Subject:

ENGLISH

TOPIC:
TALLER DE LECTURA - SESIÓN 44
(READINGS 1 & 2)

GRADE: TERM:
5th III – 2021 – Week 28
 READING Nº 1

THE SCIENCE OF
HOME RUN
 Before reading activities: The Science of Home Run
Choose the correct answer.

1. Cory ran the entire ____________ from the bus stop to his house.
a. force b. plate c. inning d. distance

2. The trees at this ____________do not grow very large.

a. Elevation b. tied c. resistance d. natural

3. What is the definition of force?

a. Drag b. Height c. Power d. Spend

4. What is the opposite of expend?

a. Join b. Save c. Break d. Smash

5. What is the synonym of Fortunately?

a. Quickly b. Sadly c. Luckily d. Angrily
 While reading activities: The Science of Home Run

Listen to the story. Read along to practice your pronunciation.

[1] You step up to the plate during the last inning of the game, and the score is tied. You can win the
game for your team if you hit a home run, but how do you do that? Science can tell us a lot about
how to hit a home run.

[2] From the moment a baseball flies off the bat, air is slowing it down. This force is known as air
resistance, and it depends on how thin or dense the air is. Thinner, less-dense air produces less air
resistance to slow the ball down. Environmental conditions that affect air resistance are
temperature, elevation, and humidity. Warm air is lighter and less dense than cool air, and thus
carries the ball farther. The ball also travels farther at higher elevations because the air is less dense
there. Likewise, the ball can fly more easily in humid air than in dry air because water vapor is less
dense than normal air.
 While reading activities: The Science of Home Run
Listen to the story. Read along to practice your pronunciation.

[3] When you’re at bat, there’s not much you can do to affect air resistance. Fortunately, there
are two other ways to make a baseball go farther. The first is to swing the bat as fast as possible.
Energy will be transferred from the bat to the ball. Naturally, the more energy the ball has, the
farther it can go. The second way is to strike it at the correct angle. If a ball is hit too low, gravity
will pull it to the ground too soon. On the other hand, if a ball is hit too high, it will expend too
much energy moving upward rather than away from you. Consequently, it will cover less
distance. The best angle to hit a baseball is said to be about 35 degrees.
[4] Now that you know a little more about hitting a home run, you’re ready to win a baseball
game! Understanding the dynamics of a baseball can give your team an edge.
After reading activities: The Science of Home Run
Read the questions and think about the best answers according to the text.

1. Main Idea What is the passage mainly about?

a. Why baseball is a fun sport.

b. Why home runs are difficult to hit.
c. How baseball helps students do better in science.
d. The science of hitting a baseball.

2. Detail Why does a ball travel farther at higher elevations?

a. The temperature is cooler.

b. It experiences less air resistance.
c. The air contains less water.
d. It does not need to use energy moving upward.
After reading activities: The Science of Home Run

Read the questions and think about the best answers according to the text.

3. Detail What happens when a ball is hit too low?

a. Gravity pulls it to the ground too fast.

b. It can be easily caught by the other team.
c. It uses too much energy traveling away from you.
d. Air resistance causes it to lose too much energy.

4 . Detail What does tied mean?

a. Untied.
b. Attached.
c. Unfastened.
d. Divided.
After reading activities: The Science of Home Run

Read the questions and think about the best answers according to the text.

5. Comprehension The main purpose of the first paragraph is to:

a. Explain a plan for how to win a baseball game.

b. Introduce the idea that science can explain how to hit a home run.
c. Give tips about becoming a better baseball player.
d. Show that scientists have been studying baseball for a long time.

6. Comprehension Which environmental conditions affect air resistance?

a. Bad speed.
b. Environmental conditions that affect air resistance are temperature, elevation, and
humidity.
c. Angle.
d. Dynamics.
After reading activities: The Science of Home Run
Read the questions and think about the best answers according to the text.

7. Comprehension Why is it important to swing the bat as fast as possible?

a. The air resistance depends on the air’s density.

b. The way a player hits a ball can affect the distance the ball travels.
c. Energy is transferred from the bat to the ball.
d. It is not important to swing, only hit and that’s it.

8. Comprehension What is the best angle to hit a baseball at?

a. The best angle is about 30 degrees.

b. 40 degrees.
c. It is said to be about 25 degrees.
d. The best angle to hit a baseball is said to be about 35 degrees.
After reading activities: The Science of Home Run
Read the questions and think about the best answers according to the text.

9. Comprehension What is the main idea of the paragraph Nº 2?

a. The angle when you hit the baseball bat.

b. Relationship between students and baseball.
c. Be a better baseball player.
d. The force of the baseball bat.

10. Inference What can be inferred about humid air?

a. It usually creates more resistance than dry air.

b. It’s very unusual to find humid air at high elevations.
c. It’s easier to hit a home run in humid air than in dry air.
d. It affects the flight of the ball more than high temperatures
 READING Nº 2

THE CODE OF HAMMURABI

Before reading activities: The Code of Hammurabi
Choose the correct answer.

1. The Roman__________ survived for a thousand years.

a) Empire b) Slab c) Broken d)Punishment

2.  Energy and persistence ________ all things.

a) slab b) punishment c) conquer d)stone

3. What is the definition of “punishment ”?

a)Happiness b) Penalizing c) Praise d)Protection

4. Which word is the synonym for “conquer”?

a) Destroy b) Vanquish c) Pull down d) Receive

5. Which word is the antonym for “predecessor”?

a) Depart b) Successor c) Rigid d) Statistic
•While reading activities: The Code of Hammurabi

Listen to the story. Read along to practice your pronunciation.

[1] Hammurabi’s code was a collection of laws that were written down and put on display for
everyone to see. It not only described what was against the law but also what punishments would be
given to lawbreakers. (a) For example, the code stated that stealing property from temples was
illegal. It also said that anyone caught doing this would be put to death. (b) The range of the code
was quite broad, covering issues from money lending to military service. 

[2] Some of the 281 laws in the code came from Amorite tradition. Others were borrowed from
earlier empires, such as the Akkadians. Still others were brand new. The principle of “an eye for an
eye” was an example of a new method of justice. If people caused others harm, they would be
punished by having the same type of harm inflicted on them. (c) Many copies of Hammurabi’s code
were written on large slabs of stone or wood and placed in public areas. This was the first time a
government’s laws had been explained and distributed like this.

[3] Eventually, the Babylonian Empire fell, just as its predecessors had. It was conquered by the
Kassites, a people from present-day Iran. But the Kassites didn’t destroy Babylon. In fact, they
adopted many elements of Babylonian culture, including the Code of Hammurabi. In this way, the
code was passed from empire to empire, guiding the development of different legal systems. (d) Its
influence can even be seen in the laws we follow today.
•After reading activities: The code of Hammurabi

Read the questions and think about the best answers according to the text.

1. Main Idea What is the passage mainly about?

a. The principle of “an eye for an eye”.

b. Babylonian Empire.
c. Hammurabi’s code.
d. The Kassites.

2. Detail Which is TRUE about the passage?

a. The Kassites were an Empire.

b. The Kassites destroyed Babylon.
c. Hammurabi’s code was a collections of only punishments.
d. Hammurabi’s code was a collections of law.
•After reading activities: The code of Hammurabi

Read the questions and think about the best answers according to the text.

3. Detail Which is MENTIONED in paragraph Nº 1?

a. The code was passed from empire to empire.

b. Code were written in pieces of slab.
c. The Kassites adopted many elements of Babylonian culture, including the Code of
Hammurabi.
d.  The code was not only about the law but also what punishments would be given to
people who break the laws.

4. Detail The word predecessors in paragraph 3 is the closest in meaning to:

a. Forerunners. 
b. Chiefs.
c. Descendants.
d. Prophets.
 •After reading activities: The code of Hammurabi

Read the questions and think about the best answers according to the text.

5. Comprehension. The main idea of the second paragraph is:

a. The destruction of Babylon.

b. About the Predecessors.
c. About the Kassites and their empire.
d. About the 281 law of the code.

6. Comprehension. According to the passage, what is the reason that the Code of Hammurabi
survived?

a. The Kassites preserved it when they overcame the Babylonian Empire.

b. The code of Hammurabi was engraved on indestructible materials.
c. The code was hidden from the Kassites when they conquered Babylon.
d. There were many copies of the code, so some were able to survive.
 •After reading activities: The code of Hammurabi

Read the questions and think about the best answers according to the text.

7. Comprehension Which of the sentences below best expresses the essential information in
the underlined sentence in the passage?

a. Hammurabi’s code laid down various new forms of discipline for Babylon.
b. People living in the Babylonian empire demanded a revised legal system.
c. Penalizing those who hurt others by hurting them in the same way was a revolutionary law.
d. The Babylonians’ policy of “an eye for an eye” was based on Akkadian beliefs.

8. Comprehension Where would this sentence best fit in the passage?

“Punishments for other offenses included loss of a limb, exile, the death of a family
member, and fines.”

a. For example, the code stated that stealing property from temples was illegal.
b. The range of the code was quite broad, covering issues from money lending to military
service.
c. Many copies of Hammurabi’s code were written on large slabs of stone or wood and
placed in public areas.
d. Its influence can even be seen in the laws we follow today.
•After reading activities: The code of Hammurabi

Read the questions and think about the best answers according to the text.

9. Comprehension Who conquered the Babylonian Empire?

a. The Amorites.
b. The Akkadians.
c. The Hammurabies.
d. The Kassites.

10. Inference What can be inferred about the passage?

a. The code was a book of laws and punishments that nobody respect.
b. The code is only a simple book with simple laws.
c. The influence of the Code can even be seen in the laws we follow today.
d. The code was used by man governments.