Sunburst secondary 3 activity book

Sunburst Secondary Activity Book Activity Book Mario Herrera Secondary 3rd Grade www.frenglish.ru CVR Sunburst SEC AB MEX.indd 8/15/19 2:21 PM www.frenglish.ru Secondary Activity Book www.frenglish.ru F01 Sunburst AB 3Secondary MX XXXXX.indd 8/15/19 1:14 PM www.frenglish.ru F01 Sunburst AB 3Secondary MX XXXXX.indd 8/15/19 1:14 PM Dear student, Welcome to Sunburst 3! Get ready to shine while learning English This book is for you to enjoy every activity with the guide of your teacher and accompanied by your classmates You will explore interesting themes that will provide you with opportunities to develop your skills and gradually be able to communicate efficiently Here you will find information about other cultures, amusing reading selections and overall you will have the chance to share your own experiences and create fabulous products using a second language Do your best and have fun! www.frenglish.ru F01 Sunburst AB 3Secondary MX XXXXX.indd 8/15/19 1:14 PM Contents Unit How Does Culture Influence our Habits? Family and Community Environment Social Practice of the Language: To talk about cultural habits of different countries Product: Conversation 22 Unit What Can I Learn from Reading Poetry? 24 Recreational and Literary Environment Social Practice of the Language: To read poems Product: Inventory of Emotions to Recite a Poem 38 Unit How Can I Safely Perform a Science Experiment? 40 Academic and Educational Environment Social Practice of the Language: To interpret and write instructions to perform a simple experiment Product: Instructions for an Experiment 54 Unit How Do TV Shows Make Me Feel? 56 Family and Community Environment Social Practice of the Language: To exchange emotions and reactions caused by a television show Product: Interview 70 Unit What Might Have Happened? 72 Recreational and Literary Environment Social Practice of the Language: To guess and formulate hypotheses about past events Product: “Riddle Solving” Game 86 www.frenglish.ru F01 Sunburst AB 3Secondary MX XXXXX.indd 8/15/19 1:14 PM Unit What Makes Art, Art? 88 Academic and Educational Environment Social Practice of the Language: To write agreements or disagreements to participate in a debate about art Product: Debate 102 Unit How Should We React to Unexpected Situations? 104 Family and Community Environment Social Practice of the Language: To interpret and provide descriptions of unexpected situations in a conversation Product: Oral Testimony 118 Unit Can We Explore Cultures Through Literature? 120 Recreational and Literary Environment Social Practice of the Language: To read fantasy or suspense literature to evaluate cultural differences Product: Comic Strip 134 Unit What Can We Learn by Studying History? 136 Academic and Educational Environment Social Practice of the Language: To write a brief report on a historical event Product: Report on a Historical Event 150 Unit 10 What Can We Do to Address Youth Rights? 152 Family and Community Environment Social Practice of the Language: To discuss concrete actions to address youth rights Product: Public Discussion 166 Appendix Irregular Verbs Glossary References 168 188 189 191 www.frenglish.ru F01 Sunburst AB 3Secondary MX XXXXX.indd 8/15/19 1:14 PM This Is Your Book In each unit, you will find: Lesson How Does Culture Influence our Habits? Work in pairs to read the text and underlin e the three propositions interesting to you 189 that seem more Interesting Facts About Eating Habits Around the Wor ld Analyze the pictures and answer the question • In India, it is acceptable to eat with the right hand, while using the left hand is considered an insult to one’s host • Slurping noodles in Japan is encouraged because it shows that you are enjoying them • In China, burping is not considere d rude; on the contrary, it can be a sign of appreciation and that you are completely satisfied • In Japan and India, people don’t leave food on their plates to honor their hosts and to express they enjoyed the meal; while in China, it means that you were not well fed • In Chile, people never eat with their hands; they always use cutlery • People in Thailand never take the fork to their mouth; they always use the spoon The fork is only used to push food from the plate to the spoon • When drinking tea in Britain, the spoon should never touch the sides of the cup to avoid the tinkling sound it produces • In Ethiopia, people practice gursha, a tradition of hand-feeding each other; this practice is done to build trust and social bonds between those sharing the food Time to Shine! •  Do you know other interesting eating habits? Share them with your class Work in pairs to write a sentence to describ e the qualities of the underlined; then, express propositions you an opinion for each Follow the example Environment Family and Community 168 Propositions’ Qualitie s Language Social Practice of the habits of different To talk about cultural countries Achievements conversation pic of a te the to • Negotia nd opinions to • Exchange propositions a initiate a conversation uestions to go • Formulate and answer q sation conver deeper into the onversation eep a c gies to k se strate • U bits and also going about cultural ha A surprisingly common habit in India is that they eat their food with the right hand conclude it Product: Conversation Reader’s Book Use words and expressio ns that determine qualities or properties For homework, read pages 12-15 from the Reader’s Book Unit opener: It will introduce you to the theme of the unit You will find a question that will guide your reflections throughout the activities and a sentence that will tell you what you will be able to when you finish it Opinion I think that it may be difficult left-handed people to eat for there and not insult their host Unit 17 Three lessons: Each one has activities that will prepare you to work on the elaboration of your product At the end of each lesson, you will find a page with instructions In that same page, you will also find a chart that will help you evaluate the skills and abilities you attained during the lesson At the end of each unit, you will find: Product Reader’s Book Are our Habits ”? al N Completely “ orm customs A comparison between 45 from different countries Now it’s time to particip ate in a conversation about cultural habits Before you so, go of different countries through the following steps individually: • Prepare your argume nts Have you included reasons ? Evidence? Exampl es? • Prepare strategies to take the floor naturall y Have you identified the facts that are known by you and your interloc Do you recall any previou utor? s exchanges about the theme you will talk about? • Be ready with useful words and expressions Have you prepared expressions to repair a false start? Do you have a wide repertoire of words and expressions related to Have you practiced the theme? appropriate express ions to interrupt your conversation? interlocutor and to end the • Recall strategies to particip Prepare phrases to engageate during the conversation Use your notes to maintai other pair of classmates in your convers ation n control of what is said Be ready to formula te questions based on what your interlocutor her questions says and to answer his/ Listen carefully to detect information gaps in the participation of others • Rehearse prosodi c resources and non-ver bal language Say your propositions and opinions with adequa Experiment with differen te volume, rhythm, and t facial expressions, intonation body movements, and to establish eye contac gestures Don’t forget t with your interlocutor • Participate in the conversation Get together with your partner and share your After a while, invite anothe propositions and opinion s r pair to join and learn from each other! Ask your teammates to give you feedback about the participation conversation Follow you had during the the example social to support this unit’s habits of Do the following activities To talk about cultural practice of the language: different countries the text habits mentioned in In pairs, discuss which you seem a bit strange to your country about punctuality in In small teams, talk as a guide Write another Use the following questions question about the topic punctual? • Are people usually thinking wait for a person without • How long can you they are late? on the change depending • Does punctuality situation? • Are you unpunctual? • foreigners in your country that share it Are there any habits Make a list below and might consider weird? within a small team Written by Stephen Doyle ICT Box https://bit.ly/2KMuJMu habits in different about other unusual If you want to know link provided countries, go to the Unit 16 Process Assessing My Learning Conversation Unit l’?” In order Completely ‘Norma reading “Are our Habits te the You have already finished ate your knowledge, you should now comple you develop to strengthen and consolid Reader’s Book These activities will help in your the topic Most of the activities on page 16 as well as reflect on skills hension your reading compre n with your classmates discussio require will activities Name Ana Unit 21 Reader’s Book: This page has suggestions to take advantage of your readings I liked very much that you… always listened attentiv ely to everybody helped the three activities that of this unit and choose Leaf through the pages the example English skills Follow most to develop your Lesson Activity you the e… It helped me becaus I learned new vocabulary words uct that led you to present er to identify each subprod Use the graphic organiz the example your results following product Reflect upon The subproduct in this session Aspects to improve: We was: Aspects I liked: I liked to a list of cultural habits and a description of the chosen habit must take into account everybody’s opinions learn about my classmates’ interests Step (p 16) The subproduct in this session Aspects to improve: was: Aspects I liked: Step (p 20) The subproduct in this session Aspects to improve: was: Aspects I liked: I suggest that you… prepare a wider reperto ire words and expressions of Conversation s your achievements 22 your Step (p 12) Unit Product: You will find tips to present your product n that include write a short reflectio In your notebook, to improve and the things you may during this unit Unit 23 Assessing My Learning Process: This will allow you to identify your achievements and how you attained them www.frenglish.ru F01 Sunburst AB 3Secondary MX XXXXX.indd 8/15/19 1:14 PM At the back of your book, you have an Appendix with useful information that will help you work on some of the activities It is divided in three parts: Appendix Language es Words to Determine Qualiti 2) or Properties (page 17, activity ion, you may arouse When participating in a conversat by describing qualities or your interlocutor’s interest properties nouns: Use adjectives to describe Guatemala to sleep without Colorful dolls are used in worries : Use adverbs to modify adjectives ly accepted In China, burping is surprising Learning to Learn activity Adjective Order (page 19, Related to opinion size short, tall, big age new, old, ancient red, yellow, purple l unusual, lovely, wonderfu blonde, muscular physical quality thin, round, triangular, square shape color origin material type 10 purpose Indian, Japanese, Mexican plastic, wood, metal d general, specific, three-side eating, sleeping, greeting Skills utor Appropriately Interrupting an Interloc (page 14, activity 6) Differentiating Facts from Opinions (page 14, activity 4) or to get more information how to interrupt your interlocut and speaker, you must learn To become an active listener strategies may be useful: or fill in gaps The following may say: d what is being said, you understan don’t you • When mean? - Excuse me, what you clear to me - Excuse me, it’s not really interlocutor’s words: you may paraphrase your idea but you are not sure, • When you have a slight like to say that… - In other words, you would mean that… you - As far as I understand, saying: is or interlocut your what n to • When you want to add informatio something here? say - Would you mind if I just - I have a point to add… what it is being said: • When you don’t agree to n, but… - I’m sorry for the interruptio - I’m sorry to interfere, but… n: or is omitting important informatio • When you think your interlocut - Just a moment! What about…? - Wait a minute! What about…? what your interlocutor is saying? • When you can’t believe - Do you really think so? - Do you believe that? 168 Appendix Conversation (page 11) When you participate in a conversation, it is very important to be respectfu interlocutors Always make l and polite them feel you are paying attention and giving importan toward your saying Here are some tips: ce to what they are •   When you start a conversatio n, refer to a fact known by y previous exchange you our interlocutor and, if poss have had ible, bring up a  •   If you notice that he/she is  not understanding what yo u are saying, you may repa with expressions such as I mean…, In India, no…in ir this false start  •   Use notes to help you recall China, etc  relevant information you m may avoid gaps ay use during the conversa tion so that you  •   Listen carefully to your interl ocutor and if you identify ga politely ps, take notes so you can  fill them in  Examples Order Tips to Participate in a 5) A fact is a piece of informati on that can be verified: E.g.: According to research , taking a 30-minute nap is highly beneficial for your health An opinion is a personal point of view that cannot be verified E.g.: I think that taking a nap is a waste of time Supporting Arguments Evidence (page 10, activitywith Examples and / page 11, activity 6) An argument states a point of view together with a reason or set of reasons that support it Use words such as because , since, or as to link the point of view to the reason E.g.: I think that alfresco naps are not good because they may affect children’s health You may build an argumen t by giving examples and providing evidence Examples: provide details and help to catch your interlocutor’s attention E.g.: When it is very cold in my country, many children get sick Evidence: gives strength to the argument by providing statistics or experts’ opinions E.g.: According to physician s, low temperatures diminish the immune system response Unit Unit 169 Learning to Learn: It gives you tips for you to become a life-long learner Skills: It includes information and suggestions to develop the four skills of language learning: reading, writing, listening, and speaking Language: This section presents structures and useful phrases you may use to communicate During the activities in each of the lessons, you will find the following icons and boxes 168 Audio: It indicates you will hear an audio track to work on that activity Appendix: Go to the Appendix to find relevant information Learning to Learn Do I consider everybody’s opinion when working in teams? (p 169) Time to Shine! • Portfolio: It indicates the activities that you will have to file 168 Glossary: The words in bold and orange indicate that their meaning is at the back of your book Do the hand gestures from Activity have the same meaning around the world? Give an example Reader’s Book What are three possible solutions for the problem presented on pages 6-8? It includes a question for you to reflect upon the way you learn You will also find a page number that will lead you to the Appendix to check related information It includes a question or task for you to share your knowledge or experiences with your class It includes instructions that will guide your reading during that week Be proactive and create your own Class Glossary In each unit you will have the opportunity to learn new vocabulary words to communicate more effectively in English Use your creativity and, with your teacher’s guidance, create a Class Glossary in which you will choose which terms to include! www.frenglish.ru F01 Sunburst AB 3Secondary MX XXXXX.indd 8/15/19 1:14 PM How Does Culture Influence our Habits? Analyze the pictures and answer the question Family and Community Environment Social Practice of the Language To talk about cultural habits of different countries Achievements • Negotiate the topic of a conversation • Exchange propositions and opinions to initiate a conversation • Formulate and answer questions to go deeper into the conversation • Use strategies to keep a conversation going about cultural habits and also conclude it Product: Conversation www.frenglish.ru M01 Sunburst AB 3Secondary MX XXXXX.indd 15/08/19 1:27 Appendix Language Tense Changes in Indirect Speech Direct and Indirect Speech (page 109, activity / page 113, activity 3) Direct Speech If you want to tell what somebody else said, you can it by: • repeating the exact words (direct speech), or • by reporting the words that were said (indirect speech) When using indirect speech, be sure to use the tense that corresponds Function Direct Speech Indirect Speech past simple present progressive past progressive past simple past perfect will would can could may might must had to Structure Example It repeats or quotes the words somebody else said It reports what somebody else said Use verbs such as said, asked, exclaimed, etc to report the words If you wish, you may use the word that to introduce the reported words Double Negatives (page 106, activity 5) Although it is common in informal speech, it is not encouraged to use two negative words in the same sentence E.g.: I don’t know nothing about algebra I don’t know anything about algebra You mustn’t lose no time! You mustn’t lose time! There’s no way out “There’s no way out,” my father said “There is still some broccoli soup for you.” Grandma said that there was still some broccoli soup for me Useful Phrases to Repair Communication Breakdowns (page 111, activity 8) Reformulate an Idea I mean,… I wanted to express that… What I wanted to say was… What I’m trying to say is… Adverbs for Specific Purposes (page 114, activity 4) To Show Time Relationship 180 present simple Write the words exactly as they were said between quotation marks (“ ”) Change period for a comma, and add the name of the person speaking earlier finally just lately previously Indirect Speech recently rarely soon still yet To Show Quantity or Degree a few a lot absolutely almost barely completely extremely much rather very Negotiate Meaning Excuse me? What you mean by…? I’m not sure I get your point Could you be more explicit? To Evaluate apparently clearly definitely disturbingly fortunately interestingly obviously significantly surprisingly unfortunately Unit www.frenglish.ru Z01 Sunburst AB 3Secondary MX XXXXX.indd 180 15/08/19 1:04 Appendix Skills Tips to Keep the Attention of Your Audience (page 115, activity 9) • Talk about something they will be interested in Choose an event they will feel identified with • Create a mental picture for them Use plenty of descriptive words • Use emotional inflections in your voice Rehearse intonation to convey how you felt in that moment • Explore the full range of options between loud and soft, and alternate your pacing If you notice they are distracted, use higher volume or speak faster • Involve your audience in your speech Ask them questions to involve them (e.g.: Don’t you think so? Haven’t you ? ) • Add drama Use body language, facial expressions, and gestures Learning to Learn Tips for Dealing with Unexpected Situations (page 113) Acknowledge the fact Unexpected situations are unavoidable and we should deal with them Your attitude is the most important factor A “negative” event can turn out to be very “positive” in the end; the key is the attitude with which you face it When making plans, be flexible and make an alternative plan This may prevent you from falling into a state of helplessness or fear Detach from your emotions It’s OK to recognize you feel angry, frustrated, or even panicked, but don’t let your emotions take control of the situation because you won’t find the way out Analyze the situation and take the initiative If the solution depends on you, solve it; if not, try to deal with the situation the best way you can Unit 181 www.frenglish.ru Z01 Sunburst AB 3Secondary MX XXXXX.indd 181 15/08/19 1:04 Appendix Language Perfect Tenses (Present and Past) (page 125, activity 2) Verb Forms (page 125, activity 1) As adjectives Present and past participles can often be used as adjectives: • Present form: verb + -ing E.g.: People see the creature as a disgusting monster • Past form: regular verb + -ed E.g.: Disgusted at the monster he had created, he runs from the apartment He was astonished when he discovered the changes in his body For irregular verbs, you should consult a dictionary to check them E.g.: fall – past participle: fallen The fallen angel becomes a malignant devil As nouns Present participles can function as nouns (subject, direct object, indirect object, object of prepositions, and subject complement in sentences) In those cases, when the present participle acts as a noun, it is know as a gerund E.g.: Experimenting was his main interest (subject) I enjoy reading fantasy novels (direct object) The present perfect shows that an action has taken place once or many times before now It is used to talk about experiences or changes that have taken place Structure: has/have + past participle E.g.: He has never seen such a beautiful animal Time expressions: ever, never, once, many times, several times, before, so far, already, yet The past perfect is used to express the idea that something occurred before another action in the past It can also show that something happened before a specific time in the past Structure: had + past participle E.g.: Nobody had tamed the fox before Time expressions: after, as soon as, before, until Conditionals (page 125, activity 2) Zero Conditional: to talk about what you normally in real-life situations Structure: If/When… simple present…, simple present… E.g.: If Gregor stays home, he entertains himself with fretwork First Conditional: to describe what you think you will in a specific situation in the future Structure: If/When… simple present…, simple future… E.g.: If the little prince tames the fox, he will be unique Second Conditional: to talk about what you would generally in imaginary situations Structure: If… simple past…, would + verb… E.g.: If the monster lived, he would need a family Third Conditional: to talk about imaginary situations in the past Structure: If… past perfect…, would have + past participle… E.g.: If Gregor had opened the door, everybody would have been impressed 182 Unit www.frenglish.ru Z01 Sunburst AB 3Secondary MX XXXXX.indd 182 15/08/19 1:04 Appendix Skills Understanding the Plot (page 126, activity 6) Plot is a term used in literature to describe the related events that are part of a story: • Beginning: the introduction to the story, including information about the characters and setting • Rising action: little events and actions that build the tension and lead to the main event • Climax: the dramatic point of the story • Falling action: the result of the choices the characters made during the climax • Resolution: the way the story (or a fragment) ends Learning to Learn Express Personal Reactions (page 130) When expressing a personal response about a text: Read and understand: Write a short summary of the fragment, story or novel you are reading Ask yourself the following questions: • How you feel about what you are reading? • What you agree or disagree with? • Can you identify with the situation? Use the following phrases to share your opinions and feelings: • I felt that… • In my opinion,… • The reader can conclude that… • The author seems to… • I did not like… • I was especially moved by… • I didn’t get the connection between… • My favorite part was because… Unit 183 www.frenglish.ru Z01 Sunburst AB 3Secondary MX XXXXX.indd 183 15/08/19 1:04 Appendix Language Use of Auxiliaries (page 139, activity 7) As you know, auxiliaries are mostly used to write negative or interrogative statements But in some cases, they can be used with a specific purpose such as: • Emphasizing an affirmation E.g.: Ancient Mayans did know about astrology and math • Asking rhetorical questions E.g.: Don’t you think we should learn more about this civilization? • Stress a difference E.g.: Ancient Greek women used peplos; men didn’t Instead, they used chitons Connectors of Time and Sequence (page 145, activity 1) after that afterwards at last currently eventually finally first Double Genitive (page 145, activity 2) It is also called “double possessive” because is a phrase in which possession is indicated by the preposition of followed by the possessive form of a noun or pronoun, as in a friend of ours It is used to mark belonging relations and avoid repetition E.g.: Hitler was the leader of the Nazi party in Germany; an ally of his, the Italian fascist Mussolini,… Adverbs to Specify Information (page 145, activity 3) You may use adverbs to give precise information on how events happened E.g.: Time immediately in the end meanwhile next presently subsequently then • • • • • already always constantly eventually seldom Place • • • • • above abroad elsewhere there towards Manner • • • • • accidentally bravely clearly ingeniously suspiciously Relative Clauses (page 145, activity 2) When we paraphrase a text, we may use relative clauses to write additional information about a person, a place, a time, or someone’s actions E.g.: The Berlin Wall, that separated the city and the world, fell in 1989 You can use relative pronouns to introduce a relative clause Pronoun Use people (subject) who/that Harry Truman, who succeeded Roosevelt, attended the Potsdam Conference time when The Berlin Wall was built when the Cold War was at its peak place where Potsdam, where the future of Germany was decided, is 24 km from Berlin which/that The division of Germany was one of the things that Allied countries decided whose Gorbachev, whose reforms started in 1986, contributed to end the Cold War things or actions show possession 184 Example Unit www.frenglish.ru Z01 Sunburst AB 3Secondary MX XXXXX.indd 184 15/08/19 1:04 Appendix Skills Differentiating Main and Secondary Ideas (page 139, activity 8) The main idea often appears at the beginning of a paragraph; the content of a text revolves around it Writing a Research Report (page 145, activity 1) You write a research report to give an account of something that you have investigated When writing it, you must: E.g.: Our clothes indicate who we are Secondary ideas serve as complements of the main idea, giving more details E.g.: Ancient humans developed their first pieces of clothing from animal skins • Use formal register • Start with an introduction in which you explain why you are writing the report • Write a description of key events paraphrasing the information you researched (if you copy it, you commit plagiarism) • Include a conclusion that implies a reflection (emit an opinion or say what you learned) Learning to Learn Designing Concept Maps (page 143) A concept map is a diagram that helps us understand and visualize various ideas and the relations between them Some key features of a concept map are: • Concept boxes: isolated words or short phrases are written inside them • Linking graphical devices: establish relationship between concept boxes (usually arrows or lines) • Linking words or phrases: when necessary, they are located above or below linking graphical devices to clarify the relationship between two concepts • Pictures: sometimes used to illustrate concepts Before designing a concept map, write a focus question to define the issue that the concept map will solve Then, identify key concepts that need to be included, and establish a rank from the most general concept to the most specific; remember all concept maps are arranged in a hierarchical structure Unit 185 www.frenglish.ru Z01 Sunburst AB 3Secondary MX XXXXX.indd 185 15/08/19 1:04 Appendix Language Using Tentative Language (page 158, activity 5) When presenting an argument, you must consider that it is unlikely that you have examined all possible evidence Because of this fact, it is always important to be cautious in your claims if you want to present a credible argument Tentative language will help you leave the data you present open to different interpretations You may use the following words to protect your claims: Modals Verbs • can / could • will / would • may / might • indicate • appear • suggest • likely • possibly • probably Words and Expressions to Build Arguments (page 158, activity 7) Comparative like likewise same as as well as also too Adverbs Contrasting although whereas while unlike in contrast to different from Consequence so that… in order to… consequently… as a result… therefore… that’s why… a first item + verb + as + adjective + as + second item He is as young as you b first item + verb + as + adverb + as + second item They are working as efficiently as they can c first item + verb + as + quantity expression + as + second item Young people deserve as much respect as anybody else Ask for clarification • When you say…, you mean…? • I don’t get it… Expess agreement or disagreement • I agree when you propose… • There could be another way to it, why don’t we… Question evidences • Are you sure that…? • Maybe that example is not the best… 186 • Let’s think for a moment… • What would happen if… Comparing by using “as … as” (page 158, activity 7) Useful Phrases for a Discussion (page 162, activity 5) Adjust postures Expressions • Well, after listening to you, maybe you’re right and… • It seems that your proposal is better… Unit 10 www.frenglish.ru Z01 Sunburst AB 3Secondary MX XXXXX.indd 186 15/08/19 1:04 Appendix Skills Fact vs Opinion (page 158, activity 6) When participating in a discussion, it is not always easy to differentiate a fact from an opinion, especially when your interlocutor has good rhetorical skills It is not always simple to tell whether a statement we read or hear is a fact or just an opinion To discriminate one from the other, always consider that: • A fact is a piece of information that is known to be true and that can be checked and backed up with evidence and data E.g.: Governments have police forces to make sure people follow the law • An opinion is an idea, belief, or point of view that is not necessarily true because it can be caused by an emotion or a personal interpretation E.g.: Being young is not easy Learning to Learn Public Discussions (page 161) In a public discussion, a group of specialists is invited to communicate their opinions about a previously established theme The purpose is to increase and/or update the audience’s knowledge about that theme Who? • coordinator • 3-6 specialists • audience How? • The coordinator presents the participants, informs about the purpose of the discussion, and establishes the rules • The specialists participate according to the rules previously established • The coordinator synthesizes the opinions that were expressed • The coordinator invites the audience to participate and coordinates their questions Unit 10 187 www.frenglish.ru Z01 Sunburst AB 3Secondary MX XXXXX.indd 187 15/08/19 1:04 Common Irregular Verbs Infinitive Past Simple Past Participle Infinitive Past Simple Past Participle be was/were been mean meant meant become became become meet met met begin began begun put put put blow blew blown read read read break broke broken ride rode ridden build built built rise rose risen come came come run ran run drive drove driven say said said eat ate eaten see saw seen fall fell fallen send sent sent feel felt felt sit sat sat find found found sleep slept slept forget forgot forgotten speak spoke spoken get got gotten spend spent spent give gave given spread spread spread go went gone swear swore sworn grow grew grown take took taken hide hid hidden teach taught taught hold held held tell told told knit knit knit think thought thought know knew known wake woke woken leave left left wear wore worn lose lost lost weave wove wove make made made write wrote written 188 www.frenglish.ru Z01 Sunburst AB 3Secondary MX XXXXX.indd 188 15/08/19 1:04 Glossary Unit bow: v to bend the upper part of the body burp: v to pass gas loudly from your stomach out through your mouth concern: n a feeling of worry about something important cutlery: n knives, forks, and spoons you use for eating doze: v to sleep lightly for a short time; the difference between dozing and napping is that you don’t go to bed to doze host: n someone at a party or meal who provides the food and drink nap: n a short sleep specially during the day prayer: n words spoken to a god in order to ask for something or give thanks slurp: v to drink or eat making a noisy sucking sound widespread: adj happening in many places or among many people Unit anvil: n a heavy iron block on which pieces of hot metal are shaped using a hammer burden: n something difficult or worrying that you are responsible for dare: v to be brave enough to something that is risky or that you are afraid to diverged: adj separated, going into different directions fair: adj neither particularly good nor particularly bad ominous: adj making you feel that something bad is going to happen sinews: n the parts of your body that connect muscles to bones startled: adj surprised or slightly shocked thee: pron an old-fashioned and poetic word for the pronoun “you” thy/thine: pron old-fashioned and poetic words for “your”; thy is used before a noun that begins with a consonant sound, and thine comes before a vowel sound Unit baking soda: n a powder used when baking cakes to make them lighter commit: v to something wrong or illegal cuff: n a wide band of metal, leather, plastic, or fabric that goes around the upper arm enforcement: n when people are made to obey a rule or law funnel: n a thin tube with a wide top that you use for pouring liquid into a container with a narrow opening, such as a bottle guilty: adj responsible for breaking a law or doing something wrong pour: v to make a liquid or other substance flow out of or into a container roll: v to make something into the shape of a tube spoonful: n the amount that a spoon would hold strap: n a narrow band of strong material that is used to fasten, hang, or hold onto something Unit disdainful: adj showing lack of respect focused: adj paying careful attention guilty: adj feeling ashamed and sad for doing something wrong or not doing something you think you should have done perish: v to die in a terrible or sudden way pride: n a group of lions sound effects: n sounds produced artificially for a radio or TV program, film, etc soundtrack: n the recorded music from a film or television program stray: v to move away from the place you should be subtitles: n translation at the bottom of the screen of what people are saying in a foreign language film or TV show tickers: n a moving area on a screen that shows changing information such as news Unit clever: adj able to learn and understand things quickly downpour: n a lot of rain that falls in a short time numismatist: n someone who collects and studies coins and medals packed: adj full of people, extremely crowded soaked: adj completely wet stagger: v to walk or move with difficulty as if you are going to fall stroll: n a slow, relaxed walk track: n the marks that people or animals leave behind them on the ground unravel: v to understand or explain something that is mysterious or complicated wound: n an injury to the body such as a cut or a hole in the skin made by a weapon 189 www.frenglish.ru Z01 Sunburst AB 3Secondary MX XXXXX.indd 189 15/08/19 1:04 Unit achieve: v to successfully complete something or get a good result canvas: n a painting done with oil paints or the piece of cloth it is painted on deny: v to say that something is not true epicenter: n the place where the most important things happen fumes: n strong-smelling gas or smoke that is unpleasant and sometimes dangerous to breathe in springboard: n something that helps you start an activity or process and make it successful surrealist: adj a style of art in which ideas and images are shown in a dreamlike way tagger: n someone who illegally paints their name or symbol on a wall, vehicle, etc two-edged: adj having two effects, one good and one bad vandalism: n the crime of deliberately damaging things, especially public property Unit baggage: n the suitcases, bags, and personal things that a person carries when traveling calm down: phrasal verb to begin to feel relaxed after you have been angry or nervous cheer up: phrasal verb to become less sad or to make someone feel less sad crowded: adj too full of people or things get rid of: idiom to remove or throw away something you don’t want anymore literally: adv used to emphasize that a description is true, even though it seems surprising sneakers: n a type of light soft shoe used for sports spill the beans: idiom to tell something that someone else wanted to keep a secret stuff: n used to refer to things when it is not important to say exactly what they are take it easy: idiom to relax and not very much Unit attempt: v to try to something, especially something difficult dreary: adj depressing and making you feel sad endeavor: v to try very hard fretwork: n patterns cut into thin wood, metal, etc or the activity of making these patterns glimmer: n a weak flash of light that does not shine continuously infuse: v to fill something or someone with a particular feeling or quality neglect: v to fail to look after or give attention to someone or something properly overcome: v to successfully control a feeling or a problem that prevents you from achieving something stubborn: adj refusing to change your ideas tame: v to train a wild animal to obey you and not to attack people; domesticate Unit barricade: n a temporary wall that prevents people from going though cloak: n a warm piece of clothing like a coat without sleeves that hangs loosely from the shoulders dye: v to give something a different color using a special liquid flax: n a plant whose fiber and seeds are used for making cloth and oil flee: v to leave somewhere very quickly in order to escape loincloth: n a piece of cloth worn to cover the genitals especially by men in very hot parts of the world sheath: n a dress that fits tightly shawl: n a piece of cloth, in a square or triangular shape, that is worn around the shoulders especially by women split: v separate into parts wig: n artificial hair that you wear on your head Unit 10 accommodation: n a place for someone to stay or live address: v to give attention to or deal with a problem ban: v to say that something must not be done, seen, used, etc covenant: n a formal written agreement between countries, organizations, or people curriculum: n the subjects that are taught by a school and what each subject includes facility: n a place or building used for a particular activity or providing a particular service fulfill: v to what is required, necessary, or expected labor union: n an organization formed by workers to protect their rights public affairs: n events and issues, especially political ones, that have an effect on most people refrain: v to stop yourself from doing something that you want to 190 www.frenglish.ru Z01 Sunburst AB 3Secondary MX XXXXX.indd 190 15/08/19 1:04 Online References Unit Unit Kasloff, T., et al (2006) A Conversation Book 1: English in Everyday Life New Jersey: Pearson Khurana, R (2016) Public Speaking Skills and Essentials of Debating Charleston: CreateSpace Independent Publishing “Fact or opinion.” BBC http://www.bbc.co.uk/skillswise/factsheet/ en06opin-e2-f-is-that-a-fact (accessed November 20, 2018) “How to become good at debating.” British Council https://www britishcouncil.org/voices-magazine/how-become-gooddebating (accessed November 20, 2018) Unit Dove, R (2013) The Penguin Anthology of Twentieth-Century American Poetry New Jersey: Penguin Books “Homophones.” British Council http://esol.britishcouncil.org/ content/learners/grammar-and-vocabulary/vocabulary-andspelling/homophones (accessed November 20, 2018) Unit Unit Verderber, R (1997) Speech for Effective Communication Boston: Houghton Mifflin Harcourt “Reported speech: indirect speech.” Cambridge Dictionary https:// dictionary.cambridge.org/es/gramatica/gramatica-britanica/ reported-speech/reported-speech-indirect-speech (accessed November 20, 2018) Fuchs, M., et al (2011) Focus on Grammar New Jersey: Pearson Unit “Verb + -ing or verb + infinitive.” British Council http:// learnenglishteens.britishcouncil.org/grammar/beginnergrammar/verb-ing-or-verb-infinitive (accessed November 20, 2018) Alongi, P., et al (2017) Maximize Your Reading New Jersey: Pearson Unit “Conditionals review.” BBC http://www.bbc.co.uk/ learningenglish/english/course/intermediate/unit-24/ session-2/activity-1 (accessed November 20, 2018) Hartley, G and Karinch, M (2017) The Art of Body Talk Newburyport: Career Press Unit “Question words.” British Council http://learnenglishteens britishcouncil.org/grammar/beginner-grammar/questionwords (accessed November 20, 2018) Unit Doyle, A C (2001) The Adventures of Sherlock Holmes and The Memoirs of Sherlock Holmes New Jersey: Penguin Classics “Deductive Reasoning vs Inductive Reasoning.” Live Science https://www.livescience.com/21569-deduction-vs-induction html (accessed November 20, 2018) Blaxter, L., et al (2010) How to Research New York: Open University Press “Concept Maps.” Reading Rockets http://www.readingrockets org/strategies/concept_maps (accessed November 20, 2018) Unit 10 Angel, W (2015) The International Law of Youth Rights Leiden: Martinus Nijhoff Publishers “Argument.” University of North Carolina https://writingcenter.unc edu/tips-and-tools/argument/ (accessed November 20, 2018) 191 www.frenglish.ru Z01 Sunburst AB 3Secondary MX XXXXX.indd 191 15/08/19 1:04 192 www.frenglish.ru Z01 Sunburst AB 3Secondary MX XXXXX.indd 192 15/08/19 1:04 www.frenglish.ru Sunburst Activity Book Secondary 3rd Grade www.frenglish.ru CVR Sunburst SEC AB MEX.indd 8/15/19 2:21 PM