonderful
city.

HOOPOE: Where can I build a city?

PITHETAERUS: Look down, look up, and turn your head around.

HOOPOE: [moving the head in all directions] Where else do I have

to look? My neck is dislocated.

22 Unit 2
 PITHETAERUS: Look at the immense clouds and the spacious sky.
Do you not realize that it is the birds’ natural habitat? Make it your
country and surround it with an enormous wall, which will give
you power over the world!

HOOPOE: How is that possible?

Unit 2

Unit 2 23
PITHETAERUS: When we want to go to another country, we ask for
permission to pass through, right? When men send sacrifices to the
gods, the smoke has to cross through the air that is between heaven
and the Earth. You could charge the gods gold and silver to let it
through; otherwise, they will starve.

HOOPOE: [chirping2 excitedly] That is an amazing idea! I will

definitely join you to build that city, but I have to convince the
other birds. Let me call them at once. [singing in a very dramatic
manner] Hoo-hoo! Every winged creature, gather together. Tweet,
tweet! Come chirping, for the plan is sweet. Tio, tio! Woodpecker,
hummingbird, rejoice because our prayers have been heard!

[A lot of birds sound in the distance and the noise increases as they
approach. A big pink bird is the first to arrive, standing arrogantly.]

EUELPIDES: I had never seen a species as colorful as a flame!

HOOPOE: That is why Flamingo is its name.

Unit 2

[A large group of birds arrive at the scene. They seem a bit

threatening and the LEADER is the first to speak.]

LEADER: Who-hoo-cu-caw, who-hoo cu-called me?

HOOPOE: I called you because these two men have just told me a
marvelous plan that will give us great power.

LEADER: [extremely angry] What have you done, you monster?

[A CHORUS of birds talks simultaneously.]

CHORUS: We have been terribly betrayed by humans before when

they have locked us inside cages or damaged us with stones. Get rid
of those beasts or we will peck their eyes and toes.

2
chirp: v. (of a bird) to make a high-pitched sound

24 Unit 2
Unit 2

EUELPIDES: That certainly sounds frightening! Pithetaerus, you

have brought misery upon us. [He starts crying and PITHETAERUS
laughs.] Why is it amusing to see me cry?

PITHETAERUS: Because when they peck3 your eyes out you will
never weep again!

3
peck: v. (of a bird) to bite something with the beak

Unit 2 25
CHORUS: We will surround them with our wings and smack them
with our beaks. They cannot escape and like chickens they will
squeak. [They start surrounding PITHETAERUS and EUELPIDES.]

PITHETAERUS: [to EUELPIDES] Take out the pot from the basket,
and use it as a shield. There are also some soup dishes that we can
protect our eyes with.

HOOPOE: Why do you want to harm these two decent Athenian

gentlemen?

LEADER: They have treated us badly for centuries. Our cousin the
dodo is extinct because of them, so humans cannot be our friends!

HOOPOE: That is true, but Pithetaerus and Euelpides are harmless

and as wise as an owl. [to PITHETAERUS] Explain to them why you
came.

PITHETAERUS: [to the LEADER] I will, but promise me you will

leave my eyes and toes intact. Unit 2

LEADER: I swear that if I break my word, you can cook me in your

pot.

PITHETAERUS: You must build a city in the sky, and tell Zeus to
restore the glory your ancestors had. If he does not agree, you
will convince humans to offer sacrifices to you, and the birds will
become the new gods.

LEADER: How can we make humans forget about the gods and
worship us if we do not have the same powers as Apollo or Ares?

PITHETAERUS: You can eat all the insects that destroy their crops,
or you can tell them when a storm is coming so they do not sail and
die at sea.

LEADER: I consider that your plan is excellent, indeed. If you take

this root, you will grow wings and become one of us.

26 Unit 2
Unit 2

[PITHETAERUS and EUELPIDES chew on the root. Suddenly,

PITHETAERUS starts to grow wings.]

EUELPIDES: [laughing intensely] You look like a chicken! [Suddenly,

two wings appear on his back.] Oh, no! I look like a turkey!

Unit 2 27
PITHETAERUS: Now we need a splendid name for our city. We shall
call it… [He pauses to think and then says the name in a dramatic
way.] Cloud Cuckoo Polis4!

[The CHORUS, the LEADER, and the HOOPOE cheer in agreement.]

LEADER: You deserve this crown, Pithetaerus, as you have proven

that you will lead us to glory! Long live your royal Birdness!

Act II

[A messenger enters.]

MESSENGER: [to PITHETAERUS] Your Birdness, I have come to

inform you that your magnificent wall is completed.

PITHETAERUS: I am pleased to hear such an excellent report.

MESSENGER: When people saw your wonderful city, they started

worshipping us. Humans are now naming their children Storkrates Unit 2

or Eagletophanes or Featherico. They want to imitate us in every

single way.

[KINESIAS, a lyric poet, enters singing.]

KINESIAS: Fly me to Neptune, and let me sing among the birds that
live in your city that I worship and adore.

PITHETAERUS: Who are you and what brings you here?

KINESIAS: I am Kinesias, a lyric poet. When I saw how incredible

your city was, I fell in love with it, and wanted to be part of your
feathery community. [singing a little off key] Come fly with me,
I want to soar5 sublime!

4
polis: n. a city-state in ancient Greece
5
soar: v. to fly high in the sky

28 Unit 2
 PITHETAERUS: Okay, okay, I promise to give you wings if you stop
singing!

KINESIAS: I will tweet a thousand songs about Cloud Cuckoo Polis.

[PITHETAERUS puts two wings on KINESIAS’ back and he leaves.]

Unit 2

Unit 2 29
[PROMETHEUS enters, hooded and holding an umbrella.]

PROMETHEUS: [approaching PITHETAERUS and talking quietly]

Hello, I am Prometheus.

PITHETAERUS: [talking loudly] You are the one who stole the fire
from the gods! Thanks to you now we can burn our marshmallows.

PROMETHEUS: Quiet! Or Zeus will find out that I am here to help

you. That is why I am carrying this umbrella, so he does not see me.
Zeus is devastated because when you built the city, men stopped
offering sacrifices to the gods, and now they can disappear! Zeus
has sent his brother Poseidon to reach an agreement with you. You
should not accept his terms until he gives you his royal scepter6
and his daughter. She is in charge of Zeus’s thunder and his
finances, so if she becomes your wife, you will be rich.

PITHETAERUS: Zeus’s power and a rich wife… sounds good to me.

[A knock on the door is heard. PROMETHEUS hides and POSEIDON Unit 2

enters.]

POSEIDON: I have come to negotiate your demands in the name of

Zeus.

PITHETAERUS: First of all, I want Zeus’s scepter and also… his

daughter.

POSEIDON: Why are you doing this to us, you selfish bird?

PITHETAERUS: Go and tell Zeus. You have little time before you all
disappear, so you better hurry.

[POSEIDON exits angrily. PITHETAERUS waits in silence awkwardly.

Someone knocks on the door. He opens it and there is a woman
wearing a wedding dress and carrying a scepter.]

6
scepter: n. a rod that kings use to symbolize authority

30 Unit 2
Unit 2

PITHETAERUS: Welcome to Cloud Cuckoo Polis, Bride from the sky!

CHORUS, LEADER, KINESIAS, EUELPIDES, PROMETHEUS, and

HOOPOE: We are victorious. We own the sky and the thunder.
Caw, caw, caw! We will fly forever above the clouds!

[All the birds make joyful sounds. PITHETAERUS and THE BRIDE
walk to the center of the stage.]

THE END

Unit 2 31
Do the following activities to support this unit’s social
practice of the language: To read theater plays.

1. What do you think of the plan to build a city in the sky?

2. What was your favorite character and why? Write some

notes and discuss in pairs.

3. What other theater plays do you know? Complete the

following table.

Name of
Unit 2

Playwright Genre
the play

ICT Box

https://bit.ly/1kdVHvH

If you want to know more about ancient Greek theaters, festivals,

costumes, props, and playwrights like Aristophanes, go to the link
provided.

32 Unit 2
 Disaster!
Are You Prepared?
An informative text about
41
environmental emergencies

Written by Yukio Kimura

Unit 2

Unit 3 33
We all know about environmental
emergencies, the sudden disasters that
result from natural, technological, or
human-caused factors. They can happen
anywhere, anytime. According to Statista*,
an online statistics site, from 2010 to 2017
there were 2,378 natural disasters around
the world. In 2017, around $353 million
were lost because of natural disasters.

Environmental Emergencies
floods volcano eruptions droughts
heat waves tsunamis chemical spills
hurricanes wildfires oil spills
landslides winter storms radiation emergencies
thunderstorms earthquakes

Some of the Biggest Environmental Disasters:

The Deepwater Horizon Oil Spill (Gulf of Mexico, 2010)
The Baia Mare Cyanide Spill (Romania, 2000)
The Chernobyl Nuclear Explosion (Ukraine, 1986)
The Great Smog of ’52 (London, 1952)

In every situation, it is important that the community knows

what to do before, during, and after those situations. Every
emergency is different, and you should have information and
recommendations at hand.

You must be alert to the disasters that are more likely to happen
in your area. Do research and share your knowledge at home
and at school. You can post a list of instructions on the wall in
order for everybody to know the steps to follow. Remember that
disasters strike suddenly, so you must be prepared at all times.

Next, you will find some information about earthquakes, radiation

emergencies, and oil and chemical spills.

* https://bit.ly/2H3w1Wb

34 Unit 3
Earthquakes
The Earth has a rigid layer, which is
broken up into seven parts called plates.
They rub against each other constantly,
causing earthquakes. The movements in
an earthquake can be horizontal, vertical,
or a combination of both.

A big earthquake is often followed by

aftershocks1, which can collapse more
buildings after the main shock. If an
earthquake happens in the ocean, it can
create enormous waves, known as tsunamis.

Steps to Follow During an Earthquake

• If you are indoors:
º Stay inside until the shaking stops.
º Get under a table or other piece of furniture.
º If you cannot get under furniture, crouch in a corner of the
room.
º Stay away from windows or objects that could fall.
º Do not use elevators.

• If you are outdoors:

º Move away from buildings, power lines, trees, or anything
else that could fall.
º If you are driving, stop. Do not park under bridges.

Steps to Follow After an Earthquake

• Check your home for damage. If you think it is unsafe, stay
out.
• Do not light matches.
• Listen to the news and follow official instructions.
• Be prepared to evacuate your house in case of aftershocks.

aftershock: n. small quakes that happen after a bigger one,

1

when the surface adjusts

Unit 3 35
Biggest Earthquakes
It caused tsunamis Indian Ocean Environmental
with 30-meter Earthquake Effects
waves, and other Several ecosystems
earthquakes far such as coral reefs,
away (Alaska). mangrove2 swamps,
2004 and forests were
affected.
Sri Lanka, India, Social Effects
Thailand, and Millions of jobs were
Indonesia suffered West Coast lost. People suffered
most of the of Indonesia psychological
damages. damage.
Around 250,000
people died.
Cost of the Disaster: $8.71 billion

It caused tsunamis Chile Environmental

with 25-meter Earthquake Effects
waves, as well as Rivers and lakes
landslides. were blocked and
polluted by debris3.
Concepción,
1960 Social Effects
Puerto Montt, People who lost their
and Valdivia were homes: 2,000,000
the cities most Injured people: 3,000
South of
affected. Deaths: 1,600
Chile
Cost of the Disaster: $600 million

mangrove: n. a tropical tree that grows near water, whose roots

2

grow above the ground

3
debris: n. broken pieces of wood, metal, or other materials

36 Unit 3
Radiation Emergencies
There are different types of
radiation emergencies. They
could be caused by humans or
by accident.

A radiation emergency can

happen when a nuclear device
explodes. Then, the wind takes
radioactive materials to large
areas. Other devices that can spread radioactivity are dirty bombs.
They are a mix of explosives and radioactive powder. When
dirty bombs go off4, they carry radioactive material into the
surrounding areas.

Weapons are not the only causes of radiation. An accident

at a nuclear power plant could release hazardous materials
throughout the area. Another source of radiation could be a safety
failure in a research center where radioactive materials are used.

Radioactive materials can contaminate buildings, food, and water

sources. This causes people to be exposed to radiation over time.
In the future, they might have health problems.

Health Hazards

The consequences that radiation has on a person’s body depend

on their level of exposure. The symptoms caused by radiation
can be mild or very serious. The most common problems are the
following:
• skin reddening • skin burns
• vomiting • bleeding
• fatigue • hair loss
• fever • cancer
• diarrhea • death

4
go off: phrasal verb to explode or fire

Unit 3 37
 Steps to Follow During a Radiation Emergency

• If you are outdoors:

º Go inside a building quickly. Choose a concrete multi-
story building if it is near, or a house. Never stay inside
a vehicle, as they do not offer good protection.
º Before entering the building, take off carefully the
external layer of clothing. When you get inside, put
the clothing in a plastic bag. Take a shower or wash
the parts of your body that were uncovered. Blow your
nose, and wipe your eyelids and ears with a wet cloth
or paper towel.

• If you are indoors:

º Stay inside. The walls of houses and buildings can
block a large amount of radiation. Close windows,
lock doors, and stay there for 24 hours at least, until
radioactive materials become weak and emergency
officials say it is safe to leave the area.
º Remain in the middle of the building or in a
basement, far from the walls and roof. Turn off air
conditioners in order to avoid bringing air from the
outside.

Stay Tuned

Local authorities will offer more information about what to

do during and after the emergency. Consult their websites
and social media. If the Internet is restricted, use the TV or a
radio.

38 Unit 3
Biggest Radiation Emergencies
Some explosions Chernobyl Environmental
at a reactor of the
Nuclear Effects
power plant released Agricultural areas,
huge amounts of Disaster water sources, forests,
radioactive materials and animals were
into the air. contaminated.
Big areas of Belarus, Social Effects
Russia, and Ukraine 1986 People who lost their
were affected. homes: 346,000
Health problems:
cataracts, heart
North of conditions, cancer
Ukraine caused by drinking
radioactive milk, and
psychological problems
Cost of the Disaster: $170 million

After a major Fukushima Environmental

earthquake, a
Nuclear Effects
tsunami affected Plants, animals, and
three reactors at the Accident different ecosystems
Fukushima Daiichi were contaminated
plant. with radiation.
There were nuclear Social Effects
meltdowns5 and 2011 Many deaths were
release of radioactive caused by the
materials. evacuation. For
example, living in
North of shelters for a long
Japan time damaged elderly
people’s health.
Cost of the Disaster: $188 billion

5
meltdown: n. a situation in which nuclear fuel becomes very
hot, melts through its container, and escapes to the environment

Unit 3 39
 Oil and Chemical Spills
Spills are caused by accidents,
natural disasters like hurricanes,
or when equipment breaks
down. Spilled oil floats on the
sea and then it can get into rivers
and lakes. Other chemicals are
usually spilled on rivers.

Spills mainly affect animals and

plants that are on the sea surface or on shorelines. The creatures
most affected are otters, turtles, seabirds, snails, and clams. Living
beings die because they inhale fumes, or because oil affects their
ability to maintain their body temperatures.

How Are Spills Cleaned?

Local and federal authorities,
and volunteers help in these
situations. People use the
following tools to control the
emergency:
• sorbents, which are sponges
to absorb the liquid
• floating barriers to contain the spill
• hoses to wash chemicals off beaches

Steps to Follow During Spills

• Contact the local emergency office.
• Alert people in the area and evacuate.
• Stay away to avoid risks.
• Turn off appliances and other electrical equipment
near the spill.
• If you are indoors, close windows and vents.

Stay Tuned
Listen to local radio or TV stations for important information.
Follow instructions from authorities carefully.

40 Unit 3
Biggest Spills
The Deepwater Deepwater Environmental
Horizon was a rig6
Horizon Effects
over an oil well7. It affected 8,332 species
In April 2010, gas living in the area.
caught fire and the Some species of fish
platform exploded. developed deformities
2010 in their organs.
It affected 180,000 km2 Social Effects
of ocean and It affected tourism,
continued up to the economy, and the
shore. By 2011, the Gulf health of people living
spill had polluted of Mexico on the coasts. They
790 km of coastline experienced throat
in the US. irritation, nausea, and
headaches.
Cost of the Disaster: $65 billion

A dam8 that was Baia Mare Environmental

holding water Effects
contaminated with In the River Tisza, 80%
cyanide overflowed. of the aquatic life died.
2000 Dead fish affected
other animals after they
ate contaminated fish.
It contaminated three Social Effects
rivers in Romania Northwest of No water supply for
and Hungary, killing days.
large quantities of Romania Hundreds of fishermen
fish. could not work.
Cost of the Disaster: $170 million

6
rig: n. a large structure used for getting oil from the ground or
the bottom of the sea
7
well: n. a deep hole in the ground or under the sea to get water
or oil
8
dam: n. a wall across a river to stop its flow

Unit 3 41
 Pack an Emergency Kit
All family members should
work together to prepare
the emergency kit. Even
small children can suggest
items to include, for
example, books or games.
Everyone should know
emergency numbers, safe
spots in the house, and the
best escape routes from your home.

Food, Water, and Medicine

Assemble a three-day supply of the following:
• Food: canned, dry, or dehydrated foods
• Water: one gallon per person, per day
• Medicine: anti-diarrhea and fever reduction medications

Other Items:
• flashlight and batteries • duct tape
• multi-purpose tool • blankets and sleeping bags
• manual can opener • soap

Documents
• copies of insurance cards or medical records
• copies of personal documents: birth certificates, passports,
identification cards
• family and emergency contact information

Recommendations
• Check the expiration date on food, medicine, etc. at least
twice a year.
• Label all items clearly, and pack them in containers that are
easy to carry.
• Store the documents in waterproof containers.
• Put the kit in a place accessible and known to everybody at
home.

42 Unit 3
 What Can We Learn
from Environmental Emergencies?
Nature is more powerful than humans, and we cannot make
natural disasters disappear. However, we can learn how to be
ready and how to act when they strike.

To sum up, we can be prepared to face emergencies by doing the

following:

• Identify the disasters that could affect your area.

• Know exactly what to do in those cases.
• Prepare for an emergency as a family.
• Stay tuned for official instructions.
• Have an emergency kit.

It is also true that humans are partly responsible for some

environmental problems. Because of global warming, there are
more floods, more fires, and fewer glaciers. Besides that, some
environmental emergencies are caused by mistakes when humans
handle hazardous materials. Maybe it is time to look for real
alternatives to get safe and clean energy.

We have to decide if we want a bright or a dark future. All our

habits will contribute to one of those results. Even small actions
can have positive consequences. That is why you should ask
yourself: How can I help the environment every day?

Unit 3 43
Do the following activities to support this unit’s social
practice of the language: To produce instructions to
prepare for an environmental emergency.

1. Think of an environmental emergency in your country

and complete the table.

Disaster Place Actions to deal with it

2. In small teams, make a list of the kind of environmental

emergencies mentioned in the text that could affect
your area. Then, number them in order of probability
(number 1 is the most probable to happen).

•
•
•
•
•
•
•
•
•

3. Choose an environmental emergency mentioned in the

text. Make a poster with instructions about what to do.

ICT Box

https://bit.ly/2qaayjd

If you want to know more about environmental emergencies,

statistics, and health risks, go to the link provided.

44 Unit 3
 Sensational Information!
Or Sensationalist?
A comparison between real
and fake news 42
Written by
Rebecca Winfrey

Unit 4 45
Nowadays, fake news can travel
around the world in seconds.
Although newspapers have the
responsibility to check and confirm
the truth of the information to be
published, people are exposed to
false or sensationalist1 news. In
this sense, there are two types of newspapers. Both might write
about the same situations, but their style and approach are very
different.

On the one hand, there are serious newspapers that report properly
sourced and truthful information based on facts. They publish
important topics about:

• business • sports
• the arts • fashion
• science • lifestyle
• political events • health

On the other hand, tabloid-style newspapers publish rumors and

gossip, pictures of celebrities in embarrassing situations, or even
stories that are made up, for instance, about UFOs. Other sections
could include:

• crime stories
• astrology The First Human
• political scandals to Marry an Alien!
If you choose to read tabloids, it
should be just for fun. But if you
want to be informed, read reliable newspapers.

Do you think you are able to tell which is which? Find out on the
following pages.

sensationalist: adj. presented in a shocking way to cause public

1

interest, often not true

46 Unit 4
 THE WASHINGTON REVIEWER
SOCIETY TUESDAY, JULY 5 VOL. 40 NO. 2

The Economics Museum

Helps Plan Your Future
By Melanie Holger

Last weekend, all the visitors

at the Economics Museum
were given a special gift.
The director of the museum,
Paul Williams, said: “We
printed this brochure2 to give
recommendations on what to
do and what not to do with our
money. We shouldn’t only show
the history of economics.” He
also said that people make a
lot of financial mistakes that
affect their future. The most
common mistake mentioned
in the brochure is not having
emergency savings. If you want
the brochure, you can go to the
museum and get one for free.

A Bridge to Growth but it wasn’t easy to get there.

Thanks to the bridge, tourism
By Frank Ryan and employment are growing
now.” If you like trekking and
The bridge connecting the other ecotourism activities,
towns Saint Paul and High High Rocks is the place to go.
Rocks is operating now. It took
three years to be built. Architect
Michael Olive supervised the
construction. He explains:
“High Rocks is a beautiful place

Are the topics relevant to society?

brochure: n. a thin book giving information or advertising

2

something

Unit 4 47
 THE WASHINGTON REVIEWER
CULTURE TUESDAY, JULY 5 VOL. 40 NO. 2

The Clowns A New

Acclaimed at
Rockafeller
By Arthur Robinson
This edition3 of the Rockafeller
festival chose The Clowns to
close the show. Johnny Brown,
lead singer, said after the show:
“We never thought we would
be invited because not many
people know us yet, but it was
incredible. We connected very
well with the audience.” No
wonder this happened. Their
tunes kept the spectators
dancing the whole show. The
quality of the sound and the
lights amazed the crowd. These
clowns were not joking.
Genius Found
in Blue Bay
By Julie Meyers
The Blue Bay Film Festival has
seen the birth of a filmmaker
who will make history. Jonathan
Martell’s opera prima4
Strong won the prize for best
film and best director. Roy
Collins, president of the jury,
mentioned: “The dialogs are
pure genius. The film makes
you think about life in ways
you never imagined. Martell is
a new voice that will speak for
generations.” The film will be
playing in theaters until the end
of this month.

Do the reports mention the name of the sources?

3
edition: n. one of a series of repeated events
4
opera prima: n. the first film that a director makes

48 Unit 4
 THE WASHINGTON REVIEWER
POLITICS TUESDAY, JULY 5 VOL. 40 NO. 2

Free Education for Adults

By Seth Banks

The Congress passed a law

that states adults over 45 can
get a high school diploma for
free. The government is going
to provide the funds for books
and materials. High schools all
over the country are going to said: “Many adults couldn’t
make their facilities5 available. study when they were younger,
Cindy Lawrence, director of the but they want to learn. This
Institute of National Education, decision will help our country.”

Governors for Health

By Kate Parker
After the recent oil spill that
affected thousands of people
last week, all the governors
signed a letter and sent it to
the President. One section
mentions: “We want to provide
better health services, but we
can’t do it alone. We need your
support to build more hospitals
and improve the existing ones.”
The President mentioned at a
news conference yesterday that
he would build ten hospitals
within the next five years.

Are the topics serious matters or scandals?

5
facilities: n. the buildings provided for a particular activity

Unit 4 49
 The Express Post
SHOWBIZ NEWZ TUESDAY, JULY 5 VOL. 20 NO. 6

Wayne Sanders Destroyed by Fame!

By Joe King
Wayne Sanders is not the lovely
actor we have seen on screen.
Everybody says that no one
wants to hang out with him or
hire him anymore because he
became an angry person after
starring his second movie. He restaurant, alone. Money gone,
couldn’t handle fame. He threw friends goodbye. A former
the biggest parties in town and high school classmate reported
had a collection of luxury cars that Wayne had never used his
a few months ago. But recently money very well. Poor Wayne!
he was seen eating at a cheap We’ll miss him.

Congratulations! It’s Triplets!

By Sharon Brown
Two months ago, Mariah
Stephenson declared on TV
that she was pregnant. She said
that one child would make her
very happy. But apparently she
is going to have three babies. A
nurse at the clinic where Mariah
goes for her checkups overheard
Mariah’s conversation with the
doctor. “I’m sure the doctor used
the word triplets”, she says. So
never ask for one miracle. You
might get three!

Are there very informal words in the text or any other place on the page?

50 Unit 4
 The Express Post
HOROSCOPES TUESDAY, JULY 5 VOL. 20 NO. 6

Here’s What the Stars Have for You!

By Crystal Moon

GEMINI LEO
May 21 to June 20 July 23 to August 22

You are going to face a This is your lucky day.

difficult situation, but you
will start a true friendship.
Be alert to all signs! Jupiter
is on your side. It will put
you in touch with interesting
people. This could open new
doors for you. Don’t waste
the opportunity.
The Sun and Mercury are
aligned6, which means
you’re on fire. Consider
buying a lottery ticket. All
the decisions you make
today will turn out well.
Your soulmate is Pisces. Be
ready to find love.

CANCER
June 21 to July 22
Let your inner light shine!
Smile a lot and wear white
clothes. Your coworkers will
find a leader in you. This
could get you a promotion.
Don’t be afraid to talk about
your passions.
VIRGO
August 23 to
September 22
You have a problem, but it
is not going to be solved on
its own. You have to start
making changes in your
routine. Sign up for a course
or take up a new hobby. Get
out of your comfort zone and
you will grow as a person.

Are there scientific facts in this section?

6
align: v. to place in a straight line

Unit 4 51
 The Express Post
THE WORLD TUESDAY, JULY 5 VOL. 20 NO. 6

Seven-Year-Old
Finds Cure to
Cancer
Hannah Stevenson is a gifted
child. Her father has taken
her to his lab since she was
two. Now, at the age of seven,
she has a promising career in
science. One day, Dr. Stevenson
asked her how she would cure
cancer. She simply answered:
“Lemon juice kills tumors.” He
says that she is usually right,
so he made some experiments.
Surprisingly, lemon juice
reduced tumors in the lab. The
local university is now funding7
his research and she was given a
scholarship to study there.
Mythological
Creatures
Actually Existed
Greeks and other ancient
civilizations show in their
stories or artistic expressions
that they were in contact
with creatures that we don’t
see anymore. They were
not gods. They were simply
another human race called the
humanimals. Mermaids, the
minotaur, and the god Ra are
examples of humans who were
still evolving from fish, bulls,
and birds. After some decades
of evolution, we will see those
creatures again.

Are these pieces of news believable?

7
fund: v. to provide money for an activity, event, etc.

52 Unit 4
So, which newspaper is serious and which one is a tabloid? Let’s
review the reasons to answer the question.

The people who are quoted in The Washington Reviewer are public
figures and professionals. Those in The Express Post are unknown
people.

The information in The Washington Reviewer is verifiable. Some

pieces of news in The Express Post are based on suppositions.

The headlines in both newspapers are very different. Those in The

Express Post try to attract the reader’s attention immediately.

The topics in The Washington Reviewer are relevant to society. The

information of The Express Post is simply… You get my point,
right? It is very clear that The Express Post is a tabloid.

Remember: always check the sources and don’t be misled8

by shocking headlines. Read sensational information, not
sensationalist!

As a final exercise, let’s read the same report in the serious and the
tabloid versions. Which one are you going to believe?

8
mislead: v. to make someone believe a lie

Unit 4 53
 The Chicago Journal
INTERNATIONAL NEWS MONDAY, JULY 13 VOL. 15 NO. 3

Aliens in Egypt?
By Mohamed Nadir
Three bright circles were seen above the pyramids of Giza
last Monday. They were there for just a few minutes and then
disappeared. It was an unusual sight that startled9 both locals
and tourists.

Some people believe that clouds can take on round shapes

the pyramids were built by and look like a flying saucer.
aliens. Is it possible that the And sometimes, the pollution
circles were alien spaceships in the air reflects the sunlight.
that came to see their ancient That’s why the circles were
masterpieces? We asked Patty shining.”
Gallagher, director of the As usual, these UFOs were
Astronomy Institute, what she just an illusion.
thought about the origin of
those circles.
She explained: “There are
many reasons why peculiar
things are seen in the sky. In
the case of this event, what we
saw was lenticular clouds. When
there is a stable airflow, the

9
startle: v. to cause sudden alarm or surprise

54 Unit 4
 Atlantic City Press
INTERNATIONAL NEWS MONDAY, JULY 13 VOL. 35 NO. 4

Aliens in Egypt
By Abdul Cenit

Three bright circles were

seen above the pyramids of
Giza last Monday. They were
there for just a few minutes
and then disappeared. It was
an unusual sight that startled
both locals and tourists.

Many scientists agree that the energy from the Earth. That’s
pyramids were built by aliens. Is why the circles were shining.
it possible that the circles were It’s possible that soon we’ll
alien spaceships that came to see another spaceship above
see their ancient masterpieces? the pyramids in Teotihuacan,
We asked Jamie Mousin, Mexico.”
author of the celebrated10 blog
UFOlogy, what he thought
about the origin of those circles.
He explained:
“It was normal to see flying
saucers above the pyramids. Do
you know why? Because they
were the first monuments that
aliens helped humans build.
Actually, flying saucers use the This is more proof that we are
shape of the pyramids to take not alone in the universe.

10
celebrated: adj. famous

Unit 4 55
Do the following activities to support this unit’s social
practice of the language: To compare news in different
journalistic publications.

1. Make a list of the most famous newspapers or

magazines in your city. Are all of them serious
publications? Are there any tabloids in that list?

•
•
•
•
•

2. Why do people like to read tabloids? Is it a common

practice in your area?

3. How often do you read serious journalistic publications?

What topics interest you?

ICT Box

https://bit.ly/2EEZJe9

If you want to know more about the history of newspapers go to

the link provided.

56 Unit 4
 One Voice,
Many Stories
Adaptations from monologues by Aristophanes,
43
Molière, and Shakespeare

Unit 5 57
I 
remember that the first time I appeared on stage, I felt butterflies
in my belly. I had auditioned for a small comic role for a play at
my college. I was a very shy person, and wasn’t sure of doing the
audition. My friends convinced me to do it. After all, what could I lose?
Finally, I got the part.

The play took place in a tiny auditorium. Maybe there were only
50 people, but when I entered the scene, I felt that I was in front of
a thousand. My legs were shaking and I was sweating. I told myself,
“Calm down, this is not Broadway, it’s just your school. Breathe in,
breathe out.” The play ended and the audience burst into applause.
That day, I knew I was going to become an actor.

I’m 60 years old now. After a long career in theater, I know all the
characters, the dramas, the costumes... What I enjoyed the most
was doing monologues. You can talk to yourself, and forget about
everything, or you talk to the spectators and they become your
confidants1. There are comic, dramatic, and interior monologues, and
they are equally powerful.

You know Aristophanes, right? As you remember, he wrote many

comedies, but even in his satires, there are compelling2, serious, and
emotional monologues, like the one that Praxagora said when she
disguised herself as a man and sneaked into an assembly in Athens.
She taught those men a lesson that is still true. You know what? Let
me share it with you. Where’s my Greek robe? Ah, here it is. Let me
get into character. Oh, Greek muses, inspire me! Athena and Dionysus,
give me the power to perform! Okay, I think I’m ready now. This is
what Praxagora said.

1
confidant: n. a person to whom you can tell secrets
2
compelling: adj. interesting and exciting

58 Unit 5
Unit 5 59
 “
I love my country as much as you do, and I’m extremely sad
about what is happening in it. Those who govern us are corrupt. Only
one in ten is honest. However, if we choose new rulers3, they will
do worse because they don’t have enough knowledge. Now we have
a democracy, but only those who are rich think that everything is
alright. Take yourselves as an example. You take your salaries from
the money that belongs to the people, but you don’t care about them.

Listen to me, and everybody is going to have a better life. I’m

convinced that the control over this land should be given to women.
They do a great job taking care of their families and homes. They
would do the same for the whole country. Our governors want to be
innovative, but end up making many mistakes. Women, on the other
hand, have experience and common sense.

You think that women are inferior, and that they are not as skillful
as men. Just think about all the activities they do. They are in charge
of making their homes run smoothly. They cook, sew, and clean. To
their children, they are doctors, guides, entertainers, role models…
everything. These are not minor things. If women haven’t achieved
greater goals, it’s because you haven’t let them do it. What if they
were allowed to become architects, philosophers, or mathematicians?
What if they used all their abilities outside their homes? They would
make great scientists, artists, teachers, and more. They also love and
like being loved. What if they brought their motherly4 love into the
world? Wars might be avoided. I could go on and on telling you a
thousand other advantages.

”
Let’s simply give them the power. Take my advice and you will live a
happy life.

Adapted from The Assembly Women, by Aristophanes

3
ruler: n. a person who governs
4
motherly: adj. caring and protective like a mother

60 Unit 5
Unit 5 61
What a speech! And it was first performed more than two thousand
years ago! Imagine those men who thought that women were inferior
listening to this monologue. They might have gotten upset5. However,
women are as skillful as any man, and they deserve every opportunity
to grow professionally. Am I right? As you see, monologues can teach
us a lot, even though they are ancient.

Humorous monologues can lead to reflection too. Molière was a

French actor and playwright6 from the 17th century. Most of his works
were comedies full of pure genius. Don’t think that his plays were just
jokes. He used them to criticize the society of his time. He made many
people angry, but his plays became very successful among the public.

Comedy is not easy. Your facial expression has to be more passionate

than usual, and your body movements energetic. In comedy, you
have to jump, scream, roll on the floor, and perform many other crazy
actions. The situations in comic plays are not very real, so you have to
give your body and your voice a magic touch. Some comic monologues
are like a conversation with the audience. In that case, there should
be some proximity to them and eye contact. It is great when you make
them feel like part of the story!

The next monologue is from Molière’s play The Doctor in Spite of

Himself. The protagonist, Sganarelle, was a woodcutter who became a
doctor without having medical knowledge. Can you imagine going to
the doctor and finding out he didn’t go to college? Unbelievable, right?
But it’s possible thanks to Molière’s imagination. I hope you enjoy it.

5
upset: adj. unhappy or angry
6
playwright: n. a person who writes theater plays

62 Unit 5
Unit 5 63
“ Let me tell you a secret. I’m not a real doctor. I never
wanted to be an educated person, and you can see that if
you check my grades. They were always the lowest in my
class. However, some circumstances led me to become
a doctor. Let me tell you the story. I had a terrible fight
with my wife, and she swore she would take revenge.
One day, some of her friends were looking for a doctor
to cure their master’s daughter. My wife convinced them
that I was a brilliant doctor, but sometimes I would
deny my profession. If they wanted me to admit I was a
physician7, they had to beat me.

Those people did so, and I was badly hurt. I had to

pretend I knew about medicine. The same happened
several times. Everyone seemed determined to see a
great doctor in me. Of course they beat me as well, and
I couldn’t take more punches. When I saw that
everybody was resolved to force me to be a doctor,
I made up my mind. When someone wanted me to be
their doctor, I didn’t deny it, so the injuries disappeared.

Also, I realized that this is the best profession. It doesn’t

matter if doctors are right or wrong; we are paid equally
well. People don’t blame us for any mistakes, and we
can charge as much money as we want. If a shoemaker
spoils8 the materials he uses, he has to pay for them.
Doctors, on the other hand, don’t pay for any damage
done. If something goes wrong, we can always blame the
patient for not following our instructions. And the best

”
part of this profession is that dead patients have never
complained about the doctors who treated them.

Adapted from The Doctor in Spite of Himself, by Molière

7
physician: n. a doctor
8
spoil: v. to destroy or damage something

64 Unit 5
Unit 5 65
It seems that he didn’t like doctors, doesn’t it? Molière wrote so many
funny plays! I enjoyed performing a lot of the characters he created.
But even if your character is in the middle of a funny speech or
situation and the audience is laughing at what you’re saying or doing,
you must remain serious; that’s part of an actor’s expertise.

There are times, though, when you have an interior monologue. You
talk to yourself, and it feels as if there was no one else in the theater.
You have to connect with your soul. When you are saying very
serious lines, you can’t improvise, but the public has to feel that your
performance is spontaneous9. Besides the words, your gestures have to
express your thoughts. Even when you don’t say anything, the audience
has to know what you’re thinking about.

This takes me to the last monologue I want to share with you. By

the way, it’s my favorite and probably the most famous of all time. It
was written by William Shakespeare, the greatest playwright. Who
else could express so many feelings with a few words? No one. This
monologue is from Hamlet, also one of the best plays ever written.
Prince Hamlet feels confused, and he wonders10 if life is worth living.
I have felt this way many times before. Maybe that’s why I like it so
much. I even cried the last time I played Hamlet.

Before I perform Hamlet’s monologue, I want to thank you for

listening. I invite you to improvise monologues. I also hope that you
can read more monologues and even learn them. Give them a voice!
Don’t let them be forgotten inside books!

9
spontaneous: adj. without previous preparation
10
wonder: v. to ask yourself questions

66 Unit 5
Unit 5 67
“ To be, or not to be, that is the question: Whether it is easier
and better to suffer the results of unfortunate events and
do nothing about it, or to stand against a sea of problems
and fight them. To die, to sleep, nothing else. Ending our
heartaches and all the difficulties without pain is what we
all hope for. To die, to sleep, as peacefully as that. To sleep,
maybe to dream—ah! but there’s a problem: What dreams
might come when we don’t have this mortal body anymore?
This thought makes us unhappy for our entire lives.

We all carry the heavy load of time passing by, hour after
hour, minute after minute. We have to deal with tyrants11
or with people who treat us badly. Love is great, but
sometimes we also suffer because of love. Who would like
to have all these situations when it is so easy to go to sleep
forever? To exist or not to exist. That is the question.

We all work without stopping. We sweat and get tired. We

complain constantly for these reasons. Why don’t we just
let go of our lives? It’s because we are afraid of what might
be on the other side. We are not sure of what happens in
the afterlife. It is an undiscovered journey. Those travelers
who have taken it haven’t returned, and can’t tell us about
it. Then, we think that it is better to endure12 all the
inconveniences we know than to go find what we ignore.

Being conscious of this dilemma makes us cowards. We may

want to achieve great things, but the fear of the unknown

”
paralyzes us. Those great projects lose their energy, and
finally get lost.

Adapted from Hamlet, by Shakespeare

tyrant: n. a ruler who is cruel

11

endure: v. to suffer something difficult or painful, especially

12

without complaining

68 Unit 5
Unit 5 69
Do the following activities to support this unit’s social
practice of the language: To improvise a brief monologue
on a subject of interest.

1. What do you think about Praxagora’s monologue? Do

you agree with it? Write a brief answer.

2. Choose one of the monologues. Improvise a new

monologue by paraphrasing the one you chose and by
including your own ideas.

3. Improvise a monologue about a topic you like.

Brainstorm some ideas below.

Topic:

ICT Box
https://bit.ly/2vtON3K

If you want to know more monologues, go to the link provided.

70 Unit 5
 Machines Set
the Wheels in Motion
Examples of machines that have
44
made our life easier

Written by
Yukio Kimura

Unit 6 71
What comes to your mind when you read the word machine? Do you
think of something like what you see in the pictures?

What if you found out that there are

still machines1 and devices2 that
were invented thousands of years ago
and you use them every day? They
are not in museums. They are in the
streets, in your house, and maybe
even in your backpack.

Humans invented machines a long time ago to make life easier. It’s
not because they were lazy, but because they realized that they could
do much more work* with less effort. Imagine that you have to cut a
tree trunk or lift 200 kg using only your hands. It’s impossible, right?
Wouldn’t you like something to help you? That’s how machines were
invented.

Let’s take a look at their history. It’s fascinating!

*In science, work is the

force you need to move an
object over a distance.

machine: n. a device with moving parts that uses power to do a

1

particular job
2
device: n. an object that has been made for a particular purpose

72 Unit 6
As the scientist said, work means moving something over
some distance. Pulling, pushing, or lifting an object are
examples of work. Gravity and the weight3 of the object are
forces that make work harder. The function of machines is
to change these forces and make work easier.

Around the 3rd century BC, the Greek mathematician

Archimedes came up with the idea of a “simple
machine,” which is a mechanical device that multiplies the
magnitude of a force. This allows people to do more work
with less effort and greater speed. Renaissance scientists,
based on Greek texts, identified six simple machines:

wedge lever pulley

inclined plane screw wheel and axle

Wedge
Force
It is a piece of wood or metal shaped like a triangle. A
wedge can break or split an object more easily when it goes
through it. Modern examples of wedges are:

• knives • nails
• shovels • ice picks
• needles • pencil sharpeners

The first wedge was a hand axe, but no one

knows exactly when it was made. Ancient
Egyptians and Native Americans used wedges
for construction or cutting down trees.

Are there wedges in

your kitchen? (See
answer on page 76.)

3
weight: n. the amount of grams or kilograms that something has

Unit 6 73
Lever Lever
Fulcrum
It is a rigid rod4 that stands on a pivot called fulcrum. It is used to lift
something or open something by pushing the other end. Modern
objects where you can see levers are:

• bottle openers • nail clippers • crowbars

Greeks invented
the catapult around
the 5th century BC.
Catapults are levers.

What lever can you use to have fun with

a friend? (See answer on page 76.)

Pulley

It is one or more wheels where a rope or chain is

pulled over, and serves for lifting heavy objects.
Nowadays, pulleys are used:
• to lift elevators or a bucket in a water well
• on exercise machines and tower cranes
• to hoist5 up a flag

Vikings used wooden

pulleys to hoist sails
on their ships.
What objects in
your house could
use pulleys? (See
answer on page 76.)

4
rod: n. a long thin bar or stick made of metal or wood
5
hoist: n. to lift something heavy using ropes

74 Unit 6
 Inclined Plane

It is a flat surface with one end higher than the other. It helps you move
something too heavy to lift vertically. You can observe inclined planes in:
• slides • rollercoasters
• wheelchair ramps • stairs

A gentle6 slope7 means less force

needed to move an object, but more What’s the name of the
distance will be covered. A steep8 inclined plane that people
slope means more force needed but in wheelchairs use? (See
shorter distance covered. answer on page 76.)

Screw
Cylinder
It is a long inclined plane wrapped around a cylinder
into a spiral shape. It usually helps to go through a
surface more easily or to attach two surfaces. You can
see screws in:
• bottle caps • drill machines
• cork openers • water faucets Narrow inclined
plane wrapped
around a cylinder
The Archimedes screw
was used to move water
for agricultural purposes.
Egyptians and Greeks used
this
How are screws related
simple
to electricity? (See
machine
answer on page 76.)
a lot.

6
gentle: adj. not steep, rising gradually
7
slope: n. a surface with one end higher than the other
8
steep: adj. almost vertical

Unit 6 75
 Wheel and Axle
Wheel
This machine is a disc or wheel attached to a Axle

rod. The wheel turns around and the axle gives it

stability. You can see this simple machine in:
• door knobs • ceiling fans Load
Force
• windmills • car wheels

The wheel alone is not considered a

machine; it needs the axle. Historians
believe that the first wheel and axle was
built 5,500 years ago.

What object has two wheels and axles, and

people usually learn how to ride it when they
are children? (See answer below.)

Answers
Are there wedges in your kitchen?
Cheese graters, vegetable peelers, and spatulas are some examples.
What lever can you use to have fun with a friend?
a seesaw
What objects in your house could use pulleys?
Shades, blinds9, and curtains can be pulled up with a pulley.
What’s the name of the inclined plane that people in wheelchairs use?
a ramp
How are screws related to electricity?
At the end of a light bulb there is a screw.
What object has two wheels and axles, and people usually learn how to
ride it when they are children?
a bicycle

blind: n. a cover for a window made of a single piece of cloth

9

or paper

76 Unit 6
You have read that simple machines are everywhere and they have
made life easier. However, do you think that it is possible to combine
them and create more helpful machines?

Think about scissors. They are a combination of two levers and a

wedge. What about a can opener? It combines lever, wheel and axle,
and wedge. They are small items, but simple machines can also work on
bigger objects.

For instance, a bicycle has pedals,

which work as levers. When force
is applied to them, they make two
pulleys and the chain turn.

Then, the pulleys

cause the wheels to
turn on their axles.

Those objects that combine two or more simple machines are known as
complex10 machines. Believe it or not, many inventions and pieces of
equipment in our modern industries are just simple machines working
together.

10
complex: adj. having a lot of different parts that are related to
one another

Unit 6 77
 Machines
Changed
that
the

W RLD
Simple machines and complex
machines made it possible to
create a more productive world.
Some modern machines don’t
even need a person to handle
them. Machines have promoted Machines set the wheels in
economy, industrialization, motion! This phrase means
that they made other
research, and even space
actions possible.
exploration.

Next, you will see some machines that changed the history of
humankind.

The Printing Press 1430

Johannes Gutenberg had the idea to use a screw
to press the printing blocks. This made book
production easier and cheaper. Knowledge and
education became available for everybody.

James Watt created an engine that used steam to move

pistons, which then made a lever turn a wheel. Soon, the
engine was used in textile factories, trains, and boats.
This machine improved industry and transportation.

1781 The Steam Engine

78 Unit 6
 1830
The Sewing Machine
The first functional sewing machine was
invented by Berthelemy Thimonnier. It
combined at least four simple machines and
caused the clothing industry to flourish11.

1892
The Gasoline Tractor
John Froelich invented the first gasoline tractor. In the
following years, more successful types of tractors began to
appear. This machine boosted12 farmers’ economy, as they
didn’t have to feed and care for a lot of horses or mules.
Also, agriculture became more efficient.

Wilhelm Roentgen discovered
X-rays, and the first image he
created was his wife’s hand. The
following year, X-rays started to be
used in medicine. This machine
made diagnoses easier. For the first
time, doctors could see inside the
body without opening it.

The X-ray Machine

1895
11
flourish: v. to grow successfully
12
boost: v. to increase or improve something

Unit 6 79
 1949
The Tower Crane

Cranes have been used to lift heavy objects since the Greeks
invented them in ancient times, but it was until 1949 that
cranes could move them horizontally. A crane is a mechanism
made of levers and pulleys. This machine contributed to the
fast construction of tall buildings.

1950
The Space Rocket

The first launch13 reached an altitude of almost 250 miles. After

the first rocket was invented, many others have been launched into
space for exploration. Rockets made it possible to step on the moon
and research other planets. Even though rockets are one of the most
complex machines, many of their components are simple machines.
These are also used when rockets are built.

Rockets also allowed scientists to send

man-made satellites to orbit around the
Earth. The first one was Sputnik. These
machines have made environmental
research easier. For example, people in
the past could never know if a hurricane
was coming. Now, it is possible to know
about their formation and trajectory.

1957
The Satellite

13
launch: n. the act of sending a spacecraft into space

80 Unit 6
 Is There Anything Simple About Cars?
Cars are machines that make our lives easier in many ways. They are
made of thousands of components, and maybe we don’t understand
their complexity. However, many parts of a car are simple machines.
Can you identify them?
2
1 3

First, find two examples

of levers.
9
Then, look for two examples 4
of pulleys.

After that, identify two

examples of wheel and axle.
5
8
Next, find an image
containing a wedge.
6
Finally, look for two pictures
containing screws.
7

You can see a lever on the stick shift (4) and the door handle (9).
There is a pulley on the radiator fan belt (6) and on the timing belt
(1). A wheel and axle can be seen on the steering wheel (2) and the
rolling chassis14 (5). There is a wedge in the seat belt buckle (7). The
screws are in pictures 8 and 3, and all over the car where two pieces
are attached to each other.

chassis: n. the frame of a vehicle where the wheels and the

14

engine are

Unit 6 81
Do the following activities to support this unit’s social
practice of the language: To paraphrase information to
explain the operation of a machine.

1. What simple machine do you use the most in your

everyday life?

Simple machine Examples

2. Are machines very important in your life? Write some

reasons below.

3. Find information about how a machine works.

Paraphrase the process to a partner.

ICT Box
https://bit.ly/2OeaQQW

If you want to know some suggestions to understand how

machines work, go to the link provided.

82 Unit 6
 How a Ukulele
Saved Our Lives
An autobiographical anecdote
45
about a journey
Written by
Written by Ismael Centeno
Chris McAllister

Unit 7 83
 This summer I had the craziest vacation of my life. Where
should I begin? Let me tell you that I had saved money for
a year because I wanted to visit two cities in Italy: Venice
and Rome. My best friend, Angel, found out that I wanted
to travel overseas1 for the first time. He hadn’t been to
Europe either, so he wanted to join me. We bought our
plane tickets and made reservations to stay in a small hotel
in Venice and in a hostel in Rome.

Besides the tickets and the reservations, we each bought a

suitcase, decided what we were going to do in each city, and
calculated our budget for each day. I must say that our
budget was not very high, so we had to plan carefully all
the activities in order to not waste any money. We don’t
speak Italian and were a bit worried about this. We knew
that English is an international language and that Spanish
is similar to Italian. However, we studied phrases to ask for
food, to ask for directions, and other useful situations when
you are a tourist.

We didn’t want to make any mistakes on this adventure.

I’m sure you know what I’m talking about. Whenever you
make a journey or trip, you don’t want to leave anything
to chance. You have to know what personal items you
should take, and even how many pairs of socks you are
going to need. After all this planning, we were at ease
and felt confident2 that nothing was going to spoil our
vacation.

The day to take the fl ight finally came. We arrived at the

airport, checked our luggage, and boarded the plane. We
fastened our seat belts and the plane took off.

1
overseas: adv. in or to a foreign country across the sea
2
confident: adj. being sure of your abilities

84 Unit 7
Unit 7 85
We arrived in Venice on a Monday morning. The Marco Polo
airport was crowded with tourists from all over the world. We
were exhausted3 and a bit dizzy after the 14-hour fl ight, but
excited at the same time. Angel brought his ukulele because he
thought that it would be fun to record some videos in famous
places. I had told him that we shouldn’t take a lot of things
with us, but at that moment I changed my mind.

We had a problem at the baggage claim4. Apparently, our

luggage didn’t get to the airport. We notified the staff that
our suitcases were missing and they told us to wait while they
checked what had happened. Angel suggested that meanwhile
he could play some songs and I could sing. I thought that it had
been a good idea to bring the ukulele after all.

After one hour, a member of the staff informed us that our

luggage had gotten lost, but they were going to send it to our
hotel. We told him that we were going to be in Venice for only
three days, and then go to Rome. He asked us to provide the
address of the place where we were going to stay there as well, in
case the bags were not found within three days. We got angry,
but there was nothing we could do. Fortunately, we had some
clothes in our backpacks.

We went to our hotel and checked in. We took a nap because

we really needed it. When we woke up, it was still early, so we
decided to explore the city for a while. We had to buy a train
ticket to Rome, but we decided that we could do it the next day.

exhausted: adj. very tired

3

baggage claim: n. the place in an airport where you get your

4

bags after the flight

86 Unit 7
Unit 7 87
The only thing we didn’t plan before coming to Italy was the
train trip. What could possibly go wrong? Well, life was about
to teach us that there can always be unexpected problems.

We went to a souvenir store where we got some bracelets and

magnets. I’m not sure what happened there, but when we
wanted to buy something for dinner later on, surprise! We had
lost our wallets! Maybe when we paid for the souvenirs we left
them on the counter5, or someone stole them. The point is that
our cash and credit cards were gone. We rushed back to the store
and asked the clerk if he had seen two wallets. He said that there
are a lot of tourists coming and going, so he didn’t notice any
lost items.

We went to the hotel to think of a plan. After brainstorming6

many ideas, Angel suggested that we could try to make money
by singing some songs on the streets. Apparently, it was our only
chance to get to Rome. We hadn’t had dinner yet, so we decided
to go to the streets to play some songs and see if we could get
some money for our meal at least.

We took the ukulele and wandered for a while to find the perfect
place to play. We spotted a café that seemed quiet. We entered
and asked the manager if we could play. He didn’t understand
English very well, so we also tried to explain in Spanish that we
had lost our wallets and we needed some money to buy dinner.
He finally allowed us to play, and we performed three songs.
Everybody liked it and we got some tips. The manager even gave
us a sandwich and some coffee.

counter: n. a flat surface in a store where people usually

5

interact with the clerk

6
brainstorm: v. to suggest a lot of ideas and ways of solving
problems

88 Unit 7
Unit 7 89
After we had dinner, we went to the hotel. We got 10 euros in
tips, but of course it wasn’t enough for the train tickets. The trip
was around 50 euros each. We knew that on the following day
we were not going to follow the schedule we had planned before;
our priority was to raise7 the money we needed.

In the morning, we had breakfast at the hotel restaurant and

then we set off on our musical journey. We played on a couple
of streets until a police officer told us that we couldn’t do it
unless we had a permit. We tried the same strategy as the day
before. We went to different cafés and we managed to get more
tips.

Angel and I came back to the hotel in the evening. We had

played and sung for so long that his fingers were swollen and
I had a sore throat. We took a quick shower; then, we went to
sleep.

On the following day, we called the airport to find out if our

luggage had been found. They said that it was on its way to
Italy, but it would arrive on the next day. That’s why they sent
it to Rome.

It was noon, time to check out of the hotel. We didn’t have our
bags or enough money to travel. Only a miracle could save us.
Luckily, Venice is very small and everything is within walking
distance. We decided to go directly to Santa Lucia Train Station;
maybe there we could get a discount or get money from good-
hearted8 people.

We only had 50 euros, but we hadn’t lost all hope. When we

arrived at the station, the miracle began. I’m not kidding.

7
raise: v. to get or collect money
8
good-hearted: adj. kind and generous

90 Unit 7
Unit 7 91
In the lobby there was a piano, which anyone can play while
they wait for their train to depart. I told Angel to take out his
ukulele. As he was tuning9 it, I wrote on a sheet of paper “We
lost wallet. Need 50 euros. Please help.” Angel started playing
a very charming song, and I began to sing and play the piano.
Some people gathered around us and started clapping. They
were in the mood for more music, because they were saying, “one
more, one more!”

We played two more songs. As we were performing, people were

putting money into the ukulele case. To our surprise, we got 70
euros; it was more than enough to go to Rome. We bought the
tickets, and we just needed to wait for 40 minutes to depart.
While we were waiting, a mysterious woman with messy hair
approached us. She introduced herself as Francesca, the best
antique dealer in Venice. She said that she liked our songs, and
congratulated us.

We told her about our problem and that at least we were able to
travel to Rome. There, we would continue playing just to get the
money for our daily meals. Francesca also said that she could
foresee10 the future thanks to some magical items from the
Aztec empire, which she kept at home. She told us that we were
going to have a big surprise when we got to Rome.

Her prediction seemed suspiciously exaggerated, but we thanked

her. We boarded the train feeling calm, knowing that at least we
had our plane tickets to go home, and that we only needed to
survive for eight days. Fortunately, it was going to be possible
with Angel’s ukulele, my voice, and our songs.

9
tune: v. to adjust the strings of an instrument so that they
produce the correct sounds
10
foresee: v. to know about something before it happens

92 Unit 7
Unit 7 93
Angel and I could see impressive landscapes along the 500
kilometers from Venice to Rome. We got to the Roma Termini
train station and went directly to our hostel. It was just a
few blocks away. As soon as we arrived, the manager showed
us something that the airport had sent. It was our suitcases!
We ran to hug and kiss them because we couldn’t contain our
happiness.

The manager also gave us a small box. Angel opened it, and we
couldn’t believe our eyes. What do you think was inside? Our
wallets! Francesca was right. There was also a letter, which
we opened quickly to see if it explained anything about this
puzzling11 situation. The letter said:

Dear friends,
ets in the souvenir store,
I can’t see the future. I found your wall
IDs and memorized
but you had already left. I looked at your re you played and
whe
your faces. The next day, I was at a café were doing that
edia tely. I ima gine d you
recognized you imm
ght that your vacation
because you had lost your money. I thou
you back your wallets right
would be unforgettable if I didn’t give
you needed it, but I was
away. I followed you to help you in case
ey for the train. Since the
glad to see that you could get the mon
of your wallets, I sent
reservation to this hostel was inside one
for this prank .
12
them by express mail. I’m truly sorry

Love,
Francesca

Wow! Every time I remember this anecdote I feel amused. The

days we spent in Rome were unforgettable. Angel and I played
more songs in front of famous monuments, but just to make
some videos. I must say that the true hero of this journey is the
ukulele.

11
puzzling: adj. difficult to explain or understand
12
prank: n. a trick to have fun but not to damage

94 Unit 7
Unit 7 95
Do the following activities to support this unit’s social
practice of the language: To comment one’s own and
others’ experience in a conversation.

1. What can you do to make an anecdote more

interesting?

2. Imagine that the story in this text is something that

happened to you. In pairs, retell it as your own
anecdote.

3. Have you ever been in a situation in which you had to

solve a problem? How did you do it? Tell the anecdote
to a partner.

ICT Box

https://bit.ly/2vtfUvp

If you want to know more about how to tell an anecdote, go to

the link provided.

96 Unit 7
 Eat, Dance,
and Celebrate!
A coll
ection
of ess
ays about
cultu
re 46

Writt
en
Rebec by
ca Wi
nfrey

Unit 8 97
 Prologue

I have always been

passionate about writing.
I started at a young age,
when I was a member of
my high school newspaper.
Now, after 20 years in this
business, I have worked on
many topics: sports, cinema,
journalism (you may remember my text “ Sensational
Information! Or Sensationalist?”), among others. I have
also written a wide variety of texts: articles, short stories,
textbooks, and a long etcetera.

However, there is one topic that interests me the most:

culture. And my favorite kind of text is the essay. I enjoy
essays because you can really express yourself. At the same
time, you inform or persuade the reader, but always through
your own viewpoints.

An essay gives you the chance to compare a few ideas about

a particular topic briefly. For this reason, I always create a
comparative chart to help me organize my thoughts. A few
months ago, I made a chart about cultural aspects related to
food, dance, and celebrations. As a result, I wrote the essays
you are about to read.

98 Unit 8
 You Are What You Eat

The right to adequate food is

one of the basic human rights.
Eating is an activity that we
have done since the day we
were born, and that we still
do, usually three times a day.
It is a physiological1 need,
which keeps us alive and well.
Above all, food is so important
that many dishes have become a symbol of identity.

Food plays a big role in the culture of every community. Despite

globalization, we can still talk about Mexican or Japanese, or
Italian food, and so on. People usually rate the different kinds of
cuisines2 and say that a certain one is the best. However, the food
we all prefer is usually the one that belongs to our community.

We grew up trying specific flavors and ingredients. We associate

them with our country and our family. In other words, food has
the extraordinary power to make us feel at home.

1
physiological: adj. related to body functions
2
cuisine: n. a particular style of cooking

Unit 8 99
The cuisine of each culture also depends on
geography. Nowadays, it is common to
import foods from different countries,
but we still relate some ingredients to
specific places in the world. For instance,
corn was the base of Native American
civilizations. Today, what country comes
to your mind when you think of tortillas,
tacos, and tamales? What if you have to
mention a dish made of rice? Probably you
will think of sushi and Asia.

Another topic related to food and culture is the history of

language. You can call the love of your life your companion. This
word comes from Latin cum (with) and panis (bread). A husband
or wife is the person who someone shares the bread with. A
number of other phrases that have entered the language are
related to food. People go to work to bring home the bacon3,
even though working is not their cup of tea4. I am quite sure that
all languages have expressions about food that reflect their own
culture.

3
to bring home the bacon: phrase to earn money in order to live
4
cup of tea: phrase an activity or thing you like

100 Unit 8
They say variety is the spice
of life5, and your food choices
are a reflection of your own
identity and personality. On
one hand, there are risk-takers
who are adventurous enough
to try new dishes. On the other,
some people keep a strict diet
all the time. Finally, convictions
can be expressed with food
habits. For instance, some
vegetarians don’t eat meat
because of their beliefs.

To sum up, food is part of our

cultural and geographical
background. We use
expressions about food even
when we are not eating. Food
is found all along our historical
and family heritage. Also, each
person has their own eccentric
habits when it comes to food.
Who we are depends on these
factors completely. Therefore,
there is no doubt that we are
what we eat.

5
variety is the spice of life: phrase used to say that life is more
interesting when it includes many different experiences

Unit 8 101
 Moving Around the World

Our bodies are mechanical

machines that allow us to do
incredible movements. We can
run, walk, jump, or reach for the
top shelf. Besides these actions,
humans have created art using
body movements. This art is
called dancing, and it is as old as
the human race.

Consider percussion
instruments, one of the oldest
invented by man. As their
rhythm is similar to a heartbeat,
when we listen to it we start
moving our feet or our heads
inevitably. This has caused the
creation of hundreds of dance
styles around the world. However, all these types of
dance do not simply show beautiful body movements; dance can
also be a representation of culture.

To some African communities, the gods are related to natural

elements and cycles (water, fire, agriculture, etc.). Their dance
styles represent those life forces, so the purpose of dancing is to
honor the creators. The dancers perform bending their knees and
inclining their torso forward. This indicates a connection to the
earth and the natural world.

102 Unit 8
In Japan there are traditional dance styles that are
unique in the world. Noh Mai is performed with
string instruments and drums. Sometimes vocals
are used as well. This dance often tells
Japanese fables6. Performers
wear many colorful costumes
as well as masks. Bon Odori
is performed with traditional
music and the performers wear
kimonos. This dance is part of
the Bon Festival, which takes
place every August to celebrate
ancestors.

Traditional dances in India are very colorful and lively.

Their movements are full of symbols; they say
a lot about their culture. There are more than
a hundred hand movements that represent
animals, places, or the weather. The performers’
facial gestures contribute to express emotions. Their
costumes include a moon and a sun, which are a
tribute to their many gods. All these elements help
the performers tell a soulful7 story to the audience.

6
fable: n. a short story that teaches a moral lesson
7
soulful: adj. expressing deep feelings

Unit 8 103
 Mexican
folk dance has a lot of
origins. It is a combination
of traditions from Europe,
Africa, and America. They
show the huge cultural richness8 of this
country and its history. There are dances from
the pre-Hispanic period. These are performed with
instruments and costumes from ancient civilizations. Other
dances have religious purposes, like the Dance of the Parachicos,
intended to honor some saints. It is amazing that every state in
the country has a traditional dance, and each one has a distinctive
costume. Maybe the most famous dance is El Jarabe Tapatío, which
represents a man courting a woman.

Dancing is not just a skill or an activity that happens at parties. All

dances in the world are an essential part of every country’s identity.
All of them are as important as any other forms of art. Dancing
can be used to represent religious topics or stories. All types of
dances may show the cultural differences of the world, but they
have something in common: They are a celebration of life.

8
richness: n. having a lot of valuable and interesting things

104 Unit 8
 Let’s Celebrate!

Life is a miracle, and therefore

should be celebrated. There
are a lot of happy occasions
while we are alive, and they
are the perfect excuses to have
a festive moment. However,
do all of us celebrate the same
things? In this essay we will
consider some of the biggest
celebrations in the world.

Every year, more than four

million people travel to Brazil
to be part of the Carnival in
Rio de Janeiro. The purpose is
to have fun before Lent9. There
are more than 100 parades. Local people wear colorful costumes
and play live music. This festival is a great opportunity to dance
samba.

In the US, many families

celebrate Thanksgiving.
This is a national holiday to
commemorate10 the time
when the first colonists had a
feast with Native Americans to
thank them for helping them
start a new life there. This is a
good occasion to spend time with family. The most representative
food during this holiday is turkey.

9
Lent: n. the 40 days before Easter when many Christians stop
doing things they enjoy
10
commemorate: v. to have a ceremony to remember an
important event

Unit 8 105
 We might think that death is not a cause for
celebration, but a Mexican holiday might change
your mind. The Day of the Dead is celebrated on
November 1 and 2. People go to cemeteries and decorate the
graves with flowers, candy, photos, and the favorite foods of the
departed ones. This is done because people believe that the souls
of the dead come and visit them. People also build altars at home
called ofrendas to welcome the souls. There are even contests
in schools to make the best ofrenda. It is a huge celebration to
remember those who are no longer here physically.

Another big celebration is the Chinese New Year. People welcome

the New Year with fireworks to keep bad luck away and bring
good luck. They wear new clothes and put posters with poems on
their doors. They clean their houses and decorate them with red
lanterns11. This celebration is an occasion to reunite with relatives.

11
lantern: n. a light inside a container that has a handle to hang it

106 Unit 8
 There are many celebrations to welcome the spring, but
India has the most colorful. A large group of people gets
together and throws colored powders at one another.
Gender, age, and social status are not important. The only
goal is to have a good time. The Holi Festival of Color
celebrates fertility, love, and triumph of good over evil.

Humans like to celebrate happy occasions. These can be

to welcome the spring, a new year, or the souls of loved
ones. We can have a festive12 time with our families or
with thousands of other people. Someone could celebrate
a personal important date like a wedding or join in to
celebrate a national holiday. It is true that there are
cultural differences in the celebrations around
the world. However, they all share
a common goal: to enjoy
life, have a very special
moment, and be part of
a joyful community.

festive: adj. a situation that produces happiness in special

12

occasions

Unit 8 107
Do the following activities to support this unit’s social
practice of the language: To read short literary essays for
contrasting cultural aspects.

1. How does food from your country give you identity?

Write your ideas below.

2. What traditional dances from your country do you

know? Write a list below.
• •
• •
• •
• •
• •

3. What is your favorite celebration in your country? Write

your reasons below.

ICT Box
https://bit.ly/2xcUgu2

If you want to know more about other incredible festivals around

the world, go to the link provided.

108 Unit 8
 Good Citizens,
Good People

47
Civics and ethics in our society

Written by Yukio Kimura

Unit 9 109
Imagine that you are at a crossroad and there are 50 cars. They
all start to move forward at the same time and they switch lanes
in any direction. What is going to happen? They will crash or they
will simply get stuck. Now, suppose there is a traffic light, and
the drivers never go the wrong way or out of turn. All the cars
will be able to advance without a problem. Obviously, the second
scenario is better.

In the same way, in our society we have two things that help us
prevent chaos: civics and ethics. Civics is like the traffic light that
tells us when we can or should move forward (rights and duties)
and when we must stop (laws). Drivers also follow
certain principles1 in order to drive better.
This is similar to ethics, which tells us
how to behave properly.

Civics and ethics play an

essential role in our lives.
They both guide us and
protect us.

1
principle: n. a rule or standard of good behavior

110 Unit 9
The Universal
Declaration of Human
Rights states in its first
article that all human
beings are born free
and equal in dignity2
and rights. It also says
that we all have a lot
of freedoms. Some
examples are the
freedom of thought, expression, or religion. However, freedom
doesn’t mean that people can do whatever they want.

There is a popular saying that goes like this:

“Your liberty ends where my nose begins.” This
means that we are free to do what we want as
long as we don’t affect others. As the famous
Mexican President Benito Juarez once declared,
“Among individuals, as among nations, respect
for the rights of others means peace.”

Unfortunately, some
people don’t consider
these two ideas important.
They misunderstand the
concept of liberty and,
as a result, they misuse
it. How do countries and
communities make sure
that our freedoms are
respected and protected?
Should there be a law for
every single thing we do?

2
dignity: n. the fact of being respected or deserving respect

Unit 9 111
 Following Rules
in Our Society
and Institutions

In many countries, the highest

authority is the Constitution.
It contains the basic laws of a
nation. Those laws can state
the essential rights of the
population, like education. It
also defines what is considered
a crime and its punishment3.
When someone breaks the rules,
law enforcement comes into
action. Law enforcement is a
system in charge of dealing with
those people who disobey the law.
Courts, judges, and the police are
part of this system.

The purpose of having

punishments is to prevent crime,
corruption, and misbehavior.
The punishments can range from
being in jail to paying a fine. Hopefully, the people who get these
penalties will learn their lesson and won’t break the law again. At
least, they will know that their actions have consequences.

Law enforcement doesn’t only

punish crimes. It also protects the What could
citizens from serious situations like happen if there
discrimination or violence at home. weren’t any judges
or police officers?

punishment: n. severe treatment of a person who has done

3

something wrong

112 Unit 9
Other regulations4 deal with rights and duties of citizens
and the way government works. This is what civics is
about. The government must provide education, health,
and security services. It must create an environment where
the citizens are capable of flourishing. In simple terms, the
government has to promote the population’s well-being.

The citizens must also comply5 with some rules in order

for the society to work well. For instance, people have to
pay taxes on time and contribute to maintaining order.
There are guidelines related to where it is possible to build
a house. Also, when a citizen wants to set up a business, some
instructions have to be followed. It’s like a partnership. Both the
government and the citizens should do their best. If one of the
parts doesn’t comply, the country can’t function like it should.

Even children and teenagers

have responsibilities:
• respecting other people’s
rights and belongings
• respecting different beliefs
• helping at home
• obeying their parents and
other authorities

4
regulation: n. an official rule
5
comply: v. to obey an order or rule

Unit 9 113
Another group of rules is found at an institutional level, like
schools and workplaces. These institutions have their own
procedures, and their members have to follow them. The rules
apply for both the authorities and the employees and students.

In a workplace, the days when the workers get paid should be

established, as well as when they get days off, or other benefits.
Management has to respect the contracts. The employees must
follow certain guidelines, for example, being punctual and not
being absent without a good reason.

In a school, the authorities have to provide appropriate facilities.

The teachers must be reliable6. They have to teach and assess
students properly. They must stick to a schedule too. The students
also have to follow some instructions like doing homework
assignments or bringing their textbooks. Each classroom might
have its own rules. One of the most common is that students can’t
eat inside the classroom.

Think of three
rules you must
follow in your
school.

What about our personal lives?

Can the Constitution or the
rules at school tell us how to
behave all the time?

6
reliable: adj. that can be trusted

114 Unit 9
 Following Rules
in Our
Personal Lives
The answer to the question on the
previous page is no. A Constitution
might provide rules and rights
for citizens in society.
However, there are many
other aspects of our
personal lives that cannot
be regulated by the laws of a
country.

Does that mean that in our

personal life we can do
whatever we want as long as
we don’t break the rules of the
Constitution? The answer is
also no. We still have another
kind of guidelines called ethics.

Ethics refers to moral7 rules or principles of behavior. Values like

tolerance, respect, and honesty are learned at home and at school.
They help us have better relationships with our friends, family,
and other human beings. Also, they make us better people.

How do we use ethics in our daily actions? Let’s consider some

examples from school and when we deal with other people.

moral: adj. relating to right and wrong and the way that people
7

should behave

Unit 9 115
If you cheated on an exam, you wouldn’t go to jail, but you would
know that this action is incorrect. This is because our ethical
principles help us distinguish between right and wrong.

Another situation in which ethics helps us make good decisions at

school is plagiarism. When students are doing research, it might
seem very easy to use ideas from other people and take credit for
them. However, certain values can prevent this negative action.
For example, honesty would let us know that it is not correct
to copy someone else’s work and pretend you created it. So, we
would recognize the importance of citing8 the source. Empathy
would help us consider that if we had a great idea, we would want
to get the same recognition or credit that the author deserves.

Avoiding plagiarism is a smart

choice, even though we don’t
know the authors we consult.
How should we treat the people
we do know? Ethics offers the
answer again.

cite: v. to mention someone else’s words or ideas and state

8

where they came from

116 Unit 9
We are all different, right? The color
of our skin or hair is different. Some
of us are short; some are tall. Look
around you and you will see children
and adults. However, these differences
are superficial. We all share a common
characteristic: we are humans.

It doesn’t matter what religion, sexual

orientation, or social condition we
have, we are all equal9. Ethics helps
us show acceptance for everybody. If we all shared this principle,
there would be mutual respect. Discrimination and negative
stereotypes would disappear.

There is one more difference that has caused problems for ages.
Throughout history, women have been denied equal rights. In
the past, women couldn’t vote or own a house. They couldn’t
participate in politics either. There is a theater play that represents
this situation very well. In The Assembly Women, by Aristophanes,
a female character has to dress like a man in order to enter a
political meeting.

Nowadays, there are female

presidents and congresswomen.
However, are they really
considered equal?

9
equal: adj. having the same rights and deserving the same
treatment

Unit 9 117
Even though women have
gained more power in society,
inequality persists. In many
countries, for example, there
are still certain professions
dominated by men; women
with full-time paid jobs still
do most of the housework
and are often oppressed by
their husbands; children’s toys
are usually determined by
gender10 stereotypes (dolls for
girls and trucks for boys).

And there are societies with

bigger gender inequalities.
That’s why we, as ethical
people, must not support
attitudes that promote violence and discrimination. We have to be
careful with our actions and also with our words. We must avoid
gender discrimination through language. And that goes for men
and women alike.

Challenge of the Month (and for the rest of your life):

1. Don’t call a girl “bossy” when she is a natural

leader.
2. Stop using the phrase “like a girl” as an insult.
3. Don’t say “man up” to encourage someone to be
brave.

gender: n. it refers to social roles assigned to men and women,

10

not determined by biological sex

118 Unit 9
As Rebecca Winfrey wrote in her essay “Let’s Celebrate,” the
Holi Festival of Color from India is very inclusive. “Gender, age,
and social status are not important. The only goal is to have a
good time.” Our society should be like this celebration.

The only way to have a peaceful and friendly life, free from
prejudice11, is to follow both civics and ethics. We have to
demonstrate that we are good citizens in the streets, at school,
and at work. It is essential to respect our family, friends, and also
strangers. We must not forget that women and men are equal.
Empathy, tolerance, and acceptance should be values that guide
us every day.

Maybe it is difficult to change the world quickly, but we have to

do our part, one day at a time. If we all work together, one day all
human beings will truly be equal.

prejudice: n. a negative opinion without having sufficient

11

knowledge

Unit 9 119
Do the following activities to support this unit’s social
practice of the language: To discuss points of view to
participate in a round table.

1. Should people learn to behave well only by having

punishments? Write your ideas below.

2. In your opinion, what situations are not illegal but

unethical? Write some examples below.

3. Make a round table with a team about forms of

discrimination against women and how to prevent
them.

ICT Box
https://bit.ly/2QoeYiF

If you want to know more about how to learn civics, go to the link
provided.

120 Unit 9
 The Customer Is
Always Right… Right?
48
A story about complaints
Written by Ismael Centeno

Unit 10 121
I worked as a waiter last year at an Italian restaurant, and I learned
that humans like to complain. It is very hard to please everyone. A
lot of people even say that “the customer is always right,” but it is
clear that they haven’t seen what I have seen. I’m going to tell you
about the craziest complaints that my partners and I have heard at
the restaurant. Then, you can decide if that slogan is true.

A man came in to have breakfast. He seemed a bit impatient, so

we decided that we were going to make an extra effort to provide
good service and avoid a problem. I took his order: an espresso and
a panini. When I took the food to his table, he stared at the little
cup and asked, “What’s this?” in an irritated1 tone. I answered very
politely that it was what he had ordered. He started to say that the
cup was too small for that price; next, he took a sip and said that it
was extremely bitter and we hadn’t given him cream or sugar.

I tried to explain that an espresso was served that way. He claimed

that he thought that the name of the coffee meant express or fast,
and that’s why he chose it. I clarified that the name was not related
to the speed. He asked if I wanted to feel superior, and demanded to
see the manager. When my boss approached us, the man said that he
just wanted a coffee with mild flavor and sugar, fast.

The manager served him a cup of American coffee. The man was
satisfied. When I gave him the check, he asked why it had been so
difficult to serve him a simple cup of coffee.

1
irritated: adj. feeling annoyed or impatient about something

122 Unit 10
 I want
to see the
manager.

Unit 10 123
On another occasion, a woman asked for Portobello pasta. When
I placed the dish on the table, she said that it was not what she
ordered because it had mushrooms on it, and she was allergic.
I explained that Portobello is a type of mushroom, but she got
angry. She started waving her arms and saying that our menu was
deceiving2, and that we should include some pictures at least. She
also claimed that we used weird names on the ingredients just to
sound fancy.

She told me to replace her order. I gave her the menu to choose
another dish, and she said she wanted a Prosciutto & Funghi
pizza. I asked her if she knew what it was, and she answered, “Of
course I know. I took an Italian course, kid.” By the way, funghi are
mushrooms too, so apparently she didn’t learn very well.

I didn’t know what to do. If the chef made the pizza, she wouldn’t
eat it either, and would complain again. I wondered if replacing
the mushrooms with another ingredient would be a good idea. She
might not find out, but I wasn’t sure. I told the manager about the
situation. He decided to tell the woman that we had run out of
funghi, and asked if she wanted pepperoni instead. She accepted, but
she said, “I hope you don’t charge for it.”

My boss said he didn’t want her to make a scene3, so it was

preferable to let her have a free pizza. In the end, she left a note in
the suggestion box saying that the food was tasty, but the service
had been terrible.

deceiving: adj. a characteristic that gives you a false idea about

2

something
3
make a scene: phrase to behave loudly and angrily in public

124 Unit 10
 I hope you
don’t charge
for it.

Unit 10 125
Another man came into the restaurant and took a seat. I gave him
the menu, and he leafed through it many times. He even looked
disappointed. I approached him and asked if he was ready to order.
He was silent for a moment, and then remarked, “I’m trying to find
hamburgers, but I can’t find any here.” I replied that we didn’t serve
that dish. He asked in an angry tone, “What do you mean you don’t
serve hamburgers? What kind of restaurant is this?” I felt concerned.
“This is an Italian restaurant, sir. We only serve Italian cuisine,”
I answered.

Now he was absolutely furious. “Don’t Italians eat hamburgers too?”

he asked. I was fearful of what he might say after I answered. I tried
to keep calm and said quite patiently that we would be very glad to
serve him any dish that was on the menu. He didn’t hesitate for a
second and yelled, “I want tacos!”

Things were getting out of control, and all the diners seemed a bit
distressed. We called the security guard, who told the man that he
had to be quiet or he would be asked to leave the restaurant. The
man threatened4 to call a lawyer because his freedom of speech
had been violated. Then, he said that he would submit a letter of
complaint to the owner of the restaurant, so that we would all get
fired.

He was not going to be reasonable5, so my boss told the security

guard to take the man out. Everybody looked relieved, and the
diners continued to enjoy their meals. After that day, I swore that I
would never complain like those people I have already mentioned,
but promises are made to be broken.

4
threaten: v. to tell someone that you will cause them harm
5
reasonable: adj. having common sense or good judgement

126 Unit 10
I will call
my lawyer.

Unit 10 127
I know what it’s like to deal with stubborn6 customers who get
upset even though it’s their own fault. However, I had a problem
a few weeks ago and I feel guilty because I became the angry
customer this time.

I went to an electronics store to purchase a desktop computer. I

got home and set it up, but the monitor didn’t work. I called the
supplier and told them about the problem. The customer service
agent asked me to restart the computer by pressing the power
button for 10 seconds. I did so and nothing happened. She then
asked me to press the monitor’s power button for 30 seconds, and it
still didn’t turn on.

I got a little annoyed, and told the woman that it was unbelievable
that a new product was defective. She promised to send a technician
on the following day to solve the problem. The technician would
come to my house between 9 and 5. I complained that it was rather
complicated to be waiting around the whole day, not knowing the
exact schedule. She said there was nothing she could do, as the
technician would show up depending on how many clients he had
to assist7 before me.

I went to bed feeling frustrated since I couldn’t use my new

computer. Hopefully, the technician would pick me as the first
customer. On the following day, time passed quickly. It was already
half past five and the technician hadn’t arrived. I called customer
service to tell them what was going on. They replied that the
technician was on his way.

At 6 o’clock I received a phone call from the technician telling me

he had crashed his van with a truck, and that they couldn’t send
another person because everybody had finished work for the day.

stubborn: adj. determined not to change your ideas, even if

6

they are wrong

7
assist: v. to help

128 Unit 10
Unit 10 129
I was furious because it would be another day without my
computer. I called customer service and said that I understood that
there had been an accident, but it wasn’t my fault. I told the agent
that I wanted my money back, but she said that it wasn’t possible.
The procedure for reimbursement would begin after the technician
had checked the equipment, so I had to wait till the next day.

I demanded to speak to the manager. The agent transferred the

call, and a woman with a kind voice answered. She asked me to
explain in detail what the problem was. I stated that first of all I was
disappointed that such a great brand was causing me problems. The
product didn’t work, and the technician failed to check it. Moreover,
they didn’t want to give me my money back.

The manager said that she was very sorry, but it was strange that
there had been a problem like this. “All of our products are of the
highest quality”, she assured8 me. Anyway, she made an offer I
couldn’t refuse. She said that the next day, a technician would go
to my house. If the monitor was indeed broken, I would get a full
reimbursement and they would replace the product completely free
of charge.

I calmed down immediately. I said that it was their last chance to

get my trust back. The following morning, someone knocked on my
door. It was the technician. He came in and I showed him where the
computer was. I complained again about all the negative situations
I had faced with the monitor and by phone. After examining the
equipment for a few seconds, he looked at me in disbelief and said,
“I know what the problem is.”

assure: v. to say confidently that something is true or that

8

something will happen

130 Unit 10
 You will
get a full
reimbursement.

Unit 10 131
“Sir, you didn’t plug in the monitor, and that’s why you couldn’t
turn it on.” I had never felt so embarrassed9 in my life. The
problem was that when I was setting up the computer, I received a
phone call. The only thing I didn’t plug in was the monitor cord,
and my friend and I spoke on the phone for an hour. After the call, I
forgot that the monitor wasn’t connected. To make things worse, the
power outlet is behind my desk, so I never saw my mistake.

The technician turned on the monitor, and wished me a good day.

One hour later, the manager of the store called me to find out if
the technician had gone to my house. I replied that everything was
okay, so I didn’t want my money back or a replacement. She asked
me what had been wrong with the monitor. There was no point
lying because the technician was going to tell her the story for
sure. I had to face the consequences of my actions, so I explained
the situation and apologized10 to her for the inconvenience I had
caused.

I definitely learned my lesson. I have never complained again

without being absolutely sure that I am not going to make a fool of
myself. And I also learned that even when service providers make
mistakes, we should complain patiently, not aggressively. They are
only doing their job, and getting angry doesn’t solve anything.

The only thing I can complain about right now is that I have to go,
and I can’t tell you more stories. Next time we meet, I hope you
share your adventures with me. It has been a great pleasure talking
to you!

embarrassed: adj. feeling ashamed or sorry for doing

9

something wrong
10
apologize: v. to say you are sorry for a problem you caused

132 Unit 10
Unit 10 133
Do the following activities to support this unit’s social
practice of the language: To express complaints about
a product.

1. The author says that he described the craziest

complaints he’s heard. What do you think about them?
Choose one and write your opinion below.

2. Think of a problem you had with a service. Did you

complain? Tell the story to a partner.

3. Imagine you bought a product and it doesn’t work

properly. Think of two ways to complain. One in a
reasonable way and one like the customers in the
story.

ICT Box
https://bit.ly/2jKrM3R

If you want to know more unusual customer complaints, go to

the link provided.

134 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 Ideas for Helping Your Community

http://www.createthegood.org/campaign/
communitygetinspired

U2 From Aristophanes to Hitchcock, Celebrating

Birds and Culture
https://www.nytimes.com/2018/04/26/arts/birds-festival-
inspired-by-aristophanes-onassis-cultural-center.html

U5 Shakespearean Monologues for Teens

http://www.bottletreeinc.com/teen_monologues_
shakespeare.html

U7 Examples and Purposes of Anecdotes

http://examples.yourdictionary.com/examples-of-anecdotes.
html

U10 13 Of The Dumbest Customer Complaints Of All

Time
http://www.businessinsider.com/the-dumbest-customers-
complaints-2013-6

135
Facts
All the Facts texts are based on social and academic
disciplines, such as environmental management,
journalism, mechanical engineering, cultural
anthropology, and civics and ethics. They have all been
written especially for this edition. If you want to read
more about those topics, you can use these links:

U3 How to Prepare for an Environmental Emergency

http://www.ddssafety.net/safety/emergency-preparedness/
how-prepare-environmental-emergency

U4 These Are the Best English Newspapers

in the World
http://www.onlinecollegecourses.com/2012/12/17/the-best-
english-newspapers/

U6 The Types of Simple Machines Found

in Your Home
https://sciencing.com/types-simple-machines-found-
home-6387889.html

U8 General Essay Writing Tips

https://www.internationalstudent.com/essay_writing/essay_
tips/

U9 How to Be a Good Citizen

https://pairedlife.com/etiquette/How-to-be-a-good-citizen

136
 Bibliographic References
If you want to read more about the topics in this book,
you can check these books:

U1 Parker, V. (2012). Helping in the Community (I can Make a

Difference). US: Heinemann Educational Books.

U2 Hughes, A. (2011). Performing Greek Comedy. Cambridge:

Cambridge University Press.

U3 Waters, B. (2013). Introduction to Environmental Management.

London: Routledge.

U4 Williams, M. (2006). It Must be True... I Read It in the Tabloids.

London: Dennis Publishing.

U5 Rudnicki, S. (1988). The Actor’s Book of Classical Monologues.

London: Penguin Books.

U6 Bautista, E. et. al. (2010). A Brief Illustrated History of Machines

and Mechanisms. The Netherlands: Springer Netherlands.

U7 Fadiman, C. & Bernard, A. (2000). Bartlett’s Book of Anecdotes.

New York, NY: Little, Brown and Company.

U8 Rosa, A. & Eschholz, P. (2012). Models for Writers: Short Essays

for Composition. Boston: Bedford/St. Martin’s.

U9 Mitra, D. & Serriere, S. (2015). Civic Education in the

Elementary Grades: Promoting Student Engagement in an Era
of Accountability. New York, NY: Teachers College, Columbia
University.

U10 Barlow, J. & Moller, C. (1996). A Complaint is a Gift. San

Francisco: Berrett-Koehler Publishers.

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Reader’s Book

Sunburst Reader’s Book Secondary 2th Grade