Brilliant!

Teens Teacher's Edition

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Teacher's Edition
Liliana del Carmen Plata Quiroz

Prtd Brilliant! Teens 3 Teacher´s

Teacher´ s Edition.indd
Edition.indd 3 4/12/18 3:57
4/12/18 3:57 PM
PM
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Teacher's Edition
Liliana del Carmen Plata Quiroz

BRISEC3 TEACH PL01.indd 1 7/17/12 3:29 PM

 El libro Brilliant! Teens 3 Teacher’s Edition fue elaborado en Editorial Santillana
por el siguiente equipo:

Dirección General de Contenidos Edición Digital

Antonio Moreno Paniagua Miguel Ángel Flores Medina
Gerencia de Arte y Diseño Diseño de Portada e Interiores
Humberto Ayala Santiago Beatriz Alatriste del Castillo
Coordinación Iconográfica Iconografía
Nadira Nizametdinova Malekovna Haydée Jaramillo Barona
Fotografía
Archivo Santillana, Photos to go

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La presentación y disposición en conjunto y de cada página de Brilliant! Teens 3 Teacher’s Edition son propiedad
del editor. Queda estrictamente prohibida la reproducción parcial o total de esta obra por cualquier sistema o método
electrónico, incluso el fotocopiado, sin autorización escrita del editor.
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© 2012 Liliana del Carmen Plata Quiroz

D. R. © 2012 por Editorial Santillana, S. A. de C. V.
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Avenida Río Mixcoac 274 piso 4, colonia Acacias, C. P. 03240, delegación Benito Juárez, Ciudad de México.

ISBN: 978-607-01-1246-1
Primera edición: agosto de 2012
Sexta reimpresión: abril de 2018

Miembro de la Cámara Nacional de la Industria Editorial Mexicana.

Reg. Núm. 802

TEACHERS 3.indd 1 03/05/17 10:19 a.m.

 To the Teacher
Dear Teacher,

Welcome to Brilliant! Teens 3, where you will find a well-balanced variety of lively and fun student-centered
tasks set in three different learning environments. These tasks take into account what learners already know
about the English language and what they can do with it as they learn new concepts and work on strategies
to help them become more competent and autonomous users of the English language.

To accomplish this, Brilliant! Teens 3 focuses on teaching the social practices of the language, through
which students will keep working on developing the receptive abilities of communication and start

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emphasizing oral production and, to some extent, written production. By doing this, students will recognize
linguistic aspects and use of the language, as well as similarities and differences between the foreign and

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native languages.

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Because we know that the teacher’s intervention is fundamental at this level, the contents and lesson plans
included in Brilliant! Teens 3 components are flexible and adaptable to any teaching circumstance, need or

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requirement you may have; therefore the scope and sequence is set in three different learning environments
which focus students’ attention on a single communicative ability of the language, each without losing sight
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of the importance of the other language skills: familiar and community learning environment (speaking and

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listening), formation and academic learning environment (written production) and literary and ludic learning
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environment (reading comprehension).
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As the students progress through the book under your guidance, they will work on Portfolio activities
and self-evaluations that will help them see their progress as they develop different competencies in the
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language, so that by the end of the course they will be able to:
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9 Ask and answer questions about the attitude and behavior of persons.
9 Ask and answer questions to deduce and understand information in the story.
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9 Classify and write simple and complex sentences in appropriate order, so that they can create
instruction manuals.
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9 Create short reports.

9 Create short texts with arguments in favor and/or against a topic.
9 Explain main ideas during a presentation about a TV program.
9 Predict and tell the differences between main ideas and supporting ideas in TV programs.
9 Produce simple and complex sentences.
9 Read short plays.
9 Write and read instructions for a field trip.

Welcome then, to Brilliant! Teens 3, where using a brilliant way of teaching English encourages students to
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do with the language, to know about the language and to be through the language, as they enjoy learning it
and becoming better users of the language!
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We wish you and each one of your students a brilliant school year!

The Author

BRISEC3 TEACH PL01.indd 3 6/27/12 9:48 AM

 unit
Scope and Sequence
1
Unit 1 Healthy Mind, Healthy Body!
SOCIAL SPECIFIC
LESSON PAGE PRODUCT ACHIEVEMENT
PRACTICE ACTIVITIES
Learning Environment: Understand State oral
Familiar and Community and convey complaints about
Environment information a health service.
about goods and
services.

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Unit Opener 10/18 9 Can infer central
sense from explicit

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Lesson 1 I Feel Sick! 12/20 information.
Lesson 2 A Terrible 9 Can distinguish main

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Toothache! 16/24 ideas and some
Lesson 3 In the Hospital! 20/28 details within oral

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Lesson 4 Brilliant! Magazine 24/32 Telephone texts.
Brilliant Song! 25/33 complaint 9 Can detect
Product Time
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Self-evaluation (I can) 27/35 information within
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Evaluation 1A TE:52 oral texts.
9 Can use strategies in
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Learning Environment: Read and Read suspense order to tweak the

Literary and understand literature and meaning of an oral
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Ludic Environment different types describe moods. text.

of literary texts
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distinctive of
English speaking
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countries.
Lesson 5 What is Suspense? 28/36 9 Can use various
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Lesson 6 Let’s Read a strategies to

Suspense Story! 32/40 comprehend
Lesson 7 It Makes me Feel… 36/44 narratives.
Emotionary 9 Can infer central
Lesson 8 Brilliant! Magazine 40/48 sense and main ideas
Brilliant Song! 41/49 from details.
Product Time 42/50 9 Can formulate and
Self-evaluation (I can) 43/51 answer questions
Evaluation 1B TE:53 in order to infer
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information.
9 Can compose
opinions regarding
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emotional states.
9 Can organize
paragraphs in order
to create texts.

BRISEC3 TEACH PL01.indd 4 6/27/12 9:48 AM

 unit
Scope and Sequence
2
Unit 2 Science for Life!
SOCIAL SPECIFIC
LESSON PAGE PRODUCT ACHIEVEMENT
PRACTICE ACTIVITIES
Learning Environment: Understand and Interpret and
Formation and Academic write instructions. write instructions
Environment for a simple
experiment.

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Unit Opener 48/56 9 Can understand
and interpret order

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Lesson 9 In the Lab! 50/58 and sequence of
Lesson 10 Science Fair! 54/62 instruction elements

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Lesson 11 The Best Science to carry out an
Project! 58/66 experiment.

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9 Can write and classify
Lesson 12 Brilliant! Magazine 62/70 Instruction simple and complex
Brilliant Song!
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Product Time 64/72 to create instruction
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Self-evaluation (I can) 65/73 sequences.
Evaluation 2A TE:90 9 Can remove, add,
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change and/or
rearrange information
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Learning Environment: Interpret and Share emotions to edit an instruction

Familiar and Community convey and reactions manual.
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Environment information caused by a TV

published programme.
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in various media.
Lesson 13 TV Shows 66/74 9 Can anticipate main
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Lesson 14 What’s It About? 70/78 ideas and information

Lesson 15 That’s Fascinating! 74/82 that explains or
supports them.
Lesson 16 Brilliant! Magazine 78/86 Oral 9 Can clarify the
Brilliant Song! 79/87 presentation meaning of words.
Product Time 80/88 9 Can formulate and
Self-evaluation (I can) 81/89 answer questions to
Evaluation 2B TE: 91 share emotions and
reactions.
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9 Can explain main

ideas within an oral
exchange.
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BRISEC3 TEACH PL01.indd 5 6/27/12 9:49 AM

 unit
Scope and Sequence
3
Unit 3 Sports!
SOCIAL SPECIFIC
LESSON PAGE PRODUCT ACHIEVEMENT
PRACTICE ACTIVITIES
Learning Environment: Participate in Participate in
Literary and Ludic language games to language games
Environment work with specific to comprehend
linguistic features. and write irregular
verb forms.

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Unit Opener 86/94 9 Can compare
sentences with and

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Lesson 17 Let’s Play! 88/96 without irregular verb
Lesson 18 Actions, Actions! 92/100 forms.

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Lesson 19 Before that Time 96/104 Memory 9 Can classify sentences
game according to their

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Lesson 20 Brilliant! Magazine 100/108 verb tense.
Brilliant Song! 101/109 9 Can use perfect verb
Product Time
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Self-evaluation (I can) 103/111 past in sentences and
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Evaluation 3A TE:128 texts.
9 Can compose and
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dictate sentences
with irregular verb
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tenses.
Learning Environment: Read and rewrite Write a short
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Formation and Academic informative texts report about a

Environment from a particular historic event.
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field.
Lesson 21 The Olympic 9 Can formulate
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Games! 104/112 questions in order to

Lesson 22 Different Olympic distinguish main from
Games! 108/116 secondary ideas.
Lesson 23 Mexico in the 9 Can write simple and
Olympic Games! 112/120 Anthology complex sentences.
of historic 9 Can link sentences
Lesson 24 Brilliant! Magazine 116/124 event in order to make
Brilliant Song! 117/125 reports paragraphs.
Product Time 118/126 9 Can write a short
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Self-evaluation (I can) 119/127 report from a model.

Evaluation 3B TE:129 9 Can corroborate
spelling conventions
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and adjust language

according to
intended audience
and purpose, to edit
reports.

BRISEC3 TEACH PL01.indd 6 6/27/12 9:49 AM

 unit
Scope and Sequence
4
Unit 4 All of a Sudden...!
SOCIAL SPECIFIC
LESSON PAGE PRODUCT ACHIEVEMENT
PRACTICE ACTIVITIES
Learning Environment: Understand Interpret and
Familiar and Community and incite oral offer descriptions
Environment exchanges regarding
regarding leisure unexpected
situations. situations in an

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oral exchange.
Unit Opener 124/132 9 Can determine

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the function of
Lesson 25 A Horrible Tremor! 126/134 pauses, rhythm and

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Lesson 26 On Fire! 130/138 intonation.
Lesson 27 Suddenly…! 134/142 Testimonial 9 Can negotiate

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meaning.
Lesson 28 Brilliant! Magazine 138/146 9 Can rephrase ideas.
Brilliant Song!
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Product Time 140/148 to repair a failed
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Self-evaluation (I can) 141/149 conversation.
Evaluation 4A TE:166 9 Can anticipate central
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sense, main ideas and

some details in order
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Learning Environment: Understand and Read plays in to produce an oral

Literary and Ludic express differences order to compare text.
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Environment and similarities attitudes and

between cultural behaviors
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features from adopted by

Mexico and English speaking
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English speaking and Mexican

countries. persons.
Lesson 29 A Play is Fun! 142/150 9 Can use various
Lesson 30 Acting It Out! 146/154 comprehension
Lesson 31 Social Standards! 150/158 Performance strategies.
9 Can formulate and
Lesson 32 Brilliant! Magazine 154/162 answer questions
Brilliant Song! 155/163 about the attitude
Product Time 156/164 and behaviour of
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Self-evaluation (I can) 157/165 persons.

Evaluation 4B TE:167 9 Can link non-verbal
communication with
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the dialogue‘s sense.

9 Can read short plays.

BRISEC3 TEACH PL01.indd 7 6/27/12 9:49 AM

 unit
Scope and Sequence
5
Unit 5 Let's Talk about It!
SOCIAL SPECIFIC
LESSON PAGE PRODUCT ACHIEVEMENT
PRACTICE ACTIVITIES
Learning Environment: Produce texts Write arguments
Academic and Formation to participate in in favour or
Environment academic events. against a subject
to intervene in a
debate.

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Unit Opener 162/170 9 Can detect and
establish links

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Lesson 33 The Debate! 164/172 between a personal
Lesson 34 Is Graffiti an Art? 168/176 stance and

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Lesson 35 Social Networks: information which
Pros and Cons! 172/180 Debate agrees or disagrees

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with it.
Lesson 36 Brilliant! Magazine 176/184 9 Can emphasize
Brilliant Song!
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Product Time 178/186 agreements and/or
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Self-evaluation (I can) 179/187 disagreements.
Evaluation 5A TE:204 9 Can write up short
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texts which express

agreement or
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disagreement.
9 Can solve doubts and
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encourage feedback
in order to edit
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agreements and/or
disagreements.
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Learning Environment: Interpret Understand and 9 Can adjust volume,

Familiar and Community and convey offer instructions intonation and tone
Environment instructions found to plan a field trip. to emphasize or
in daily life. clarify instructions.
9 Can offer
Lesson 37 Yes! Let’s Go There! 180/188 explanations to clarify
Lesson 38 Learning by Going! 184/192 instructions.
Lesson 39 Itineraries 188/196 Activity 9 Can rephrase
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schedule instructions
Lesson 40 Brilliant! Magazine 192/200 to confirm
Brilliant Song! 193/201 comprehension.
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Product Time 194/202 9 Can compose

Self-evaluation (I can) 195/203 instructions.
Evaluation 5B TE:205 9 Can appraise the
pertinence of
following or not
instructions.

BRISEC3 TEACH PL01.indd 8 6/27/12 9:49 AM

 READING COMPREHENSION STRATEGIES p. 207

AMERICAN AND BRITISH ENGLISH p. 208

GRAMMAR REFERENCE p. 210

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SCRIPTS p. 215

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PICTURE DICTIONARY p. 222

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COMPOSITION
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EVIDENCE FILES p. 244
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TEACHING TIPS p. 246

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BIBLIOGRAPHY AND WEBOGRAPHY p. 248

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EXTRA ACTIVITIES p. 252

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BRISEC3 TEACH PL01.indd 9 6/27/12 9:49 AM

 Components
se?
spen
is Su
Lesso
n What
Activity Book
Student’s Book 5 to d.
ions a
r quest
answe
tures and
k at the pic
1. Loo

9 Student-centered. at will
to the
man?
happen to the woma
b. Wh will happen the robot?
n?

9 Provides the learning environments in which the social practices, tasks, final
at to
te: c. Wh will happen
to illustra d. Wh
at
you use
would
ture(s) Why?
ich pic
a. Wh fantasy story? story? Why?
‘A fiction t them.
y? correc

products and performance evidence are treated. ‘

‘
A science se story? Wh

g it!
A sus pen

them to
the genres
. Then,
find the mis
takes and
Genre
(type
of text)

Doin match

9 Five, theme-based units with eight, four-page lessons, each.

ns and
criptio
d the des
2. Rea o Fairy tale
h her tw
ion lives wit
Descript ng lad
y who attend
to at
or you chance

9 Timing: The number of hours devoted to each unit is flexible and should The sto
ry is abo

step-siste
rs and
ut a po

the roy
her ste
al cas
p-moth
tle and me
er. She
has the

et thee
marrieed
prince
d and
. In the
live
end, the

happily
ever afte
r.

a ball at the pri

nce get

depend on the particular needs of every group. We suggest the following: young
lady and

with too
o childre
n who
works
this. Wh
as a spy
en he Suspen
se story

IEEA
d man know
a marrie es not
dooes one of
his
It is abo ut
his fam
ily ul time,
rs, but y peacef g the
r ma ny yea Aft er a ver kid nappin
enge by

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fou to retire. !
er, he has takes rev search
gets old him and perate
s finds rts a des
enemie henn sta
the short
passed sun. He ook a
er and r noteb r friends to
daught in you
man’s

1 lesson = three class sessions = 1 week one up

. Write and ask you


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ing it! suspen enssee sto not explain
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1 unit = two months 3. Do 8/14/11

6:29 PM


tion

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Unit opener, fully illustrated plus questions regarding the

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contents of the unit to engage students into working on

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thinking skills.

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Activities include work in the four language skills and
thinking skills through word formation, language, cross-
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curricular, reading, listening and problem solving tasks to be
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Every performed individually, in pairs, in small groups and/or as a
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unit whole group. Every third class-session, students review and
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includes: reinforce what they have learned so far in the unit through A back matter section is also included in the
a Brilliant Game!, which offers different styles and strategies book where students will find:
as the contents develop. This session also engages students
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into working on reading strategies in an activity called 9 Reading Comprehension Strategies: a two-
Brilliant Reading!, where they solve a task directly correlated page file offering helpful reading strategies
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to their Reader’s Book and finally, a closing activity –Brilliant to ease the learning process of the language.
Time!, where students work on each one of the steps they 9 Fact Sheets: two pages where students can
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need to follow to build up the products in the unit. write their thoughts and ideas about the
stories and facts in their Reader’s Book.
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Brilliant! Magazine: a magazine-format type activity where 9 American and British English: two pages
American and British English varieties or dialects1 are included presented as a dictionary where students
for students to work on different reading strategies as they can find different words and the way they
expand vocabulary and culture in a fun and interesting way. are written and pronounced using both
varieties in the English language.
Brilliant Song!: aimed at working on pronunciation, 9 Grammar Reference: five pages where the
Every four intonation and stress of the language. specific language structures taught in every
lessons you unit are included in a grammar table format.
will find Brilliant Time!: a page that engages students to visualize, 9 Scripts: transcripts of every listening activity
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a review summarize and talk about the way they built up the are found in this section for referral.
section product they worked on throughout the previous weeks. 9 Bibliography and Webography: every source
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conformed used to build up the content in the book

by: I can: which is a self-assessment page for students to see as well as recommended links for extended
and evaluate their own progress. practice have been included in this section.
9 Evidence Files Section: where activities on
To close each unit, a full-illustrated Picture Dictionary has composition, spelling and extra projects can
been included based on the most important and frequently be found either for extended practice or
used words learned in the unit offering a dictionary entry evaluation purposes. These last pages in the
format for easy comprehension. book can be tear out for easy saving as part
1
of the Portfolio activities.
A regional variety of language distinguished by features of vocabulary,
grammar, and pronunciation from other regional varieties and constituting
together with them a single language. www.merriam-webster.com.

10

BRISEC3 TEACH PL01.indd 10 6/27/12 9:49 AM

 Teacher’s Edition intonation, pronunciation and word-stress. The Reader’s Book also
engages students into light discussions of the topic or story being
Teacher-centered providing all needed teaching tools to facilitate read at the moment. This component is fully illustrated and divided
your daily practice as you guide and encourage students to develop into two sections:
language and thinking skills in English.
9 Narrative: provides stories set in a figurative context included
along five different chapters where students will be engaged
Lesso
n In th
e Ho
spita
l! into extending vocabulary and language as they reflect on
3
values and work on critical thinking.
er.
with your teach
answers
k your
ns. Chec
n
Lesso
ct optio
the corre
and circle
3 to the
dialog
1. Listen
ital!
6

Hosp t

9 Descriptive: five chapters offering updated facts regarding the

dentis
In the
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two
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hospital
3 Da
WEEK the boo
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ide the r has been

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. angry
ACTIV test.” Div s five b. Arthu
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at the

rch Con group choose ing to Reyno an

c. Dr. r to take its parts
rd Sea

topics included in the Student’s Book which engage students

h told Arthu . and label
ond
Play “Wo s of four. Eac lary corresp of paper.
Snow
d. Dr. recording
is Read the
team abu e Arthur complain.
voc piec e. problem
into m on a
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team tha Doin
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to Arthu . complain
the ened voice mail.
this unit s exchange ds. The first happ box below ion
what the intro
duct Hospital
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The team g of the woris the winner with conc
lusio This is
voice mail: beep.
your
lain about ir.

to extend their cultural background.

anin tal’s
the me the meanings
the comp
from hospi ge after like to is Arthur McFa
Recording your messa this, but
I would
My name hospital last was
week
finds all
, leave
Please to say behavior. your he
k to have unethical 456. I was in lds. However, other
I’m sorry
the boo
tely 01223 Reyno she said
Arthur: doctors’ absolunumber is with Dr. of staff, but there for
CE – In and circ r
le one ntment chief But I had been sic and
PRACTI dialog
My telephI had an appoi Snow, the
to Dr. so I had to wait. d take an
analge
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talked t, I shoul
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6 1. List rect tea che k
Introduc !
two docto two hours following week tal and
paid

the cor with your

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them to
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go to anoth
Complai
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answer in pairs, tell to figure
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Problem n again. my money
t happe I get
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discuss write the reasowith your ur class.
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and the s. Play Trac were closer us activi your noteb inform

Students work in the Reader’s Book every third class-session,

previo in your
ion s ing it! to the lain? Then, er. Share
predict diction to Shar s. Go back he comp of your teach
ch pre explain in small
group
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the help 4:21 PM

out whi ation. Then e to choose 3. Work ened to Arthuyour work with
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to the that they hav the track complaint.
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student ion. Play paragraph
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meaning once a week. However, please feel free to use it anytime

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throughout the year in agreement to your class and teaching needs.

call ts king in you nt. Check on stud
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HI!:?J
Liliana Pla
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z 8/14/11

28

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9 Step-by-step lesson plans with clearly stated instructions and
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teaching tips. d
n so kin .
has bee ure
m, who dict the fut

9 Each lesson plan in your Teacher’s Edition includes the er: “W e’re
Report r some quest
ion
e with
back her s about her dau
tera’s mo
Zofia Ce ghter’s ability

g predic
tio
to pre

ns mi ght aff
friends?”
ect Zo
fia’s

t makin her to have

to answe rry tha
corresponding Student’s Book page in a smaller size with tera, do you ever wo it difficult for
this ma
ke dictio ns of disasters
makee
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“Mrs. Ce y? Doesn’t e the pre her and g

alit becaus try to talk to , by predictin
person I worry disasters
her and trol. We
Her fat and out of con uake causes

overwritten answers. This facilitates planning the lesson, as can ma

her
r: “Yes.
Mothe her feel sad ood or an ear ed.
fee
ke n if a fl
l that eve p people to
can hel
be pre
thq
par
have pro
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9 A Resource File on Games for teachers to have more and better 

 






tools to enjoy teaching.

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9 A Unit Opener at the beginning of every unit including the social

practices, the learning environments, the specific activities, the
final product and achievement. Audio CD
9 Ten Evaluations, two per unit –Evaluation A suggested to be
used after the first four weeks in a unit and Evaluation B for the 9 One audio CD accompanies the Teacher’s Edition including
last four weeks of work in the unit. Both evaluations and their all listening tasks plus songs where a variety of styles in
Answer key, are found at the end of every unit. pronunciation can be found.
9 A Back Matter offering teachers extra teaching tips on the how- 9 All listening activities are student-centered, theme-related
to teach: the Reading Comprehension Strategies pages, the and fun!
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American and British Word section, the Grammar Reference,

the Picture Dictionary and the Evidence File sections in the
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Student’s book. Finally, the back matter also includes, five

photocopiable Extra Activity pages for extended practice or
evaluation purposes.

Reader’s Book

In direct correlation with each unit in the Student’s Book, it exposes

students to varied, meaningful, contextualized and language-rich
input providing them with opportunities for developing memory,
reading, listening and speaking skills as they read aloud and practice

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BRISEC3 TEACH PL01.indd 11 6/27/12 9:49 AM

 Methodology

ActivityTeens
Brilliant! Book considers that adolescents or teen students are These specific activities engage students to work on “learning
unique and become very active learners of a foreign language what to do with the language” with “learning to know
when they are engaged into activities and tasks that allow them about the language” and the consequences of “learning to
to develop a sense of self and personal identity as well as to be through the language” as English becomes part of their
seek for independence as they think, reflect and find different everyday life in a natural and meaningful way.
ways to solve these tasks. Based on the above, Brilliant! Teens
provides different opportunities for the development of “suitable The approach in this series considers three learning environments
methodologies” for particular contexts rather than focusing on for the construction of knowledge; the teacher being the
looking for the ideal method. facilitator of this knowledge:

To accomplish the above, Brilliant! Teens becomes a helping a) Familiar and community environment. Within this

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tool for teachers to recognize what students have already environment, students focus on developing abilities related
learned about the language and can do with the language after to oral language (speaking and listening).

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having studied 700 hours of English and have reached level A2

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(Waystage) of the CEFR. The book also provides students with b) Literary and ludic environment. In this environment,

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specific activities that under your guidance clearly show them the emphasis is on reading comprehension and social
what skills they will continue developing as they work individually, interaction skills.

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in pairs, in small groups, in teams and as a whole group. These
specific activities also ask for the use of the foreign language c) Formation and academic environment. It is within this
di A
in a lively, fun and natural social environment where the formal environment, that Brilliant! Teens supports the development

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aspects and the functions of language within different social of writing skills.
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practices are included as they engage students into developing
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the tools to participate successfully in the interactions that involve Each one of these environments included in Brilliant! Teens does
production and interpretation of oral and written texts in the not lose sight of the three fundamental stages in this approach:
English language within different social learning environments “learning what to do with the language, learning to know about
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(familiar and community, literary and ludic, formation and the language and learning to be through the language” as they
academic) as well as to understand the characteristics of the engage students to develop linguistic competencies in the new
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foreign language appropriately and to accept a bigger responsibility language as well as competencies for life. This approach also
for their learning process. fosters self-confidence and autonomous learning as students
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work on developing language products that enable them to see

what they Can Do with, and in English.
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As a final note on the methodology used in Brilliant! Teens,

you will find a list of very helpful sources in the Bibliography and
Webography on pages 248 and 249 that make reference to this
and other topics. In addition, they offer you interesting ideas for
extra activities which always come in handy for lesson planning
and class management.
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 Organization of the Course Three steps are suggested in the teaching of each class
period (Day):
Brilliant! Teens offers five units to be taught throughout the
school year, with the suggestion of covering one unit every two 1. Stepping in! is aimed at having students work in the
months. The number of hours devoted to each unit is flexible Student’s Book and introducing them to the context
and should depend on the particular needs of every group. and concepts of the language to be worked within
It also considers three, 50 minute-weekly sessions per lesson, the lesson.
continuous assessment throughout the course and two formal 2. Doing it! is aimed at having students reflect and/or
and two self-evaluations in every unit. discover about the language while practicing, using
and reinforcing the language in order to fulfill the task.
Structure of a Unit – Teaching Steps Some of the activities in this stage are flagged by an

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icon with the letters GR to encourage students to
Each unit includes eight four-page lessons —six content consult the Grammar Reference section found at the

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lessons and two review/assessment lessons. Each lesson is back of their books (pages 206 to 210) to increase their

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taught throughout three class-periods of 50 minutes each and knowledge about the language.

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identified by a specific name: Day 1, Day 2 and Day 3. Days 3. Sharing it! is aimed at ending up a class-period with a
1 and 2 focus on what to do and learn about the language, social practice type of activity.

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while Day 3 engages students into learning to be through the
language as they play a revision game, work with their Reader’s The Picture Dictionary is a flexible tool that you and your
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Book (story or fact according to the stage in the unit) and on students can refer to whenever you consider it necessary.

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specific steps leading them to build up the final products in
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the unit. However, the contents and suggestions on how to Every four lessons (four weeks), Day 3 is turned into the
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carry out each lesson in the book are flexible for teachers to “Assessment Day” where students reflect on the product and
use according to the group’s needs. Therefore, you will find its application. Students also work on the corresponding unit
that the headings (instructions) in each activity in the Evaluation Sheet as well as perform the I Can (self-evaluation)
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Student’s Book have been included exactly the same in page to be carried out individually or in pairs.
your Teacher’s Edition as a useful tool for you to know
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exactly what instructions your students have.

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Every class starts with an Activation stage – commonly known

as “warm up” and aimed at activating students’ schema,
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introducing vocabulary on the topic and/or consolidating the

previously learned language.
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Pair work Group work Individual

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Use your notebook Portfolio Grammar Reference Audio CD track

Write Read individually Read in group

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BRISEC3 TEACH PL01.indd 13 6/27/12 9:49 AM

 Games

Games and Their Aim Tic-Tac-Toe

Draw a table on the board similar to the Bingo one without
It is said that adolescents focus their attention and learn in a framing it. In every box, make a drawing or write a word you
very selective way, they choose what they want or need to want to revise with students and work on word formation,
learn and respond at their own pace and whenever they want reading, pronunciation, question/answer, etc. Some lessons
to do it. However, and as Krashen points out, learning requires suggest using this game in combination with miming games.
“meaningful interaction in the target language —natural Divide the group in two teams and have a student choose a
communication— in which speakers are concerned not with box and give you the answer. If it’s correct, clean the box and
the form of their utterances but with the messages they are draw the X or O symbol corresponding to the student’s team.
conveying and understanding.” That is why in Brilliant! Teens The first team to make a straight line with their symbols in any
we are basing the process of learning on the social practices of direction wins the game.

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the language through tasks which include games.
2. Card Games: this category requires students to make

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Due to the fact that a game is a task with rules, a goal and cards based on the vocabulary taught in the unit. You

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an element of fun, the games in Brilliant! Teens provide can ask students to do this as homework and then,

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opportunities for meaningful language development as well play the game when needed. These games are aimed at
as for setting a secure and enjoyable learning environment. working on long-term memory development and they

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They make the classroom teaching and learning exciting, are an excellent tool for revision and reinforcement of
arouse interest in learning and let the students grasp the vocabulary and language structures.
newly-taught language.
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Memory Card
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As we all know, there are two kinds of games: competitive Students use two sets of corresponding cards related to the
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games, in which players or teams compete to be the first to vocabulary being consolidated. They place all the cards face
reach the goal, and the co-operative games, where players or down on the floor. A player turns over two at once seeking
teams work together to reach a goal. The games in the book to make a pair. If it is a pair, the player keeps the cards and
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are mainly of the latter kind and the way we suggest to use continues playing. When the cards do not match, the player
them is only a proposal, so please feel free to choose and apply puts the cards back and it is his/her partner’s turn.
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them according to your teaching needs.

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Some of the games included in the book allow for repetition Recommended resources: Recommended resources:
while building long-term memory. Other games allow for Website number 3 listed in the Webography on page 249.
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students to socialize and practice in such a way that they build

self-confidence at expressing themselves in the target language.
The games have been classified into the following categories: 3. Miming and Guessing Games: these can be played in pairs
or teams.
1. Board Games: most of these games are played at the
board because they ask for items to be placed or drawn Pairs: student A mimes an action, student B guesses. Take turns.
on the board. Teams: Divide the group into teams A and B. Team A mimes
and team B guesses.
Bingo
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Draw a Bingo card on the board to guide students how to 4. Physical Games: this category implies the movement of
make one (they can do it on a separate sheet of paper or in students inside or outside the classroom. This can be especially
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their notebook). If you like this game, you can have students meaningful for kinetic students but it can also be useful and
use a piece of cardboard to make their card and write on items fun for all of them. These activities may be carried out inside
with pencil so that the card can be reused as many times as you the classroom or, if possible, outside in the schoolyard.
wish. This game is excellent to review and reinforce vocabulary.
Choose a topic and dictate or write a list of the words to be Find someone who…
played on. Ask students to work individually and write them Tell your request to the students and have them walk around
wherever they wish on their cardboard but not to follow following the instruction. E.g. “has two brothers.” When one
the order of the list you wrote. Say words at random and ask student says, “I have two brothers,” that player steps out of the
students to write a tick () on the words you mention. The first game and makes his/her request.
student to mark all his/her words shouts Bingo! and becomes
the winner.

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BRISEC3 TEACH PL01.indd 14 6/27/12 9:49 AM

 Games

Simon says: In addition, Portfolio activities help students integrate all

One of the students takes the role of “Simon” and issues linguistic and thinking skills making them become more self-
instructions (usually physical actions such as “jump in the assured at using the target language.
air” or “stick out your tongue”) to the other players, which
should only be followed if prefaced with the phrase “Simon During this school year, students will create a bank of different
says.” Players are eliminated from the game by either following Portfolio activities as they collect their written creations. By
instructions that are not immediately preceded by the trigger the end of the year, you can have students choose their best
phrase or by failing to follow an instruction which does include written work to put up a show room or open class and invite
“Simon says.” It can be particularly useful in order to practice everyone to see your students’ achievements as you make
imperative form. them feel proud for themselves. The pages where Portfolio
activities have been included are found in the note at the

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Vocabulary kickball bottom of the page.
Played in the schoolyard. Form two teams of students and

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distribute them in four bases and a home. You will say a A note on teaching tips can be the use of quotes (famous,

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vocabulary word and if the student who is going to kick says popular or even written by students) to talk about everyday

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the correct meaning or a sentence using that word he would life activities, reflect on values or to expand general knowledge
have the opportunity to kick and run to the next base. Rules and culture. The following are examples of quotes you can

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are just the same as baseball. use to introduce a topic or engage students to think and/
or to start a light discussion. You can find more quotes at
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Brilliant! Teens 3 also includes Portfolio activities, which are www.quotemountain.com. As you progress in the units, try to

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enjoyable and a great tool for students to see their progress choose two or three that are related to the topic. Write the
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and achievements as they advance further in the school year. quote on the board and have students identify or look up the
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Portfolio activities have been included in both the Student’s words in their dictionary, then you can start a discussion or
and the Reader’s Books and they are also a wonderful teaching have them write or express different sentences using the words
tool for evaluation purposes and for students to develop and in the quote. Later in the year, you can invite students to create
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work on correcting strategies. For easy recognition of these new quotes on their own and even have a Quotes Contest.
activities, a specific icon in the Student’s Book as well as in the This is always fun and extends students’ vocabulary as they
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Teacher’s Edition has been included to flag them. work on thinking skills.
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By definition, a Portfolio is a selection of written work that Never put off until tomorrow what you can do the day after
exhibits a student’s efforts and achievement. The aims of the tomorrow. -- Mark Twain Quotes
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writing Portfolio activities are to: A smart person knows what to say, a wise person knows whether
or not to say it. -- Source Unknown
• Provide students with opportunities to develop the At the touch of love, everyone is a poet. -- Plato
skills, knowledge, and confidence necessary to become
independent thinkers and writers in English. And we can’t forget “The cherry on the cake!” The Evidence
• Promote students’ abilities to communicate to a variety of Files cutout section can be found at the end of both the
audiences for a variety of purposes in a variety of ways. Student’s and the Teacher’s Books. It offers a page of how-to
• Engage students to work on different writing strategies, which strategies for writing and spelling, Rubrics (only in the TB),
have been developed over time and in previous courses. five Composition sheets (one per unit) with specific topics to
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• Integrate performance assessment with classroom instruction. develop, five Spelling dictation sheets and five extra products
• Encourage students to work on researching information that to work on. This Fact Files Section is also considered to be
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will broaden their culture about the world around them and useful for Portfolio activities.
other cultures as well.

Portfolio activities in the Student’s Book can be found

in the following pages of this Teacher’s Book:

25, 29, 36, 46, 58, 60, 63, 64, 66, 68, 84, 97, 100, 101, 113,
116, 118, 121, 135, 136, 139, 142, 151, 154, 174, 176, 178,
189 and 192.

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BRISEC3 TEACH PL01.indd 15 6/27/12 9:49 AM

 Lesson Plan

FIRST MONTH

WEEK ONE WEEK TWO

Lesson 1 Lesson 2
Day 1 Day 2 Day 3 Day 1 Day 2 Day 3
Stepping in! Stepping in! Brilliant Game! Stepping in! Stepping in! Brilliant Game!
Doing it! Doing it! Reading Doing it! Doing it! Reading
Sharing it! Sharing it! Product A - Step 1 Sharing it! Sharing it! Product A - Step 2

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WEEK THREE WEEK FOUR

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Lesson 3 Lesson 4
Day 1 Day 2 Day 3 Day 1- REVIEW Day 2 - REVIEW Day 3

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Stepping in! Stepping in! Brilliant Game! Brilliant Magazine! Brilliant Time! Assessment Day
Doing it! Doing it! Reading (Reflection on Product A - Step 4 I Can. . . 1
Sharing it!
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Sharing it! Product A - Step 3 the differences Evaluation A

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between
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American and
British varieties of
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English)
Brilliant Song!
T
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SECOND MONTH
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WEEK FIVE WEEK SIX

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Lesson 5 Lesson 6
Day 1 Day 2 Day 3 Day 1 Day 2 Day 3
Stepping in! Stepping in! Reading Stepping in! Stepping in! Reading
Doing it! Doing it! Product B - Step 1 Doing it! Doing it! Product B - Step 2
Sharing it! Sharing it! Sharing it! Sharing it! Sharing it! Sharing it!

WEEK SEVEN WEEK EIGHT

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Lesson 7 Lesson 8
Day 1 Day 2 Day 3 Day 1 - REVIEW Day 2 - REVIEW Day 3
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Stepping in! Stepping in! Reading Brilliant Magazine! Brilliant Time! Assessment Day
Doing it! Doing it! Product B - Step 3 (Reflection on Product B - Step 4 I Can. . . 1
Sharing it! Sharing it! Sharing it! the differences Evaluation B
between
American and
British varieties of
English)
Brilliant Song!

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 Healthy Mind,
Social practices of the language:
Healthy Body! 1
understand and convey information about goods and services.

Familiar and community environment

Specific activities with the language:
state oral complaints about a health service.

Learning to do with the language: Learning to be through

Learning to know about the language: the language:
- Revise complaints about a health service,
using context clues and the teacher’s Features and types of oral and Phonic, syntactic and semantic - State a complaint.
coordination. written texts elements of texts - Stand up for one‘s rights.
- Interpret central sense, main ideas - Subject matter, purpose and - Word repertoire suitable for - Raise awareness about one’s and
and some details about a telephone intended audience. this practice of language. others’ attitudes.
complaint with the teacher‘s - Context clues: sounds, turns - Verbs: modal (e.g. can, would).
coordination. of participation. Relationship - Acoustic features.

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- Compose an oral complaint about between participants, attitude, - Conditionals (e.g. if we
a health service, with the teacher’s etcetera. had been..., we might have

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coordination. - Speech register. done…).
- Structure of complaints: - Verb tenses: simple present,

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opening, body and closure. past and future.

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- Form of communication: - Adjectives: qualifying,
on-site, long distance. comparative and superlative.
- Adverbs: of time, of degree.

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- Connectives (e.g. furthermore,
on one hand... on the other

di A hand…, if... then...)

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Product: Telephone complaint voice mail
- Can infer central sense from explicit information. - Can detect specialized information within oral texts.
- Can distinguish main ideas and some details within oral texts. - Can use strategies in order to tweak the meaning of an oral text.
T
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Social practices of the language:

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read and understand different types of literary texts distinctive

of English-speaking countries.
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Literary and ludic environment

Specific activities with the language:
read suspense literature and describe moods.

Learning to do with Learning to know about the language: Learning to be through

the language: the language:
Features and types of oral and - Connectives.
- Revise suspense narratives with written texts - Sentence types. - Foster respect towards others‘
the teacher‘s supervision. - Subject matter, purpose and - Adjectives: comparative, superlative. opinions.
- Understand central sense, intended audience. - Pronouns: reflexive (e.g. myself, - Stimulate an aesthetic pleasure
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main ideas and some details - Patterns of text arrangement. ourselves), relative. in literature.
of a suspense narrative from - Elements in narrative: narrator, - Conditionals. - Develop empathy towards
independent reading and with the characters, events, etcetera. different emotional states.
teacher‘s supervision. - Colophon: publishing house, year, Mechanics of writing
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- Describe character‘s emotional location, etcetera. - Homophones (e.g. too, two).

states in a suspense narrative to aid - Upper and lower case letters.
comprehension, with the teacher‘s Phonic, syntactic and semantic - Word separation.
coordination. elements of texts
- Word repertoire suitable for this
practice of language.

Product: Emotionary
- Can use various strategies to comprehend narratives. - Can compose opinions regarding emotional states.
- Can infer central sense and main ideas from details. - Can organize paragraphs in order to create texts.
- Can formulate and answer questions in order to infer information.

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 Unit
Opener 1
Healthy Mind,
Healthy Mind, Healthy Body!
Healthy Body! 1
Activate previous knowledge and raise
students’ expectations by going through the
illustrations on page 10 of the Student’s Book.
Draw their attention to the boy who is sneezing
in order to introduce them to the theme of
the first part of the unit. Elicit answers to the
questions, encouraging them to use English
words they may know.

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Look at the picture and answer.

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a. What do you do when you get sick?

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b. Is there a hospital or a health care

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center in your hometown?
c. Do you think it is important to have

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health centers? Why?

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su IL

Look at the picture and answer.

T

a. What do you do when you get sick?

b. Is there a hospital or a health care
center in your hometown?
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c. Do you think it is important to have

health care centers? Why?
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10
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SBTeens3 PL01.indd 10 9/25/11 6:09 PM

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BRISEC3 TEACH PL02.indd 18 6/27/12 9:50 AM

 By the end of the unit,
I’ll be able to:
Go through this page with students before
starting the second half of Unit 1.
• Establish the motive or purpose
of an oral text. Activate previous knowledge and raise
• Infer central sense from explicit
information. students’ expectations by going through the
• Distinguish main ideas and some
details within oral texts.
illustrations. Draw their attention to the people
• Detect specialized information within who are reading and talk a little about the
oral texts.
• Use strategies in order to get the importance of it. Elicit answers to the questions,
meaning of an oral text.
• Use various strategies to comprehend
encouraging them to use English words they
narratives. may know.
• Infer central sense and main ideas
from details.

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• Formulate and answer er q
er questions
ormation.
in order to infer information.
Look at the picture and answer.
• Compose opinionss regarding

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emotional states.
• Organize paragraphsphs a. What is the title of today’s reading?

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in order to createe texts.
b. Do you like reading? What’s your

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favorite literary genre?
c. Do you like suspense literature?

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What’s your favorite book?

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In this unitt you can use
any of thee books and/or

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websites included
on pagee 219 for a
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tation help.
consultation
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Look at the picture and answer.

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a. What is the title of today’s reading?

b. Do you like reading? What’s your
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favorite literary genre?

c. Do you like suspense literature? What’s
your favorite book?
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11
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SBTeens3 PL01.indd 11 9/26/11 9:34 PM

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 Lesson
1 Lesson
I Feel Sick!
I Feel Sick!
1
WEEK 1 Day 1 2
1. Work in pairs. Look at the picture and discuss with a partner: What’s happening to Cecilia? Who is she
with? Now, listen to the conversation and decide if the sentences are true, false or not mentioned (NM)
in the conversation.
ACTIVATION – Before the book page
206

True False NM
Introduce vocabulary related to diseases:
a. Cecilia is at school. 
stomachache, headache, diarrhea, dizzy,
b. Cecilia feels bad. 
hurts, pains, fever, vomit, indigestion. Divide the c. Cecilia’s stomach hurts. 
group in two teams and play charades using d. Cecilia does not like medicine. 
these words. e. Cecilia is angry. 

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f. Cecilia has to stay at home. 
PRACTICE – In the book

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2 1. Work in pairs. Look at the picture Doing it!

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and discuss with a partner:
2. Look at the pictures below. Use the information from the previous conversation and write down what
What’s happening to Cecilia?

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the people are suffering from. After that, discuss with your partner: Have you ever felt any of those
ailments? Discuss your ideas with the rest of your class.
Who is she with? Now, listen to
the conversation and decide
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if the sentences are true, false

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or not mentioned (NM) in the
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conversation. Play Track 2 for
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students to follow the conversation.
Explain to students what an ailment
is; play the track again and tell them
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to tick the correct option. Finally, I have a stomachache I have a headache I have a fever I have a toothache

discuss what happens to Cecilia. You

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Sharing it!
can refer to the Grammar Reference 3. Go back to the previous activities. Discuss in small groups if you have ever suffered from any pain. Ask
on page 206.
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each other: How did you feel? What did you do? Did you go to the doctor? Then, in your notebook, write
other sicknesses that you have had. Share your answers with other groups.
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2. Look at the pictures below. Use
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the information from the previous

conversation and write down what SBTeens3 PL01.indd 12 9/25/11 6:09 PM

the people are suffering from. After that, discuss CLOSING

with your partner: Have you ever felt any of those
ailments? Discuss your ideas with the rest of your 3. Go back to the previous activities. Discuss in small
class. Tell students to look at each of the pictures groups if you have ever suffered from any pain. Ask
and look for the word that matches each one from each other: How did you feel? What did you do?
the dialog they have just listened to. Monitor while Did you go to the doctor? Then, in your notebook,
pairs are working and check answers when they finish write other sicknesses that you have had. Share your
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writing. Make them notice they can use just the same answers with other groups. Organize your students
word structure to express different diseases. Then give in small groups. Tell them a story about a day in which
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them two minutes to discuss if they have ever felt the you were feeling sick and invite them to ask you the
same and after that, help them to share answers with questions above, answer using mimicry in order to
the entire group. reinforce vocabulary. Give them some minutes to do
the same with their group. Monitor and praise. After
that, tell them to think about other ailments they have
had and to write them in their notebook. Close the
activity guiding them to share their answers with
their classmates.

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BRISEC3 TEACH PL02.indd 20 6/27/12 9:50 AM

 some minutes to share their personal
experiences in pairs.
3
1. Listen to the conversation and circle T (True) or F (False). Compare your work with a partner and check
the answers with the help of your teacher. Then, discuss in pairs: Have you ever had a bad experience as
Erick had? 2. Unscramble the sentences to
complete the suggestions. Ask
Erick is at school. T F
Erick feels bad. T F
students the following questions: If you
Erick has a headache. T F
have a stomachache, should you eat
Erick has a fever. T F tacos? If you have a cold, should you go
Erick should go to the doctor. T F out without wearing a sweater? If you are
dizzy, should you drive a car? Elicit “No!”
3 as an answer. Ask students what they

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Doing it!
should do in each of the cases. Write
2. Unscramble the sentences to complete the suggestions. answers on the blackboard underlining

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page
the word should. Then, tell them to look

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206
When you feel bad, you should stay in bed . at the pictures in pairs and unscramble

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(should / stay in bed / you)
the sentences in order to discover what
the doctor told Erick to do for his fever.

bu
If you feel sick, you should go to the doctor .
(you / go to the doctor / should) Check answers and ask some students
to share their own experience when
If you have a cough,
di A you should take this syrup . they have a fever, encourage them to

ri
(take this syrup / you / should)
use should in their sentences. You can
L
refer to the Grammar Reference on
su IL
Sharing it! page 206.
3. Complete the chart below. Follow the example. Now, discuss with your classmates what you should do if
you suffer from a sickness. Lastly, share your work with the rest of your class. CLOSING
T

Sickness Suggestion
3. Complete the chart below. Follow
da N

Toothache You should go to the dentist.

Stomachache Student’s own answer. the example. Now, discuss with your
classmates what you should do if you
bi A

Headache Student’s own answer.

13
suffer from a sickness. Lastly, share
your work with the rest of your class.
hi ©S

Ask students: Which different kinds of

SBTeens3 PL01.indd 13 9/25/11 6:09 PM
aches have you felt? Which is the worst?
WEEK 1 Day 2 Encourage them to share and discuss. Then ask them
if they should do the same thing in order to cure all
ACTIVATION – Before the book of them. As their answer will be “No,” tell them to get
in small groups and decide which should be the best
Divide the group in two teams and play “Hangman” with thing to do in each case. Tell them to use information
vocabulary words related to diseases. from the previous activities. Monitor and provide them
with remedy vocabulary such as aspirin, chamomile,
ro

PRACTICE – In the book syrup, etc. Invite them to share answers between
groups when they finish.
P

3
1. Listen to the conversation and circle T (True) or F
(False). Compare your work with a partner and check Ask students to read pages 73 to 76 in their Reader’s
the answers with the help of your teacher. Then, Book to find out about ancient and modern Medicine.
discuss in pairs: Have you ever had a bad experience Tell them to be prepared for a class discussion.
as Erick had? Ask students: Have you ever missed school
because you were sick? What were your symptoms?
After some of them talk about their own experiences, Recommended resources: Book number 3 listed in the
invite them to look at the picture and try to guess with Bibliography on page 249.
a partner what is happening to Erick. Then play Track
3 and go through the activity with them, circling T if
the answer is true or F if it is false. Check and give them

21

BRISEC3 TEACH PL02.indd 21 6/27/12 9:50 AM

 Lesson
1

WEEK 1 Day 3

1. Look at the pictures below and take turns to talk about the different kinds of pain the people in the
ACTIVATION – Before the book pictures have.

Doing it!
Organize a “Spelling Bee” with vocabulary
2. Play “Tic-Tac-Toe!” Point to a picture, name the ache and give a suggestion. If you do it correctly, you can
related to health. draw a naught or a cross.

PRACTICE – In the book

1. Look at the pictures below and

take turns to talk about the

n
different kinds of pain the people
in the pictures have. Go through

ó
the pictures with students naming

ci
the ailments that are shown on the

st NA
page, asking them to describe the
symptoms for each. Ask them to

bu
write in their notebooks some other
ailments they know. They may draw
di A
small illustrations similar to the ones

ri
in the book.
L
su IL
BRILLIANT GAME!

2. Play “Tic-Tac-Toe!” Point to a

T

picture, name the ache and give a

Sharing it!
suggestion. If you do it correctly,
da N

3. Work in pairs. Take turns to point to a picture in activity 2 and pretend that you are suffering from the
you can draw a naught or a cross. ache that you are pointing to. Your partner has to give you a suggestion. Follow the examples:
Divide the group in two teams and
bi A

A: I have a headache. B: You should take an aspirin.

explain to them that if they give the 14
correct remedy to each of them,
hi ©S

they’ll have the opportunity to draw

a naught (o) or a cross () in order to SBTeens3 PL01.indd 14 9/25/11 6:09 PM

make a line and win the game. Encourage them to use CLOSING
should when suggesting the remedy.
3. Work in pairs. Take turns to point to a picture in
activity 2 and pretend that you are suffering from the
ache that you are pointing to. Your partner has to
give you a suggestion. Follow the examples: A: I have
a headache. B: You should take an aspirin. After they
ro

finish playing, ask students if any of them want to be

doctors in the future. As some students may raise their
P

hands, tell them that they will have to be very specific

when giving suggestions to their patients if they
have an ache. Tell students that for one day, they will
imagine they’re all doctors and they have to suggest a
patient what to do to relieve a pain. Ask them to get
in pairs and in turns mime one of the aches in the
previous activity; the other must suggest a remedy for
that ache.

22

BRISEC3 TEACH PL02.indd 22 6/27/12 9:50 AM

 Health Care Issues — The History of Medicine
1. Based on what you read on pages 73 to 76 of your Reader’s Book, answer and discuss Detect specialized information within
‘
the following questions with your group and teacher.
oral texts.
a. Why do you think people began to look after each other’s health?
Use strategies in order to tweak the
‘
Student’s own answers.
meaning of an oral text.
b. Do you think people are still using plants for medical purposes?
Student’s own answers.

c. Do you think technology is important for the development of medicine? Why?

All of the above has to be done under your
Student’s own answers.
guidance and with your help.

Read the first paragraph together with students

and ask some of them to share personal
Ste 1
Brilliant Time! - Telephone Complaint Voice Mail - Step experiences with health services. Tell them

n
When someone goes to a hospital and the service or the people (nurses or doctors) do not act in a professional
to read each of the dialogs and underline the
way, we can complain. Most hospitals and clinics have a telephone number or e-mail address we can use to file our phrases that can be used to complain. Ask each

ó
complaint.
team to read the phrases they’ve underlined

ci
Work in groups of three or four. Read the following dialogs. Select the phrases that can be useful to complain
about a health service. Share your list with the class and your teacher. and compare them. You may tell them to copy

st NA
the sentences in their notebooks.
Receptionist: Good morning, Ohio’s Children’s Hospital. May I help you?

bu
Patient’s mother: Well… I’m sorry to have to say this, but I found an insect in my daughter’s
room when I went to visit her this morning and… Tell students they will start working on the
unit product by forming a team of three or
di A
Doctor: Is anything the matter?
four persons. They will continue working in this

ri
Patient: Don’t get me wrong, but I still feel sick.
group for the rest of the product.
L
Patient: I’m afraid the medicine you gave me is making me even sicker than before.
Receptionist: Oh, we are terribly sorry. Let me get you through the senior resident
su IL
doctor. Please, hold on a moment! Finally tell them to tick the activities they could
do during this class.
When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.
T

Did you…
da N

1. Form groups of three or four?

2. Select and revise information to compose a complaint?
bi A

15
hi ©S

SBTeens3 PL01.indd 15 9/25/11 6:09 PM

BRILLIANT READING!
Health Care Issues – The History of Medicine

1. Based on what you read on pages 73 to 76 of your

Reader’s Book, answer and discuss the following
questions with your group and teacher. Ask students
to answer the questions individually and as soon as
ro

they finish they get a partner to discuss the answers in

detail. Finally, each pair will share their opinions with
P

the rest of the group.

BRILLIANT TIME!
Telephone Complaint Voice Mail - Step 1/4

The main aim of this step is to have students plan a Telephone

Complaint Voice Mail. By doing this, they will be able to:

Establish the motive or purpose of an oral text.

‘
Infer central sense from explicit information.
‘
Distinguish main ideas and some details within oral texts.
‘

23

BRISEC3 TEACH PL02.indd 23 6/27/12 9:50 AM

 Lesson
2 Lesson
A Terrible Toothache!
A Terrible Toothache!
2
WEEK 2 Day 1 4
1. Where is Robert? What is happening to him? Listen to the conversation and answer the questions. Check
your work with your classmates and teacher.

ACTIVATION – Before the book

a. What kind of ache does Robert have? He has a toothache.

Play “Word Snake.” Divide the blackboard in b. Is Dr. Stevens available? No, he isn’t.

two halves and write the word dentist in the c. Where is Dr. Stevens? He is in a meeting.
d. Will Robert see another dentist? Yes, he will.
middle of each. Form two teams and explain
e. Is Robert happy? No, he isn’t.
to students that each of the teams will form
a snake of words. Show the example telling

n
them they have to write a word starting with Doing it!
t, which is the last letter of dentist and that the

ó
2. What happened to Robert? Would you complain? Why? Read the complaint that Robert wrote against
word they write should be related to the first, Dr. Stevens. Complete the letter using the ideas from the previous activity.

ci
for example teeth. Then, they will write a word page
206

st NA
March 25th, 2011.
starting with h, the last letter of teeth related to
Dr. Watts,
the others, for example health, and so on. Give

bu
. I called Dr. Stevens to get an appointment.
Yesterday I woke up with a horrible
toothache
the marker or piece of chalk to the first student and asked me to go to the clinic at
12:00 p.m.
He told me that he was available
in the first row of each team and tell them that against Dr. Stevens for his lack

di A
each will write only one word and then return
Nonetheless, I would like to express my
. I had to wait until
complaint

p.m. with my toothache. I thought I was going

ri
12:00
of responsibility
to his/her place and pass the marker or chalk to time I
him before going to the clinic. But, by the
L
to see the dentist because I had
called

the next student, so everybody can participate. arrived there, Dr. Stevens was in a
meeting and he could not see me.
but I think I
su IL
Give them five minutes to write as many words I had to contact another dentist . I have been your patient for 5 years now,

as they can. The winner will be the team that apologizes for what happene d.
will look for another clinic. I hope Dr. Stevens
Sincerely,
writes the most words related to the first one. Robert Smith
T

At the end you can check asking them in which

way each of the words is related to the first.
da N

Sharing it!

PRACTICE – In the book

bi A

3. Think about the last time you visited the doctor and/or dentist. Did you get a good service by the doctor
and/or dentist? Discuss your anecdotes with the class and your teacher.
16
4
1. Where is Robert? What is
hi ©S

happening to him? Listen to the

conversation and answer the SBTeens3 PL01.indd 16 9/25/11 6:09 PM

questions. Check your work with your classmates explain to them that when they feel upset because a
and teacher. Mime a toothache and tell students to service is not good they can always write a complaint
guess what your ailment is. Ask them if they have ever letter to express their annoyance. Invite them to fill in
had one and how it was. Then draw their attention the blanks of the letter, in pairs, using vocabulary words
to the picture and ask them where is Robert and from the previous activity. Check and praise. You may
what is happening. Play Track 4 once, so they listen to refer them to the Grammar Reference on page 206.
the conversation. After that, ask them to answer the
ro

questions. Play the track again, in order to check the CLOSING

answers with them.
P

3. Think about the last time you visited the doctor and/
2. What happened to Robert? Would you complain? or dentist. Did you get a good service by the doctor
Why? Read the complaint that Robert wrote against and/or dentist? Discuss your anecdotes with the
Dr. Stevens. Complete the letter using the ideas from class and your teacher. Discuss these questions with
the previous activity. Get students in pairs and give the whole group after they finish talking and monitor
them some minutes to discuss the questions above, while they write in their notebooks. When everybody
monitor, and once they finish ask them if they think finishes, encourage them to share their sentences with
Robert was angry. As the answer would be “Yes,” the whole group.

24

BRISEC3 TEACH PL02.indd 24 6/27/12 9:50 AM

 were correct. Finally tell them to
pay attention because they have to
5
1. Listen to the dialog and choose the correct options. Then, answer the questions
tions in your notebook. 
underline the correct option. Check.
a. A patient made a complaint/comment against Dr. Stevens.
2. Read the letter that Dr. Watts sent to
b. The patient e-mailed/called Dr. Stevens to make an appointment.
c. Dr. Stevens was in a party/meeting when the patient arrived.
Mr. Smith. Choose the correct form
d. The patient will receive a free dental/clinic check up.
of the verbs in brackets. Check your
work with a partner. Ask students
‘Who is Dr. Stevens? how they think Dr. Stevens felt about
‘What did he do?
‘Who complained about him?
the incident with Robert. Tell them
that, in such situations, one can write a

n
Doing it!
letter of apology offering something
2. Read the letter that Dr. Watts sent to Mr. Smith. Choose the correct form of the verbs in brackets. Check in return to the affected person.

ó
your work with a partner.
page
Explain to them that they have to

ci
206
March 28th, 2011 underline the correct verb according

st NA
Dear Mr. Smith,
to the verb tense being used in each of
the sentences. You may refer them to

bu
ay. I (apolog ize/apologized)
I (receive/received) your complaint yesterd
have caused you. He (says/said) the Grammar Reference on page 206.
for the inconvenience that Dr. Stevens may
g about the meeting when you
that he (do/did) not know anythin

di A
(call/called) him. Dr. Stevens (wants/wanted ) to apologize. CLOSING

ri
p. We’d really appreciate
L
We’ll (offer/offered) you a free dental check-u
at your earliest convenience. 3. Do you think it is a good idea to
if you could make an appointment again
su IL
Sincerely, file complaints against people who
Dr. Watts
do not offer a professional service?
Why? Discuss your ideas with your
T

Sharing it! classmates. Work in pairs. Then,

imagine that one of you is feeling
da N

3. Do you think it is a good idea to file complaints against people who do not offer a professional service?
Why? Discuss your ideas with your classmates. Work in pairs. Then, imagine that one of you is feeling sick
and needs to see a doctor, but the doctor doesn’t see you. In your notebook, write a complaint against the
sick and needs to see a doctor, but
the doctor doesn’t see you. In your
bi A

doctor, and explain the reasons for your complaint. Check your complaint with the help of your teacher.
Share your work with the rest of your classmates. Read it out loud to your classmates and teacher.
17
notebook, write a complaint against
the doctor, and explain the reasons
hi ©S

for your complaint. Check your

SBTeens3 PL02.indd 17 9/25/11 5:23 PM
complaint with the help of your
WEEK 2 Day 2 teacher. Share your work with the rest of your
classmates. Read it out loud to your classmates and
ACTIVATION – Before the book teacher. Guide a discussion following the questions
above. Then, tell students to write their complaint
Play “Verb Bee” with regular and irregular verbs. Tell all students letter following Robert’s model. Provide them help if
to stand up and ask them in turns for the past tense of each verb necessary and encourage them to read their letters in
you give in present. Students who answer wrong sit down. Be sure front of the group when they finish.
ro

to include the following verbs: receive, apologize, say, do, call, want.
Tell students to ask their family if they have ever had
P

PRACTICE – In the book a bad experience with a health care service and to be
prepared to share it with their classmates. Students will also have
5
1. Listen to the dialog and choose the correct options. to read pages 77 to 83 of their Reader’s Book.
Then, answer the questions in your notebook. Ask
students if they remember what happened to Robert
when he got a toothache and what he did about it. Recommended resources: Book number 1 listed in the
After that, ask them to look at the picture and try Bibliography on page 249.
to guess, in pairs, who are the two people there and
what are they doing. Play Track 5 once, so they can
listen to the conversation and check if their guesses

25

BRISEC3 TEACH PL02.indd 25 6/27/12 9:50 AM

 Lesson
2

WEEK 2 Day 3

1. Look at the board game below. With the help of your teacher, discuss with your partner the name of the
ACTIVATION – Before the book doctors that appear in the pictures (e.g. psychiatrist). Use your dictionary if necessary.

Doing it!
Play “Hangman” with the words they should
2. Play “Snakes and Ladders!” Work in small groups. Take turns to roll the dice and the student who gets the
have found in the text they read for homework: highest number starts first. If someone lands at the tip of the snake’s tail, his/her counter slides down to
dentist, dermatologist, ophtalmologist, the square where the snake’s head is. If a player lands on a square at the base of a ladder, his/her counter
moves to the square at the top of the ladder. The first player who reaches the top is the winner.
gastroenterologist, pediatrician, psychiatrist. You
may explain that all of these are very similar
to words in Spanish, and that they’re called
“cognates.”

n
PRACTICE – In the book

ó
ci
1. Look at the board game below.

st NA
With the help of your teacher,
discuss with your partner the name

bu
of the doctors that appear in the
pictures (e.g. psychiatrist). Use your
di A
dictionary if necessary. Students will

ri
identify the specializations they’ve
L
just learnt and they will discuss with
su IL
their partner which kind of ailment
is treated by each one of them.
T

BRILLIANT GAME!
da N

Sharing it!
2. Play “Snakes and Ladders!” Work
in small groups. Take turns to roll
bi A

3. Work in small groups. Discuss with your classmates if you have visited any of the doctors from the
previous activity. Talk about whether you received a professional service or not.
the dice and the student who gets 18
the highest number starts first. If
hi ©S

someone lands at the tip of the

snake’s tail, his/her counter slides SBTeens3 PL02.indd 18 9/25/11 5:23 PM

down to the square where the snake’s head is. If a CLOSING

player lands on a square at the base of a ladder, his/
her counter moves to the square at the top of the 3. Work in small groups. Discuss with your classmates
ladder. The first player who reaches the top is the if you have visited any of the doctors from the
winner. Divide the group in teams of four, tell them previous activity. Talk about whether you received
to use color paper balls. Give them a pair of dice and a professional service or not. Students will form
suggest that they read the instructions aloud amongst new teams and they will discuss their own personal
ro

themselves, so everybody understands how they have experiences with specialists. In order to check, you can
to play. If they have doubts, help them. Monitor and go through each of the pictures and ask volunteers to
P

when somebody wins in a team, go with them and share with the group. You may write the name of each
check if they understood the relation between the of the specialists on the board. If they didn’t receive
doctors and the ailments, and praise. professional attention, encourage them to express a
complaint.

26

BRISEC3 TEACH PL02.indd 26 6/27/12 9:50 AM

 Health Care Issues — Types of Doctors
1. Based on what you read on pages 77 to 83 of your Reader’s Book, answer an
aand
d BRILLIANT TIME!
discuss the following questions with your group and teacher.
Telephone Complaint Voice Mail - Step 2/4
h
a. Do you think it is important for doctors to specialize in different areas? Why?
Student’s own answers.
Form groups of three of four students and tell
b. What do doctors have to do to become professionals?
Student’s own answers.
them to talk about the bad experiences they
c. Write some differences and similarities between health care in Mexico and
were asked to discuss with their families for
in Australia.
homework. After that, they will write about
Student’s own answers. those experiences in their books using correct
verb tenses and the vocabulary they’ve learned
in this lesson.
M i - Step 2
Brilliant Time! - Telephone Complaint Voice Mail

n
The job of physicians is to make people healthier. They study for many years to obtain the license that proves they are Finally tell them to tick the activities they could
ready to prescribe medicines to control and cure people’s sicknesses. However, sometimes people have bad experiences do during this class.

ó
with health services.

ci
Work in groups of three or four, talk about bad experiences that you or your relatives have had with health care
service. Write three sentences that you could use to complain over the phone. Check spelling, grammar and

st NA
punctuation. Share your sentences with the class to see if they are possible.

bu
di A
ri
L
su IL

When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.
T

Did you…
1. Form groups of three or four?
da N

2. Share bad experiences with health services?

3. Write the worst experiences regarding health services?
bi A

19
hi ©S

SBTeens3 PL02.indd 19 9/25/11 5:23 PM

Day 3

BRILLIANT READING!
Health Care Issues – Types of Doctors

1. Based on what you read on pages 77 to 83 of your

Reader’s Book, answer and discuss the following
ro

questions with your group and teacher. Invite

students to answer the questions in the book in pairs.
P

Then ask them, at random, to check that they read the

assigned pages.

27

BRISEC3 TEACH PL02.indd 27 6/27/12 9:50 AM

 Lesson
3 Lesson
In the Hospital!
In the Hospital!
3
WEEK 3 Day 1 6
1. Listen to the dialog and circle the correct options. Check your answers with your teacher.

ACTIVATION – Before the book

Play “Word Search Contest.” Divide the group

into teams of four. Each group chooses five
a. Arthur wants to see a . doctor dentist
words from the vocabulary corresponding to b. Arthur has been waiting for hours. three two
this unit and writes them on a piece of paper. c. Dr. Reynolds is not at the . office hospital
The teams exchange the papers and look for d. Dr. Snow told Arthur to take an . analgesic antibiotic

n
the meaning of the words. The first team that e. Arthur is . angry sad
finds all the meanings is the winner.

ó
Doing it!

ci
2. After what happened to Arthur, he called the hospital to complain. Read the recording and label its parts
PRACTICE – In the book with the words from the box below.

st NA
conclusion introduction complainer’s data problem
6
1. Listen to the dialog and circle

bu
Recording from hospital’s voice mail: This is Chicago’s Hospital voice mail.
the correct options. Check your Please, leave your message after the beep.
answers with your teacher. Organize
di A
the group in pairs, tell them to look Introduction
Arthur: I’m sorry to have to say this, but I would like to complain about your
doctors’ absolutely unethical behavior. My name is Arthur McFair.

ri
My telephone number is 01223456. I was in your hospital last week
at the pictures and try to figure
L
Complainer’s data because I had an appointment with Dr. Reynolds. However, he was
out what the problem is. Monitor Problem out! I then talked to Dr. Snow, the chief of staff, but she said other
two doctors were absent, so I had to wait. But I had been there for
su IL
and then ask them to share their Conclusion more than two hours! She suggested I should take an analgesic and
should come back the following week.
predictions. Play Track 6 once to find
out which predictions were closer This cannot happen again. I had to go to another hospital and paid a
T

400 dollar bill. How can I get my money back?

to the situation. Then explain to 1
students that they have to choose
da N

Sharing it!
the correct option. Play the track 3. Work in small groups. Go back to the previous activities and discuss with your classmates: What
again pausing after each paragraph
bi A

happened to Arthur? Why did he complain? Then, in your notebook, write the reasons for Arthur’s
complaint. Check your work with the help of your teacher. Share your information with your class.
in order to do the activity together. 20
Elicit answers.
hi ©S

2. After what happened to Arthur, he SBTeens3 PL02.indd 20 9/25/11 5:23 PM

called the hospital to complain. Read the recording CLOSING

and label its parts with the words from the box
below. Students continue working in pairs. Invite them 3. Work in small groups. Go back to the previous
to share their opinions about Arthur’s situation. Ask activities and discuss with your classmates: What
them if they remember what happened to Robert in happened to Arthur? Why did he complain? Then,
the previous lesson and tell them to find similarities in your notebook, write the reasons for Arthur’s
between the two situations. You can draw a “Venn complaint. Check your work with the help of your
ro

Diagram” on the blackboard to record the answers, teacher. Share your information with your class.
including the solution Robert gave for the problem Organize the group in teams of four or five students.
P

(writing a complaint letter). Draw their attention to Ask them to write a list of reasons to explain Arthur’s
the letter on the book and ask them to label each of its complaint in their notebook. When they finish, invite
parts using the words in the box. Check. them to share what they wrote with the class and
find similarities with their own personal experiences
concerning health care services.

Recommended resources: Book number 1 listed

in the Bibliography on page 249.

28

BRISEC3 TEACH PL02.indd 28 6/27/12 9:50 AM

 public and private hospital. Tell them
that the government provides free
7
1. Public hospitals have to provide free medicines to all their patients. Discuss with your classmate if you medical attention and medicines in
use the services of a public hospital and if it provides medicines for you. Look at the picture and discuss
with your partner: What do you think the conversation is about? Listen and check. Then, listen to the
public hospitals. Organize the group
conversation again and circle Yes or No accordingly. in pairs and give them some minutes
to share their personal experiences in
a. Anne is in a bank. Yes No public hospitals. Invite them to look
b. Anne’s arm hurts. Yes No
at the picture and ask them to predict
c. The drugstore is closed. Yes No
what the situation will be about. Play
d. The drugstore ran out of her medicine. Yes No
Track 7 once to check predictions and
e. Anne has to buy her medicine. Yes No
f. Anne is angry. Yes No
then play it again to answer the activity

n
pausing after each sentence to check
answers with the group.

ó
4
Doing it!
8

ci
2. Look at the pictures in the right column and discuss with a partner what is happening in each scene. 8
Complete the conversations with the words from the box. Listen and check. Then, match the columns. 2 Look at the pictures in the right
2.

st NA
page
column and discuss with a partner
206
what is happening in each scene.

bu
A: Could you vaccinate my baby against influenza?
Complete the conversations with
B: I’m sorry, we ran out of vaccines.
the words from the box. Listen and
di A check. Then, match the columns.

ri
Hurts
Give pairs some minutes to predict
L
Could A: Could you cover my wound?
Could B: I’m sorry, we ran out of bandages.
what is happening in each of the
su IL
situations portrayed in the pictures.
Share answers with the group and play
A: Oh! It hurts! Track 8 to check which predictions
T

B: I’m sorry, we ran out of anesthesia. were closest. Tell students that public
hospitals provide free medicines and
da N

Sharing it!
don’t charge any money for using
the hospital equipment; but that
bi A

3. Work in groups of three. Choose one of the situations in activity 2.

Write a voice mail message to complain about the hospital’s service.
21
sometimes the material they count on
is not enough to cover all needs (you
hi ©S

can mention extreme situations such

SBTeens3 PL02.indd 21 9/25/11 5:23 PM
as natural disasters in order to promote
WEEK 3 Day 2 a debate). You may refer them to the
Grammar Reference on page 206.
ACTIVATION – Before the book CLOSING

Divide the class into teams of three. Students look at the pictures 3. Works in group of three. Choose one of the
on the page for a minute and close their books. Give them situations in activity 2. Write a voice mail message to
another minute to write in their notebooks all the vocabulary complain about the hospital’s service. Ask students
ro

words they remember. Find out who could write more words. The to organize in groups of three and choose one of the
one with the longest list is the winner. situations from the previous activity. They should write
P

a voice mail to express a complaint. Encourage them to

PRACTICE – In the book use phrases from the previous lesson. Check asking the
teams to share with the group.
7 1. Public hospitals have to provide free medicines
to all their patients. Discuss with your classmate Tell students to read pages 84 and 85 of their Reader’s
if you use the services of a public hospital and if Book and to write a short summary about the right of
it provides medicines for you. Look at the picture receiving free medical attention.
and discuss with your partner: What do you think
the conversation is about? Listen and check. Then,
listen to the conversation again and circle Yes or No Recommended resources: Book number 4 listed in the
accordingly. Explain to students the differences between Bibliography on page 249.

29

BRISEC3 TEACH PL02.indd 29 6/27/12 9:50 AM

 Lesson
3

WEEK 3 Day 3

1. Look at the board game below. With the help of your teacher, talk about the health care supplies and the
ACTIVATION – Before the book aches that are shown in the pictures. Use your dictionary if necessary.

Use a soft ball to throw to students. When Doing it!

a student catches it, say the name of an 2. Play a game! Work in small groups. Take turns to roll the dice, move your counter according to the
ailment, e.g. headache; the student has to say number on the dice. If the square has any hospital supply or the picture of someone suffering from an
ache, the player has to say the name of the supply or the ache. If he or she does not say the correct name,
the remedy, e.g. aspirin. Do it quickly to draw he or she has to go back two squares. The first player who reaches square number 20 is the winner.
everybody’s attention.

PRACTICE – In the book

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1. Look at the board game below.

ó
With the help of your teacher, talk

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about the health care supplies

st NA
and the aches that are shown in
the pictures. Use your dictionary

bu
if necessary. Organize the group in
pairs and give them two minutes to
di A
identify the name of each material

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and ache.
L
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BRILLIANT GAME!

2. Play a game! Work in small groups.

T

Take turns to roll the dice, move

your counter according to the
da N

Sharing it!
number on the dice. If the square 3. Work in small groups. With the help of your teacher, discuss with your classmates the problems that
has any hospital supply or the
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you and your relatives have experienced regarding health care. In your notebook write the most serious
problems. Share your ideas with the rest of your classmates.
picture of someone suffering 22
from an ache, the player has to
hi ©S

say the name of the supply or the

ache. If he or she does not say the SBTeens3 PL02.indd 22 9/25/11 5:23 PM

correct name, he or she has to go back two squares. CLOSING

The first player who reaches the square number 20
is the winner. Divide the group in teams of five or 3. Work in small groups. With the help of your teacher,
six students each. Tell them to read the instructions discuss with your classmates the problems that
aloud and solve doubts. Monitor the activity checking you and your relatives have experienced regarding
correct pronunciation. Praise the winners. health care. In your notebook, write the most serious
problems. Share your ideas with the rest of your
ro

classmates. Students continue working in teams. Tell

them to choose the most serious problem they or
P

their family have had when going through a health

emergency. Encourage everyone to talk about it with
their classmates, monitor and provide vocabulary
if necessary. Finally, tell them to write about this
experience in their notebooks.

30

BRISEC3 TEACH PL02.indd 30 6/27/12 9:50 AM

 Health Care Issues — A Violation of Human Rights
ghts
1. Based on what you read on pages 84 and 85 of your Reader’s Book, answer and discuss
scuss BRILLIANT TIME!
the following questions with your group and teacher.
Telephone Complaint Voice Mail - Step 3/4
a. Do you think the Universal Human Rights are followed in Mexico? Why?
Student’s own answers.
Read the problem together with students and
b. What may happen if people do not complain about health services?
ask for their opinions about it. Tell them to
Student’s own answers.

c. Have you ever filed a complaint about a health service? Why?

get organized with their product’s teams and
Student’s own answers.
write a complaint letter in their notebooks for
the imaginary problem. Suggest them to use
complaint phrases from the previous lessons.
Brilliant Time! - Telephone Complaint Voice Mail
M il - S
Step 3 Check by encouraging them to read the letters.
Have them ask themselves the following

n
In Mexico, public health care is provided to all Mexican citizens as guaranteed via Article 4 of the Constitution.
Everybody has the right to receive professional health care (public or private). It is very important to complain when questions:
you do not receive good health care, because it is a serious problem.

ó
Work in groups of three or four. Read the imaginary problem. Help your friend write a complaint in your Did I include enough details (names, date,
‘

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notebooks. Then, read it out loud to your class and teacher. Check if they can understand you. Ask them to tell
you what exactly was difficult to understand. places)?

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Did I check spelling?
‘
Did I check my verb tenses?
‘

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Problem
You travelled to the USA with a friend. Your friend ate a hot dog on the street but he got food
poisoning, so he started vomiting, he had nausea and had a terrible stomachache! You went
to the nearest hospital but they did not want to help you because you were not a registered Finally, tell them to tick the activities they could
di A
patient there. Your friend could have died. Fortunately, another hospital helped him.
do during this class.

ri
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When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.
su IL
Did you… Recommended resources: Book number 7
1. Form groups of three or four? listed in the Bibliography on page 249.
2. Write a voice complaint?
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3. Read the complaint out loud?

4. Check whether you were understood?
da N

5. Practice reading the complaint with a more

understandable pronunciation?
bi A

23
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SBTeens3 PL02.indd 23 9/25/11 5:23 PM

Day 3

Brilliant READING!
Health Care Issues – A Violation of Human Rights

1. Based on what you read on pages 84 and 85 of your

Reader’s Book, answer and discuss the following
ro

questions with your group and teacher. Invite

students to answer, in pairs, the questions in the book.
P

Then, check by asking them at random, to make sure

all of them read the assigned pages. When they finish,
tell them to answer the Quiz on page 86 of the Reader’s
Book. Lead a feedback session.

31

BRISEC3 TEACH PL02.indd 31 6/27/12 9:50 AM

 Lesson
4

WEEK 4 Day 1 Read the following text about healthy habits for teens and underline all the
names of diseases. Then, read the text again and discuss with a
partner if you follow any of these healthy habits.
BRILLIANT! MAGAZINE

Healthy
Healthy habits for teens

ACTIVATION – Before the book

Play “Tic-Tac-Toe Charades.” Write some habits habits for

on little pieces of paper such as: Eat junk food,
eat fruits and vegetables, brush teeth 3 times
a day, take a shower everyday, do exercise, teens

n
play videogames, smoke, drink alcohol. Fold It is very important that you get a
the papers and put them inside a bag. Divide medical check-up at least once a year.

ó
However, you can prevent diseases by having
the group in two teams and tell one member good and healthy habits. You can be healthier

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of each team to go to the front and take a by making small changes in your eating and

st NA
paper, read it and act the habit to his/her team physical activity habits.

without talking. The team will have one minute

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Eat “5 a Day”
to guess and decide if the habit is healthy or Avoid eating junk food such
as French fries, cookies,
unhealthy. If their guess is correct they’ll have hamburgers and candy;

di A
an opportunity to draw a cross or a naught in and include in your diet
fruits like apple, melon,

ri
the Tic-Tac-Toe. pear, orange, banana,
L
pineapple, and vegetables Rush to brush
such as eggplant, zucchini, Brush your teeth three times a day. If you do it, you will keep your teeth
carrot, broccoli, lettuce, white and healthy. Also, it is important to go to the dentist for regular
su IL
PRACTICE – In the book and spinach. Fruits and checkups and cleanings at least twice a year. A good dental care prevents
vegetables are nutritional cavities and plaque formation.
powerhouses, because they
Read the following text about healthy contain Äber, vitamins, Do exercise
T

minerals, and antioxidants. Everybody should do exercise. Activity can make you stronger and more
habits for teens and underline all the Fruits and vegetables are Åexible. You don’t need a gym. You can ride a bicycle, go skating or even
names of diseases. Then, read the text a vital part of a healthy dance! Exercise prevents obesity, heart disease, high blood pressure,
da N

diet. Healthy eating habits osteoporosis, and other diseases.

again and discuss with a partner if you prevent diseases such as
heart disease, diabetes, These changes will help you feel better now and be healthier for the rest
follow any of these healthy habits.
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anemia, and cancer. of your life!

Have students read the text and tell 24
them to underline the names of the
hi ©S

diseases they find. Check and ask them

if they know what the symptoms and SBTeens3 PL02.indd 24 9/25/11 5:23 PM

consequences are of each disease. Then, organize them in

pairs and give them some time to talk about their own
habits and the way they prevent diseases.
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P

32

BRISEC3 TEACH PL02.indd 32 6/27/12 9:50 AM

 They say, "An apple a day keeps the doctor away!"
You will not get sick if you eat properly. Match the CLOSING
food words in American English with their British
equivalences. Then, match each to its corresponding
picture. Which food should you eat so you do not Read again the text from page 24, then,
have to see a doctor? Discuss with the class and
your teacher. talk about your healthy habits: Do you
Listen to the song and read it with your
partner. Underline the ailments and the follow a healthy diet? Do you exercise?
medical staff mentioned in the song. Then,
American British circle the sentences that give you information
Do you brush your teeth properly? Why
about unprofessional health care. Compare is it important to have good healthy
Eggplant Chips your work with the rest of your classmates.
Have a great time and enjoy! habits? Then, in your notebook, write
French fries Biscuit a short text about the importance of
9
A Terrible following healthy habits. Check your
Zucchini Sweet
Toothache! text with the help of your teacher.

n
Candy Aubergine Share your work with the rest of your
Yesterday I had a terrible toothache,
class. Ask some students, at random,

ó
it was so horrible that it even kept me awake.
Cookie Courgette I went to the dentist and the nurse just said
the dentist wasn’t there and I had to wait.
to talk about their own healthy habits.

ci
Listen to three or four students and

st NA
I felt so bad, my tooth was killing me,
but there wasn’t a dentist, poor, poor me! use this opportunity to provide more
vocabulary words or make corrections

bu
I talked to the boss to Äle a complaint,
I felt really bad, I thought “I’m going to faint.” to sentence structures. You may write
The boss told me she couldn’t do anything,
and I was just there with my tooth hurting. these words and common mistakes in
Read again the
di A the blackboard so students can use them

ri
I felt so bad, my tooth was killing me,
text from page but there wasn’t a dentist, poor, poor me! while they write their healthy habits text
L
24, then, talk about
your healthy habits: I looked for another dentist in my town, in their notebooks. When they finish, ask
Do you follow a healthy my tooth was killing me and I felt down.
su IL
diet? Do you exercise? Suddenly, I found another dentist,
some of them to read their texts in front
Do you brush your teeth
properly? Why is it important
but he was just an apprentice. of the class.
to have good healthy habits? I felt so bad, my tooth was killing me,
T

Then, in your notebook, but there wasn’t any dentist, poor, poor me!
write a short text about the BRILLIANT SONG!
importance of following I was so tired –just walking around, A Terrible Toothache!
da N

healthy habits. Check your text and then, there was a dentist that I Änally
with the help of your teacher. found.
Share your work with the rest
9
Listen to the song and read it aloud
bi A

of your class.

25
with
w your partner. Underline the
ailments and the medical staff
hi ©S

mentioned in the song. Then, circle the

SBTeens3 PL02.indd 25 4/26/12 9:06 PM
sentences that give you information
WEEK 4 Day 2 about unprofessional health care. Compare your work
with the rest of your classmates. Have a great time
They say, “An apple a day keeps the doctor away!” and enjoy! Play Track 9 and have students follow the
You will not get sick if you eat properly. Match the lyrics. Then, read the lyrics of the song aloud to provide
food words in American English with their British a pronunciation model. Next, ask students, in turns, to
equivalences. Then, match each to its corresponding read one sentence each. Give them some time to do the
picture. Which food should you eat so you do not have activity and check answers. Invite students to follow the
ro

to see a doctor? Discuss with the class and your teacher. rhythm tapping on their benches while they sing along.
Read the instructions aloud to your students. Ask them
P

if they notice variations in their own language and ask

them for some examples of objects that have different
names depending on the region. Tell them to match
the columns, check the activity and classify healthy and
unhealthy products. Finally, lead a brief debate in which
students will say which products are part of their daily diet
and if they would like to change it. You may wish to direct
students’ attention to the American-British English section
on pages 204 and 205 and have them find and explain the
differences they find between the styles.

33

BRISEC3 TEACH PL03.indd 33 6/27/12 9:50 AM

 Lesson
4 Product Time

WEEK 4 Day 3

Product Time

Step 4 – Share with your classmates your

experiences with your telephone complaint
voice mail

Ask students to get with their product

team and talk a little bit more about their
complaint concerning their own experiences

n
with deficient health care services. If you have
the resources available they may record the

ó
message and play it for the group.

ci
st NA
1. Work in small groups. Answer the
following questions. Then, share your

bu
answers with your teacher and your group.
Ask the groups to answer the questions.
di A
Lead a brief feedback session and have all

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the groups share their opinions.
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Product: Telephone complaint voice mail. Voice mail is a system in which, instead of writing a letter, you record a
complaint or message. Big companies or hospitals sometimes have this service to improve the quality and efficiency of
su IL
their services.

1. Work in small groups. Answer the following questions and share your answers with your teacher and your group.
T

a. Did you perform the telephone complaint voice mail

in front of your classmates? Student’s own answers.

b. Did you record your telephone complaint? Student’s own answers.

da N

c. Do you think it is important to show other people

how to stand up for one’s rights? Why? Student’s own answers.
bi A

26
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SBTeens3 PL02.indd 26 4/26/12 9:06 PM

ro
P

34

BRISEC3 TEACH PL03.indd 34 6/27/12 9:50 AM

 Read the following activities and answer the questions. When finished, write a tick () on the
box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are Recommended resources: Book number 1
able to do! If you need help, ask your teacher.
listed in the Bibliography on page 249.
1. Look at the picture
and think about what
is happening.

2. Now, read the conversation and answer the questions.

Nurse: How can I help you?

Miguel: I have an appointment with Dr. Moreno.
Nurse: I’m sorry. Dr. Moreno is not here at the moment.

n
Miguel: Well, he told me that he was available.
Nurse: I think he forgot your appointment.
Miguel: How come? I have a headache, a sore throat and I can barely breathe.

ó
Nurse: Dr. Moreno will come back in two hours. Can you wait for him?
Miguel: No, I can’t. I need to see a doctor, now! I will go to another hospital.

ci
a. Where is Miguel? At the hospital.

st NA
b. Why is Miguel there? Because he has an appointment.

bu
c. Who is Miguel talking to? To the nurse.
d. Does Miguel feel fine? No. He has a headache.
e. Do you think Miguel received professional treatment? No.
f. Is Miguel angry? Yes.
di A
ri
I can I can’t
L
…identify the reasons of a dialog.
I can I can’t
su IL

…get the main idea of a dialog with the help of illustrations.

I can I can’t
T

…identify the main ideas and details in conversations about complaints.

ts.
I can I can’t
da N

…find particular information within oral texts.

I can I can’t
bi A

…use strategies to understand what someone complained about.

27
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SBTeens3 PL02.indd 27 4/26/12 9:06 PM

Day 3

I Can

Read the following activities and answer the questions. When

finished, write a tick (9) on the box that shows what you can
or can’t do. Enjoy this activity and see for yourself what you
ro

are able to do! If you need help, ask your teacher. This session
is very important as it will give you the opportunity to diagnose
P

possible problems and detect areas of opportunity you should

reinforce. Go task by task giving the required time to each one.
Be completely explicit when reading instructions, making sure
students know exactly what to do in each task. Monitor and
help them if necessary. Check each task individually providing
some feedback and listening to students’ opinions. Have general
feedback sessions to listen to students’ comments and opinions.

1. Look at the picture and think about what is happening.

2. Now, read the conversation and answer the questions.

35

BRISEC3 TEACH PL03.indd 35 6/27/12 9:50 AM

 Lesson
5 Lesson
What is Suspense?
What is Suspense?
5
WEEK 5 Day 1 1. Look at the pictures and answer questions a to d.

ACTIVATION – Before the book

Play “Hangman” with the following words:

literature, fantasy, science fiction, suspense. After
they guess each of the words make sure students
understand what each of the words mean. a. Which picture(s) would you use to illustrate: b. What will happen to the man?
‘A fantasy story? Why? c. What will happen to the woman?
‘A science fiction story? Why? d. What will happen to the robot?

n
‘A suspense story? Why? Student’s own answers
PRACTICE – In the book
Doing it!

ó
1. Look at the pictures and answer 2. Read the descriptions and match them to the genres. Then, find the mistakes and correct them.

ci
questions a to d. Draw students’ Description Genre (type of text)

st NA
attention to the pictures; ask some
of them, at random, to describe The story is about a poor young lady who lives with her two

bu
each one, encouraging the use step-sisters and her step-mother. She has the chance to attend
Fairy tale
a ball at the royal castle and meet the prince. In the end, the
of adjectives: big, small, beautiful,
di A
strange, young, old, worried, scared. young lady and the prince get married and live happily ever after.

ri
Then, ask them to get in pairs and
L
two has worked
It is about a married man with too children who works as a spy
try to answer questions a to d
four many years, but his family does not know this. When he
su IL
considering what they see in the
gets older, he has to retire. After a very peaceful time, one of his Suspense story
pictures. Check by asking them past
passed enemies finds him and takes revenge by kidnapping the
what their predictions are; be sure son.
T

man’s daughter and sun. He then starts a desperate search!

to model and correct the use of
future tense. Ask pairs to share their
da N

Sharing it!
answers with the group, be sure to 3. Do you know any suspense stories? Choose one or make one up. Write in your notebook a short
tell them that the key for writing a
bi A

description of the story, but do not explain the end; create some suspense and ask your friends to
guess it!
successful suspense story is to make 28
the reader wonder what will happen
hi ©S

next and to make him/her eager to

find out. SBTeens3 PL02.indd 28 4/26/12 9:06 PM

With the help of your students draw a story map on

2. Read the descriptions and match them to the genres. the blackboard. Elicit the main elements of a story
Then, find the mistakes and correct them. Draw a web asking: When and where does the story occur? Write:
on the blackboard. The circle in the middle must say: Setting. Ask: Who are the actors? Write: Characters.
Stories and there should be three more circles around Ask: What happens? Write: Plot. Then, explain that
with the following titles: Science Fiction, Fairy Tale and the plot includes a Beginning, Middle and Ending and
Suspense Story. Ask students to brainstorm what they that the most interesting part of the story is called
ro

know about each genre and write their ideas in the the Climax. You may draw a mountain in the board
corresponding circle. If possible, also ask for some titles in order to represent the plot. Ask them if they know
P

for each one and write them too. When you finish, tell any suspense story and talk about common settings
students to get in pairs and match each fragment with (e.g. dark places), characters (e.g. mysterious persons)
its corresponding genre. You may ask them to underline and plots (e.g. unexpected events) for suspense stories.
key words such as: prince, spy, aliens, etc. Check. Ask them to give examples and then to write about
them or make up an original story and write it in their
CLOSING notebooks. Tell them to be sure to include all the
elements except for the ending, which they will ask
3. Do you know any suspense stories? Choose one their classmates to guess.
or make one up. Write in your notebook a short
description of the story, but do not explain the end;
create some suspense and ask your friends to guess it!

36

BRISEC3 TEACH PL03.indd 36 6/27/12 9:51 AM

 some students to write the answers on
the board in order to verify spelling.
10
1. Read and complete the missing information about the suspense book that two students were talking
about in the library as you listen. Check your answers and spelling with your teacher and classmates.
2. Read the texts below. Fill in the
Author: Prince, Lewis. Title: (a) Who is my boyfriend?
blanks with the words from the box
Plot summary: Linda Grant’s life is transformed into chaos when to complete each book’s information.
her (b) husband is under arrest for robbery of a famous
Ask students which process they have
jewel, a crime he committed (c) 25 years before in order to
to follow in order to find a book in a
have a first-class engagement (d) ring for his future wife.
library. Tell them that, to file books,
Publisher: Lion House. Publication date: (e) 2005
librarians have to make bibliographic
Doing it! cards, on which they write for each

n
2. Read the texts below. Fill in the blanks with the words from the box to complete each book’s
book and that nowadays these cards
information. may be electronic. Invite them to look

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“Blood Trail” 1969 murdered “Dead Girls Don’t Write!” friend at the two squares and ask them to
Johnson had died an e-mail Jennifer

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identify the data required to make the

st NA
Author: Johnson , Margaret Author: Hopkins, Jennifer
cards. Then tell them to get in pairs
and fill in the blanks. Check.

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Title: “Blood Trail” Title: “Dead Girls don’t Write!”

Plot summary: Fourteen-year-old

Plot summary: After his best CLOSING
friend

di A
Betsy is killed, seventeen-
Barbara is shocked when she receives

ri
an-e-mail from a young
year-old Thomas realizes he is the
3. Which of the three suspense stories
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woman saying she is her older sister
only one who knows who murdered
Jazz, who had died in an in activities 1 and 2 would you prefer
her — but, will he tell anyone?
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accident years ago! to read? First, write a list of the
Publisher: Simon & Simon
Publication date: 1969 Publisher: PC House Inc. reasons and then share them with
A B Publication date: 2010
your classmates. After that, choose
T

only one of the three. Finally, tell

Sharing it!
your teacher and the class what story
da N

3. Which of the three suspense stories from activities 1 and 2 would you prefer to read? First,
write a list of the reasons and then share them with your classmates. After that, choose
you selected and explain why. Tell
students that the theme of a piece of
bi A

only one of the three. Finally, tell your teacher and the class what story you selected
and explain why.
29
fiction, like suspense stories, is its view
about life and how people behave. Tell
hi ©S

them it is not explicit, that they must

SBTeens3 PL02.indd 29 4/26/12 9:06 PM
figure it out from the characters,
WEEK 5 Day 2 action, and setting that make up the story. Draw
their attention to the three stories from the previous
ACTIVATION – Before the book activities and tell them to identify the theme of each
one, also to choose their favorite one, and to write in
Ask students to look through this page and find as many words their notebooks their reasons for choosing it. When
as they can, related to suspense, tell them to write the words in they finish, organize the group in teams of four, so that
their notebooks. Give them one minute to do it and check. The each one can share their choice and agree on the story
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student who writes the most words is the winner. they will select to present to the group.
P

PRACTICE – In the book Tell students to go to the nearest library, or use the
Internet, and find suspense narratives (stories) they
10
1. Read and complete the missing information about would like to read. They must choose one title and make a
the suspense book that two students were talking bibliographic card that includes basic data from that book, and a
about in the library as you listen. Check your answers short plot summary. They may use the diagram in their books as
and spelling with your teacher and classmates. Invite an aid and a dictionary to look up words they don’t know. They
students to look at the picture and ask them if they should also read pages 7 to 11 in their Reader’s Book.
have ever borrowed a book from a library. They will
talk a bit about their experiences in libraries. Then play
Track 10 for them to fill in the blanks. Check by asking

37

BRISEC3 TEACH PL03.indd 37 6/27/12 9:51 AM

 Lesson
5

WEEK 5 Day 3

1. A good title helps people remember a narrative. Many times, a title includes key elements in the story
ACTIVATION – Before the book but with a twist, making them truly original or memorable. Read the following titles and discuss with
your classmates what stories they could belong to.

Show students some books with pictures on The Foreigner Aliens in our Moon A Scary Journey Unfriendly Face
the cover, hiding the title. Organize teams of
four and tell them to invent an original title for Doing it!

each book. Invite them to share their titles with 2. In groups of five, play “The Most Credible Title!” Consider one image at a time, and within a reasonable time
limit, make up a probable title for the story illustrated by each picture. Then, read your team’s title out loud
the other teams and ask the group to vote for to the class and your teacher. The winner is the one who invents the most interesting and amusing titles.
the best ones, considering the way the title may
engage the reader.

n
PRACTICE – In the book

ó
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1. A good title helps people

st NA
remember a narrative. Many times,
a title includes key elements in

bu
the story but with a twist, making
them truly original or memorable.
di A
Read the following titles and

ri
discuss with your classmates what
L
stories could they belong to. Read
su IL
aloud each of the titles in this
activity and elicit possible genres
for each. Students may also suggest
T

possible plots.
da N

BRILLIANT GAME! Sharing it!

bi A

3. Discuss with the class and your teacher which titles were difficult for you to make up and which words you
did not know. Write in your notebook a list of those unknown words and look them up in the dictionary.
2. In groups of five, play “The Most 30
Credible Title!” Consider one image
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at a time, and within a reasonable

time limit, make up a probable SBTeens3 PL02.indd 30 4/26/12 9:06 PM

title for the story illustrated by each picture. Then, CLOSING

read your team’s title out loud to the class and your
teacher. The winner is the one who invents the most 3. Discuss with the class and your teacher which titles
interesting and amusing titles. Explain instructions were difficult for you to make up and which words you
so they are clearly understood. As they have already did not know. Write in your notebook a list of those
practiced the activity with you, just monitor while unknown words and look them up in the dictionary.
students play. Suggest that they can play inventing Ask students if they found the previous activity too
ro

plots as well in order to increase the level of difficulty. challenging and tell them that when learning a new
language it is very important to be always eager to
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investigate what they may not know. Suggest the use

of the dictionary to look for words they might have
used in the previous activity. Tell them to write them in
their notebooks in order to start a personal glossary.

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BRISEC3 TEACH PL03.indd 38 6/27/12 9:51 AM

 The Redheaded League
1. In order to understand who is who in a story, it is essential to know its plot, especially in a suspense story. a brief debate in which each pair will
Read pages 7 to 11 of “The Redheaded League” by Arthur Conan Doyle in your Reader’s Book, and fill in
the chart below. Then, compare your information with your classmates. give their arguments to defend their
choices.
Character’s name What famous actor do I associate
or description in the story the character with?
BRILLIANT TIME!
Dr. Watson Student’s own answers.
Emotionary - Step 1/4
Sherlock Holmes Student’s own answers.

Jabez Wilson was a very corpulent, elderly gentleman with pink puffy
The main aim of this product is to have
Student’s own answers.
cheeks and vivid red hair.
students create an Emotionary. By doing this,
Vincent Spaulding Student’s own answers. they will be able to:

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Duncan Ross Student’s own answers.
Use various strategies to comprehend
‘
narratives.

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Brilliant Time! - Emotionary - Step 1 Infer central sense and main ideas from
‘

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details.

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Work in groups of three or four. This is a great time to work on the first step of your product assignment for the second Formulate and answer questions in order
‘
part of Unit 1. As you will be making an emotionary (that is, an inventory or list of emotions, especially those produced
to infer information.

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within a suspense narrative), you need to decide on one specific suspense text to read, because you will be writing both
the emotional reactions of the characters in the story and your emotional reactions while you are reading it.
Compose opinions regarding emotional
‘
Go to a library and select a suspense story in English that you find interesting and with an adequate level of states.
di A
complexity for you. Afterwards, make a bibliographic card. Write the following information about the book or
text that you would like to read: Author, title, plot summary, publication date, and publishing house. If you get Organize paragraphs in order to create texts.
‘

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the text from the Internet, copy the web address (URL) and the date, for example, www.suspenseblog.com.uk/
L
thesilence (visited on January 12, 2011). Then, in groups, decide which text all the members in your team would
like to read, and work on Step 2. All of the above has to be done under your
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When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas. guidance and with your help.
Did you…
In this step, tell students that they must bring
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1. Form groups of three or four?

for homework the suspense book they chose
2. Discuss text choices?
and its bibliographic card. Tell them it is very
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3. Make a bibliographic card?

4. Use a dictionary?
important that they feel enthusiastic about it,
because they will be working with that book for
bi A

31
the rest of this product. Then, they’ll share the
information about the book in teams of three
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or four persons, so they can choose the most

SBTeens3 PL02.indd 31 4/26/12 9:06 PM
appealing one to everybody in the team.
BRILLIANT READING!
The Redheaded League Finally tell them to tick the activities they could do during this
class.
1. In order to understand who is who in a story, it is
essential to know its plot, especially in a suspense
story. Read pages 7 to 11 of “The Redheaded League”
by Arthur Conan Doyle, in your Reader’s Book, and fill
ro

in the chart below. Then, compare your information

with your classmates. Explain to students that a good
P

reader must develop different strategies in order to

understand a text better, and that the use of these
strategies will depend on the type of text they have
in front of them. In the case of fictional texts, it is very
useful to make connections with our prior knowledge
or personal experience in order to make our reading
more meaningful. Invite students to get in pairs and
imagine they are in charge of choosing a cast for a “The
Redheaded League” film. Ask them to fill in the chart,
writing the names of the actors and actresses that they
would choose for each role. When they finish, organize

39

BRISEC3 TEACH PL03.indd 39 6/27/12 9:51 AM

 Lesson
6 Lesson Let’s Read
a Suspense Story!
Let’s Read a Suspense Story!
6
WEEK 6 Day 1 1. W. W. Jacobs, an American writer,
wrote many wonderful suspense
stories. One of his most famous
ACTIVATION – Before the book narratives is “The Monkey’s Paw.”
Look at the pictures and guess
what the story will be about. Use a
In pairs tell students to look for all the words that dictionary if necessary.

describe a person or a place on this page. Write

11
on the board all the words students find, under Doing it!
the title Adjectives. Tell them they can compare 11
2. Read and complete the first part of “The Monkey’s Paw” as you listen. Check your answers with your teacher
two things using these words if they add –er at and classmates.

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the end of the “short” ones and more before the page
209 The Monkey’s Paw - Part I
“long” ones. Ask pairs to form the comparative

ó
form of each adjective. The first pair that finishes The White family, Mr. and Mrs. White and their son Herbert, had just welcomed Sergeant-Major Morris, an
old friend of Mr. White’s, who was visiting them. They were chatting by the fire, as the night was cold and

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writing all comparatives correctly will win. wet.

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“What was that you started telling me the other day about a monkey’s paw or something, Morris?”
PRACTICE – In the book “Nothing…” said the Sergeant-Major. “Nothing… really important,” he added.

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“A monkey’s paw?” said Mrs. White curiously.
“It’s just an ordinary, but magic little paw,” said Sergeant-Major as he took it out of his pocket.
1. W. W. Jacobs, an American writer, Mrs. White made a scary expression, but her son, taking it, examined it intriguingly.

di A
wrote many wonderful suspense “And what is there special about it?” asked Mr. White as he took it from his son’s hand.

ri
“An old Fakir put a spell on it, so men could ask for three wishes with it. He was a holy man who wanted
stories. One of his most famous to show that destiny controls people’s lives,” said the soldier.
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narratives is “The Monkey’s Paw.” “Well, why don’t you have three wishes, sir?” said Herbert, cleverly.
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Look at the pictures and guess “I have,” he said quietly, but his face went white.
“And has anybody else wished with the paw?” asked the old lady inquisitively.
what the story will be about. Use a “The first man had his three wishes,” he explained. “I don’t know what the first two were, but on the
dictionary if necessary. Say the title
T

third he wished for… death. That is how I got the paw,” said solemnly. “And I truly regret it.”
of the story aloud and ask students
what they think is the importance of
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Sharing it!
the monkey’s paw in the story. Listen 3. Form groups of four. Choose a character from the story and the narrator. Make sure you understand your
and write down ideas on the board
bi A

part. Read and act out the first part of the story altogether. Then, with your class and the teacher, discuss
the following question: What is going to happen in the next part of the story?
under the title Predictions. Then, read 32
the phrase aloud and elicit student’s
hi ©S

opinions about it. They may want

to share some personal experiences SBTeens3 PL02.indd 32 4/26/12 9:06 PM

related to it; ask them also why they think this phrase is capital letter are use similarly to Spanish and elicit the
written on the cover of the book. Listen and write ideas difference use of question mark in English and Spanish
on the board as well. Finally read the plot summary and (there is no opening questions mark in English). You may
check predictions. You may lead a brief debate about refer students to the Grammar Reference on page 209.
destiny: Does it exist or not?
CLOSING
11 2. Read and complete the first part of “The Monkey’s
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Paw” as you listen. Check your answers with your 3. Form groups of four. Choose a character from the
teacher and classmates. Play Track 11 once and tell story and the narrator. Make sure you understand
P

students to follow the reading; they may try to fill in your part. Read and act out the first part of the story
the blanks. Play it again and pause after each blank. Ask altogether. Then, with your class and the teacher,
one student at a time to write the answer on the board, discuss the following question: What is going to
be sure to correct spelling and pay special attention to happen in the next part of the story? Organize the
the use of punctuation when quoting. Explain to them group in teams of four and encourage them to play a
that before they close a quotation, they must always role in the story. Ask them to read aloud acting out
use a comma if it is a declarative sentence; a question each of the dialogs. Ask some volunteers to present it
mark if it is interrogative; and an exclamation mark if it in front of the class. After that, ask students to predict
is exclamatory. Tell them to be careful to include every what will happen next in the story.
single word that the character says inside the quotation
marks. Help students to check punctuation. Explain that
Recommended resources: Website number 11
40 listed in the Webography on page 249.

BRISEC3 TEACH PL03.indd 40 6/27/12 9:51 AM

 order, from first to last. Ask them to go
through the sentences in this activity
1. Re-read the first part of “The Monkey’s Paw” on page 32. Put the events in order. Check your answers
with the class and your teacher.
and, with the aid of the text on
page 32 of the Student’s Book, order
Herbert asked Sergeant-Major Morris about his Herbert and his mother met Sergeant-Major
4
wishes.
1
Morris.
the events following the sequence
6
Sergeant-Major Morris explained he had gotten 3
Sergeant-Major Morris explained the paw was presented by the author. Check.
the paw from a dead man. special because it made three wishes come true.
Mr. White asked Sergeant-Major Morris about the Herbert asked Sergeant-Major Morris if he had had
2
monkey’s paw.
5
his own wishes. 12 2 Read the second part of “The
2.
Monkey’s Paw.” Are you a good
Doing it! detective? Who said what? Fill in
12
2. Read the second part of “The Monkey’s Paw.” Are you a good detective? Who said what? Fill in the blanks the blanks with the appropriate

n
with the appropriate character’s name from the box. Important note: Names may be used more than
once. Listen to check the correct answers.
character’s name from the box.
Important note: Names may be used

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Mr. White Mrs. White Herbert Sergeant-Major Morris
more than once. Listen to check the

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The Monkey’s Paw - Part 2 “I don’t know what to wish for,” “Well, don’t spend the correct answers. Share with students

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Mrs. White
money before I come back,” said
said slowly.
“If you don’t want it, Morris,”
“I’ve got all I want.” Herbert sarcastically as he left
that a good reader always identifies
said Mr. White , “give it to me.”
“Why don’t you wish for 200 for work. His mother laughed, and character traits and, by doing so, can

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“Better let it burn,” said the
following him to the door, watched
soldier and threw it to the fire.
Mr. White took the paw out with
pounds?” asked Mrs. White .
him walk away down the road. predict what each character may or
His husband, feeling idiotic, took
In the afternoon a very elegantly
one of his own hands before it was the paw and said clearly, “Okay. may not do. Ask students, at random,
damaged.
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“If you keep it, I will not be
Okay. I wish for 200 pounds.”
dressed stranger knocked at the
Whites’ door. to give a brief description of the

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A noise was heard immediately.
“I… was asked to visit you. I come
responsible for what happens,” Scared, his wife and son ran quickly characters presented on page 32 of
L
from Maw and Meggins”, he said.
Sergeant-Major Morris to him.
said . Mr. and Mrs. White had a sudden
Mr. White examined his
“Well, I don’t see the money,” said
bad feeling.
the Student’s Book. Then, tell them
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possession closely. “How do you Herbert , “and I never will.” “Is anything wrong?” Mrs. White to get in pairs and give them five
make a wish?” he asked. The next morning during asked anxiously. “Has anything
“If you must wish,” Sergeant- breakfast, the Whites were happened to Herbert?” minutes to write the names of the
Major Morris added brusquely, disappointed because there was no
characters in the corresponding gap,
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“wish for something reasonable.” sign of the 200 pounds.

taking into account the description
they previously made. Check their
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Sharing it!

3. Discuss with your friends what three wishes you would ask for if you had a magic amulet. Share your
predictions when they are finished
playing Track 12.
bi A

ideas with the class and the teacher. Then, with your class and the teacher, discuss the following question:
What is going to happen in the next part of the story?
33
CLOSING
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SBTeens3 PL03.indd 33 4/26/12 9:07 PM

3. Discuss with your friends what three
Day 2 wishes you would ask for if you
had a magic amulet. Share your ideas with the class
ACTIVATION – Before the book and the teacher. Then, with your class and teacher,
discuss the following question: What is going to
Organize the group in teams of four or five, tell them to go happen in the next part of the story? Form small
through the text on page 32 of the Student’s Book and write on a groups and monitor students’ discussions about their
sheet of paper five words they don’t understand. Then, tell them wishes. After they share their ideas with the group ask
ro

to exchange papers with another team and look for the words for predictions for the next part of the story.
in a dictionary. The first team to find all the meanings will be the
P

winner. Tell students to imagine they are Herbert in the story

and ask them to write a short paragraph telling the class
PRACTICE – In the book what has already happened in Parts 1 and 2 in “The Monkey’s
Paw.” Ask them to carefully describe the important events that
1. Re-read the first part of “The Monkey’s Paw” on have happened to “them” during the story, how they have made
page 32. Put the events in order. Check your answers “them” feel and why.
with the class and your teacher. Tell students that
when reading a story it is very important to identify
the sequence of events, which usually are presented in Recommended resources: Website number 3 listed in the
Webography on page 249.

41

BRISEC3 TEACH PL03.indd 41 6/27/12 9:51 AM

 Lesson
6

WEEK 6 Day 3
13
1. Go to page 212. Read part 3 of “The Monkey’s Paw” as you listen. Then, put the last part of the plot in order.
ACTIVATION – Before the book
4 Mr. White had a bad 1 The visitor told them 2 Mrs. White asked her 3 Somebody knocked
Stand up in a circle and use a soft ball to throw feeling about the wish, their son had died and husband to use the at the Whites’ door, so
so he had his third and gave them 200 dollars paw to wish their son Mrs. White ran to see
to students and ask “Wh” questions about last wish. in return. alive, so Mr. White if her son was there.
wished that.
the story such as: What did the Whites get?
Where is the Fakir from? Who is Herbert? Be sure Doing it!
they understand what each “Wh” question is 2. Play a trivia game about “The Monkey’s Paw.” Throw a die. One player at a time moves the number of
used for. squares the dice shows and answers the corresponding question. If correct, the player stays on that square,
if not, he or she goes back to the previous square. The winner is the first to get to the Finish square.

n
PRACTICE – In the book

ó
13 1. Go to page 212. Read part 3 of

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“The Monkey’s Paw” as you listen.

st NA
Then, put the last part of the plot
in order. Play Track 13 again and ask

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them to get in pairs and organize
the plot. Check and find out how
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the ending made them feel. Provide

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them vocabulary to describe their
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emotions: confused, frustrated,
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astonished, dazed, upset, puzzled,
messed up.
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Sharing it!
BRILLIANT GAME!
3. Now that you have finished reading the whole story, in groups of four, discuss the answers to the
da N

following questions. Share your ideas with the class and your teacher.
2. Play a trivia game about “The a. What are the most suspenseful parts in “The Monkey’s Paw”?
Monkey’s Paw.” Throw a dice.
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b. Do you wish you could know what Mr. White’s third and last wish was?
c. Is there a moral in W. W. Jacobs’ “The Monkey’s Paw”?
One player at a time moves the 34
number of squares the dice shows
hi ©S

and answers the corresponding

question. If correct, the player stays SBTeens3 PL03.indd 34 4/26/12 9:07 PM

on that square, if not, he or she goes back to the

previous square. The winner is the first to get to the
Finish square. Monitor while students play and get
general feedback to check.

CLOSING
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3. Now that you have finished reading the whole story,

in groups of four, discuss the answers to the following
P

questions. Share your ideas with the class and your

teacher. Organize teams of four and guide them to
discuss the questions; finally, ask them to share their
conclusions with the whole group.

42

BRISEC3 TEACH PL03.indd 42 6/27/12 9:51 AM

 The Redheaded League
1. Unknown vocabulary in context can be crucial to understand fictional stories. However, not all
14 of their Reader’s Books and look for
vocabulary can be understood using context. Read pages 12 to 14 of “The Redheaded League” by Arthur this kind of context clues. Check their
Conan Doyle in your Reader’s Book and copy only those words you really need(ed) to understand in
order to comprehend the story better. Then, compare the information with the rest of your class. findings and discuss each particular
Meaning in
case with the whole group. Finally,
Word or Phrase Possible Meanings
“The Redheaded League” tell them to underline the words they
Student’s own answers. Student’s own answers. Student’s own answers.
really need to understand and look for
their meaning in a dictionary.

BRILLIANT TIME!
Emotionary - Step 2/4

n
Brilliant Time! - Emotionary - Step 2 Write the following quote on the blackboard:

ó
When we read a suspense narrative we are always on the edge of our seats. A suspense narrative makes us feel many “Art is one of the sources through which the

ci
emotions, either good or bad. Without these feelings the story would be boring. For example, in “The Monkey’s Paw,”
some readers normally feel sad when Herbert dies. And you? How did that event make you feel? Surprised? Indifferent? soul expresses itself and inspires others. But to

st NA
express art thoroughly, one must have the inner
Form groups of three or four. Read or re-read the story you chose in Step 1 (page 31) and discuss any parts that
emotions opened thoroughly.” (Meher Baba)

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you found difficult to understand. Then, choose and make a list of the emotions found in the narrative. Finally,
propose and compose examples of the situations that describe these emotions.

When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas. Lead a brief discussion on what students think
di A about it. Tell them literature is a form of art and

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Did you…
as all the other forms it usually makes emotions
L
1. Form groups of four?
arise in the readers. Go through the events
2. Discuss parts that were confusing?
su IL
in “The Monkey’s Paw” and ask students to
3. Choose and make a list of the emotions that you found
in the text? express how they felt when reading them.
4. Propose and compose examples of the situations that describe
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these emotions?
Ask them to get in the teams they chose
to do their product and read the story they
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had already chosen. They must write in their

notebooks the sequence of events and a brief
bi A

35
description on how each part makes them feel.
Encourage them to use the dictionary to find
hi ©S

more words for their “Emotionary.”

SBTeens3 PL03.indd 35 4/26/12 9:07 PM

BRILLIANT READING! Finally tell them to tick the activities they could do during this
The Redheaded League class.

1. Unknown vocabulary in context can be crucial

to understand fictional stories. However, not all Recommended resources: Website number 5 listed in the
vocabulary can be understood using context. Read Webography on page 249.
pages 12 to 14 of “The Redheaded League” by Arthur
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Conan Doyle in your Reader’s Book and copy only

those words you really need(ed) to understand
P

in order to comprehend the story better. Then,

compare the information with the rest of your class.
Tell students that words and phrases that help them
figure out the meanings of unfamiliar words are called
“context clues,” and that there are many different kinds
of them. Sometimes there is a familiar word next to
the one they don’t know. There can also be a sentence
which may include a definition of the word, a synonym,
or an example, which can give them information to
understand. Ask students to go through pages 12 to

43

BRISEC3 TEACH PL03.indd 43 6/27/12 9:51 AM

 Lesson
7 Lesson
It Makes me Feel…
It Makes me Feel…
7
WEEK 7 Day 1 1. Look at the picture and answer
the question.

ACTIVATION – Before the book ‘ If this was the illustration for a

suspense story, what could the
story be about?
Play “Stop” with emotions. You will say the
alphabet in silence and one of the students
must say: Stop. Tell them the letter you were
silently mentioning at that moment. They
have to think about a word that expresses an 4

n
Doing it!
emotion with that letter and raise their hand
14
to say it aloud. For each word they say give 2. Go to page 212. Read the first part of “The Open Window” as you listen. Then, answer the questions.

ó
them a point; the winner will be the one that a. How many people participate in the conversation and what are their first names?

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accumulates the most points. They may use a Three. Vera, Framton Nuttle, Mrs. Sappleton.

st NA
dictionary. b. Why is Mr. Framton Nuttel in the country?
Because her sister insisted on visiting people in the country to help his heath.

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c. Why does the girl start the conversation with Mr. Nuttel?
PRACTICE – In the book
She thought there was too much silence.

di A
1. Look at the picture and answer
d. What happened to Mrs. Sappleton’s husband and two brothers?

ri
They disappeared one day white hunting.
the question. Students will get in
L
e. Why does Vera’s aunt keep the window open every evening until late?
pairs, only one of them will have She thinks her husband and two brothers are comming back.
su IL
the book opened. The student with f. What do you think Mr. Framton Nuttel thinks about Mrs. Sappletton at the end of this part?
the book will describe the picture He might think she’s crazy.

to the other, who will have to draw

T

it in his/her notebook. When they Sharing it!

finish, they will compare the pictures

da N

3. Discuss the following questions with your friends.

and discuss the questions in order to a. How do you feel when you have to chat with a friend of your father’s or mother’s who you do not know
make predictions.
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very well?
b. What kind of conversations do you have with your parents’ friends? Do you find them interesting?
36
14 2. Go to page 212. Read the first part
hi ©S

of “The Open Window” as you

listen. Then, answer the questions. SBTeens3 PL03.indd 36 4/26/12 9:07 PM

Play Track 14, so students can follow the reading. CLOSING

Explain to them that sometimes, when you’re reading,
there’s some non-explicit information in the text. Tell 3. Discuss the following questions with your friends. Tell
them that, when this happens, one has to find it by students to get in small groups in order to share their
“reading between lines,” that is, by drawing conclusions own experiences when talking to adults. Encourage the
from the information in that particular text. For use of the dictionary.
example, if it says: He walked slowly into the room with
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his head down, the reader can infer the character was
sad or tired. Ask students to get in trios and answer the Recommended resources: Website number 4
P

questions about the text by “reading between lines” for listed in the Webography on page 249.
recognizing emotional states. Encourage them to share
their answers mentioning the details they use to draw
their conclusions.

44

BRISEC3 TEACH PL03.indd 44 6/27/12 9:51 AM

 true or false. Go to page 212 of the
Student’s Book and ask students to
1. Re-read Part 1 of “The Open Window” (page 212 in this Student’s Book). Say whether the statements are read the text aloud, in turns; correct
true or false.
pronunciation. Then go through each
True False of the statements and help students
a. Vera was Mr. Nuttel’s friend.  decide if they are true or false. Ask
b. Mr. Nuttel was sick.  them to provide evidence from the
c. Mrs. Sappleton was single.  text to support their choice.
d. Vera is Mrs. Sappleton’s niece. 

15 2 Go to page 212. Read the second and

2.
Doing it!
15
last part of “The Open Window” as

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2. Go to page 212. Read the second and last part of “The Open Window” as you listen. Then, read the three
posts that other teenagers like you wrote about Saki´s suspense story. Finally, write your own post.
you listen. Then, read the three posts
Student’s own answers. that other teenagers like you wrote

ó
page
207
about Saki´s suspense story. Finally,

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write your own post. Play Track 15

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I Agree I Disagree for students to follow the reading;
ask them to pronounce each word

bu
Posted 2010-11-12 03:42:45
The Open Window is a nice short story. The story revolves around the in low voice as they’re listening and
main character Vera who comes up with stories to fool the adults for fun.
reading. Ask students if they are used to
 Posted 2009-11-02 10:50:30
di A
LOL. This story is funny!!! Vera is a mischievous girl! participating in Internet forums or social

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networks. Give them some time to talk
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 Posted 2009-06-08 13:06:25
I loved this short story by Saki. I was amused as well as surprised. I felt a little bit about their Internet posting
empathy and sympathy. But I was very confused at the beginning.
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experiences: Which themes are they
 Posted
interested in? What kind of comments do
they usually post? Read each post from
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the activity aloud and tell students to

mark with an X if they agree or disagree
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Sharing it!
with the post. Ask some of them to
back their choice with arguments.
bi A

3. Show your reactions to your teammates and compare them. Find similarities and differences in
your reactions and feelings about Saki’s “The Open Window.”
37
Finally, ask them to give their own
opinion about the story and share it
hi ©S

with the group. You may refer students

SBTeens3 PL03.indd 37 4/26/12 9:07 PM
to the Grammar Reference on page 207.
WEEK 7 Day 2 CLOSING

ACTIVATION – Before the book 3. Show your reactions to your teammates and
compare them. Find similarities and differences in
Ask students to stand up, tell them you’ll say some statements your reactions and feelings about Saki’s “The Open
about the first part of the story. If they think the statement is Window.” Organize the group in teams of four or five;
true, they have to step to the front (F); if they think it is false, they tell them to draw on a recycled sheet of paper three
ro

have to step back (B); if the information you say is not in the story, faces that express how Saki’s story made them feel. Ask
they have to jump (J). If they do the wrong action, they have to them to go to the front of the class, in turns, and show
P

sit down. You may say the following statements: Framton is 15 their drawings to the rest of the students. The other
(F). Nuttel’s sister is a nurse (J). The story takes place in the city (B). teams must guess which emotions their classmates are
Framton has a lot of friends in the country (B). Vera is shy (B). The trying to convey. If another team felt similar to the one
window remains open in October (F). Vera’s uncle likes to hunt (F). that is in the front, students must say: I empathize! and
Vera’s aunt is a widow (J). show their own drawing.

PRACTICE Tell students to bring some material to decorate their

Emotionary: crayons, cutouts, stickers, etc. They may
1. Re-read Part 1 of “The Open Window” (page 212 in also bring music in order to enrich their presentation. They have
this Student’s Book). Say whether the statements are to read, as well, pages 15 to 17 of their Reader’s Book.

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BRISEC3 TEACH PL03.indd 45 6/27/12 9:51 AM

 Lesson
7

WEEK 7 Day 3

1. In “The Open Window” there are at least three characters (Vera, Framton and Mrs. Sappleton). Discuss
ACTIVATION – Before the book with a partner how each character felt and what happened to them.

Doing it!
Divide the class into teams of three. Have
2. Play “How Do You Feel?” Make teams of four. One at a time, your teacher will try to draw one of the
students look at the pictures, on pages 36 and pictures below. Within a reasonable time limit, the members of each team must guess how the person
37 of the Student’s Book for a minute, and feels/felt. The winner is the team with the most correct guesses.

then close their books. Ask them to write all

the vocabulary they can remember from the
pictures. Get two teams together to make one
Anxious Apologetic Blissful Cold
vocabulary list, eliminating the repeated words.

n
The team with the longest list is the winner.

ó
Dissapproving Disbelieving Distasteful Frightened
PRACTICE

ci
st NA
1. In “The Open Window” there are
Frustrated Hot Hysterical Interested
at least three characters (Vera,

bu
Framton and Mrs. Sappleton).
Discuss with a partner how did
di A
each character feel and what
Joyful Loaded Lovestruck Perplexed

ri
happened to them. Get students in
L
pairs to talk about the three main Puzzled Relieved Smug Thoughtful
su IL
characters of the story. Ask them to
identify the moments in the plot:
Sharing it!
Beginning, Middle and Ending, and
T

describe how each of the characters 3. Which stories or movies have made you feel more thrilled? Write about them as in the examples. Share
your experiences with the class and your teacher.
felt in each of the parts.
da N

a. When the girl in “A Day out with Terry” feels depressed because she is locked in her house alone, I felt like
crying.
BRILLIANT GAME!
bi A

b. In “Dracula Reloaded” the girls feel terrified when they learn that the man was trying to turn them into
vampires! I felt very scared, too.
38
2. Play “How Do You Feel?” Make
hi ©S

teams of four. One at a time, your

teacher will try to draw one of the SBTeens3 PL03.indd 38 4/26/12 9:07 PM

pictures below. Within a reasonable time limit, the CLOSING

members of each team must guess how the person
feels/felt. The winner is the team with the most 3. Which stories or movies have made you feel more
correct guesses. Organize the group into teams of four. thrilled? Write about them as in the examples. Share
Go to the board and tell them they have 30 seconds to your experiences with the class and your teacher.
guess which smiley are you drawing; they should raise Write the word thrilled on the board and try to elicit
their hands and say the emotion it expresses. If you the meaning from students. You may refer to Michael
ro

want to make it more challenging, you may ask them Jackson’s “Thriller” song, or thriller novels, in order to
to spell the emotion as well. arouse their associations. Write ideas around the word
P

to create a definition, be sure to include that it has to

do with nervousness and physical reactions, like chills.
After that, ask students to think about a film or story
that made them feel thrilled; tell them to briefly write
about it in their notebooks saying exactly how they
felt, following the model they have in their books. Give
them some time to share their experiences with their
classmates.

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BRISEC3 TEACH PL03.indd 46 6/27/12 9:51 AM

 The Redheaded League
1. Asking or answering questions about a narrative is another way of understanding it better. Read the rest
Review “Wh” questions with students.
of the story by Sir Arthur Conan Doyle, on pages 15 and 17 from your Reader’s Book. Ask five questions Organize the group in teams and tell
about things you did not understand. Make sure they are clear and well constructed. Ask your classmates
or teacher to tell you the correct answer. them to write five “Wh” questions
about the story in which they ask for
Your Questions Answers from Classmates or Teacher
specific information that was not very
1 Student’s own answers. Student’s own answers.
clear for them. Monitor their work and
2
3
then ask teams to exchange questions
4
and find the answers in the text.
5

BRILLIANT TIME!
Emotionary - Step 3/4

n
Brilliant Time! - Emotionary - Step 3
Ask students to get together with the team

ó
Now is the right time to finish writing your last draft of the emotionary and give a presentation to the class. It is a great they chose to do their product. Explain to them

ci
chance to share your feelings and reactions about the story that you read. Did you feel like the main character most of
the time? What did you feel during one of the exciting events in the story? they will finish working on their Emotionary.

st NA
Give them some time to write sentences in
Work in groups of three or four. In your notebook, write the sentences you and you teammates think the class
their notebooks about their feelings toward the

bu
would find interesting to hear about. When you finish, check conventions (grammar, capital letters, spelling,
format). Then, copy them carefully onto a cardboard or construction paper sheet. Try to make a nice design for
your Emotionary. For the presentation, decide together who is going to talk about what (give an introduction, book they chose. Monitor and check mistakes.
read the sentences, explain the feelings and situations, etc.). If possible, practice your presentation. When your When they have their work checked, they may
di A
class and your teacher agree, present your Emotionary.
copy the sentences on a piece of cardboard and

ri
When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.
decorate it with drawings, cutouts, or stickers.
L
Did you…
Then, they will plan the oral presentation.
su IL
1. Form groups of three or four? They may act a dialog, use miming, music or
2. Make a final list of emotions and the events that go with them? a little game in order to vividly transmit their
3. Check spelling and punctuation conventions? classmates how they felt.
T

4. Copy them carefully onto your cardboard sheet?

5. Present your emotionary to the class? Finally tell them to tick the activities they could
da N

6. Answer questions from your classmates or teacher? do during this class.

bi A

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Day 3

BRILLIANT READING!
The Redheaded League

1. Asking or answering questions about a narrative is

another way of understanding it better. Read the rest
ro

of the story by Sir Arthur Conan Doyle, on pages 15

and 17 for your Reader’s Book. Ask five questions
P

about things you did not understand. Make sure they

are clear and well constructed. Ask your classmates
or teacher to tell you the correct answer. Tell students
that if they really want to get the most out of what
they read, they have to learn how to ask themselves
questions about the texts in order to establish a goal
for reading, for specific information; and connect the
text with their own experiences.

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 Lesson
8
Alfred Hitchcock
WEEK 8 Day 1 Read the magazine
g below and learn about Alfred Hitchcock as much as p
possible. 1899-1980

BRILLIANT! MAGAZINE
A Good Movie Comes From a Good Written
Narrative!

ACTIVATION – Before the book

A Good Movie Comes From a
Ask students if they like to go to the movies.
Let them answer and then ask them what kind
Good Written Narrative!
Sir Alfred Joseph Hitchcock was an English Älmmaker still considered
of movies they like. Elicit movies genres. today as the master of suspense. After a successful career in the United

n
Kingdom in silent Älms, Hitchcock moved to Hollywood, USA.
PRACTICE – In the book

ó
T H E B I R D S
Rear Window, 1954
Melanie Daniels is the

ci
Photographer Jeffries, conÄned
Read the magazine below and learn daughter of a newspaper to a wheelchair in his apartment

st NA
about Alfred Hitchcock as much as magnate. One day while at a because he broke a leg, uses
bird shop, a man meets her binoculars to spy on neighbors, so
possible. Go through the pictures with he discovers a possible murder.

bu
and immediately feels very
students and ask if somebody knows attracted to her. But he is Mitch
Brenner, a professional lawyer,
something about Alfred Hitchock. If not a simple bird in a cage,

di A
they don’t, ask them what their first so they both begin a game of
Vertigo, 1958
Retired police detective Ferguson,

ri
hunter and bird prey. In the who has a fear for heights, is
impressions about him are, what they middle of the love story, in the
L
hired by an old school friend
town of Bodega Bay, Melanie to keep an eye on his wife;
think he did, and where they think is attacked by a big bird, a eventually he falls in love with
su IL
his “prey.”
he lived. Ask them to read the article seagull, which is just the beginning of a series of brutal
bird attacks in the town, so Mitch will act as her rescuer.
aloud and correct pronunciation. When
"The Birds" is based on a story by Daphne Du Maurier, Psycho, 1960
they finish reading, find out students’ a British writer, and was originally bought for use on the After stealing, escaping, and an
T

opinions about these films. Ask them if television series "Alfred Hitchcock Presents." exhausting long day’s journey, a
woman picks the wrong place to
"The Birds" is, to many, Hitchcock’s best movie, but he has
they would like to see them and to give spend the night: The Bates Motel
da N

other wonderful suspense Älms. Read about them. (with 12 cabins, 12 vacancies and
their reasons for doing or not doing so. Adapted from: Movie Review: The Birds (1963): Hitchcock Creates 12 showers), run by a peculiar
Horror Out of Simplicity http://www.suite101.com/content/movie- young man and his irritable
bi A

review-the-birds-1963-a24045#ixzz1EpNaksmT, visited Feb. 23, 2011. old mother.

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 Listen to the song. Order the second stanza
and sing along!

16
I Wish These CLOSING
Feelings Could
Go Away Write the title of two of your favorite
In your notebook, make a movie poster
like the one shown in the magazine. I was feeling Äne movies. Were they based on a story?
But now, illustrate one of the other I was feeling peaceful.
Hitchcock’s movies. Base the Now suddenly emotions
Share the names with the class and your
ideas of your poster on what rush to my face. teacher, as well as how they made you
is important in the movie plot Bringing feelings
description. You can make a feel. Invite students to share impressions
I didn’t comprehend.
draft in the space provided. concerning their favorite films with
Present your designs to the Bringing memories
class and your teacher. I once locked away. the class. Encourage the use of new
Explain why you thought of
that design. I wish these feelings vocabulary related to emotions.
could go away.

n
And let me go back
to feeling nothing. BRILLIANT SONG!
Back to feeling Äne I Wish These Feelings Could Go Away

ó
back to the life I had.
Instead of this bad

ci
dream! 16 LListen to the song. Order the second

st NA
I wish these feelings
sstanza and sing along! Ask what helped
could go away. them decide on the order. Play Track 16

bu
And let me go back
for them to check.
to feeling nothing.
Back to feeling Äne

di A back to the life I had.

ri
Instead of this bad dream!
L
And let me go back
su IL
Write the title of two of your favorite movies. Were they Could go away
based on a story? Share the names with the class and Instead of this bad dream!
your teacher, as well as how they made you feel. wish these feelings
Back to the life I had
T

Back to feeling fine

To feeling nothing
da N

Source: http://www.creative-poems. 5
com/poem.php?id=247370
bi A

(visited on Feb. 22, 2011).

41
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WEEK 8 Day 2

In your notebook, make a movie poster like the one

shown in the magazine. But now, illustrate one of the
other Hitchcock’s movies. Base the ideas of your poster
on what is important in the movie plot description.
Present your designs to the class and your teacher.
ro

Explain why you thought of that design. Ask students

to imagine for a moment that they are graphic designers
P

in charge of a campaign to promote one of Hitchcock’s

movies. For that purpose, they have to create a poster
based on the most important elements of the plot: it
must be thrilling and should invite spectators to see the
film. When they finish, they will present their work to the
class and receive feedback.

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 Lesson
8 Product Time

WEEK 8 Day 3

Product Time

Step 4 – Share your Emotionary with your

classmates

Tell students to get together with the team

they’re working with to make their product,
and talk a little bit more about the emotions
they felt, when and what made them feel

n
that way.

ó
1. Share and discuss your answers to the

ci
following questions with your teacher

st NA
and your group. Read the paragraph about
the product with students. Get feedback.

bu
Students can refer back to the different
steps in the product if they need help to
write the sentences.
di A
ri
L
Product: Emotionary. An emotionary is very much like a dictionary of emotions. However, it is a personal list of
2. Share and discuss your answers from emotions that characters from a suspense narrative feel/felt as well as the emotions that you feel/felt when you were
reading that story. Producing an emotionary will help you express emotional reactions to a text or experience and, this
su IL
activity 1 with your teacher and your way, your fluency will improve tremendously.

group. Students answer the questions in 1. Share and discuss your answers to the following questions with your teacher and your group.
their groups. Lead a brief feedback session;
T

a. Did you read the book you selected from beginning to end? Student’s own answers.
have all the groups share their opinions. b. Did you use strategies to understand it better (visualize characters, use a dictionary, ask questions)? Student’s own answers.
Congratulate students on a job well-done.
da N

c. Do you think that reading suspense stories is a good way to learn about people who live in English-speaking
countries? Student’s own answers.
bi A

2. Share and discuss your answers from activity 1 with your teacher and your group.

42
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 Carry out the following activities and answer the questions. Whenen finished, write a
tick () on the box that shows what you can or can’t do. Enjoy these activities Recommended resources: Website
and see for yourself what you are able to do! If you need help, askk your teacher.
number 1 listed in the Webography on
1. Order the paragraphs and answer the questions.
10 page 249.
After some phone calls, trying to talk to someone who could help her, the terrorized Veronica
3
begins to feel scared to death as she thinks the robbers are planning to break into her own house!
One day, feeling quite alone and while trying to call her only friend, Nelly, she accidentally listens to
two men planning a house robbery in the area where she lives. Veronica calls the police but they 2
think she is too speculative and nervous, so they decide to ignore her.
“Who is it?” is a suspense narrative adapted by English writer Michael Fletcher in 1968, based on
“Sorry, Wrong Number,” a famous narrative written in 1943. It is about a woman called Veronica
who lives in a country house in the mountains of Oklahoma. Veronica is the wife of a very rich but 1
always absent husband. She cannot walk because she was badly hurt on a trip to the mountains, so
the house telephone is her only connection with the outside world.

n
Adapted from: “Sorry, Wrong Number,”
http://en.wikipedia.org/wiki/Sorry,_Wrong_Number (visited on Feb. 21, 2011).

ó
a. What kind of text is this narrative (for example, science fiction)? Suspense
b. What’s the topic in this story (for example, a robbery)? A robbery

ci
c. Who are the characters in the story? Veronica, her husband, Nelly, robbers

st NA
d. How does Veronica feel at the beginning? Alone

bu
e. How does she feel by the end of the story? Scared to death
f. How would you react/feel in a similar situation? Student’s own answers

I can I can’t

di A
…use some strategies to understand stories I read or hear.

ri
L
I can I can’t

…deduce which parts are important and which are less important.
su IL
I can I can’t

…make and answer questions to deduce and understand information

tiion in the story.
T

I can I can’t

…write how I feel about the story and about some of its parts.
da N

I can I can’t

…put paragraphs in order to write how a character in a story feels/felt.

ls/felt.
bi A

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Day 3

I Can

Carry-out the following activities and answer the questions.

When finished, write a tick (9) on the box that shows what
you can or can’t do. Enjoy these activities and see for yourself
ro

what you are able to do! If you need help, ask your teacher.
This session is very important as it will give you the opportunity
P

to diagnose possible problems and detect areas of opportunity

you should reinforce. Go task by task giving the necessary time
to each one. Be very explicit when reading instructions making
sure students know exactly what to do in each case. Monitor and
provide help if needed. Check each task individually by supplying
some feedback, and listening to students’ opinions. Have general
feedback sessions to listen to students’ comments and opinions.

1. Order the paragraphs and answer the questions.

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BRISEC3 TEACH PL04.indd 51 9/27/11 11:24 PM

 unit
Evaluation A
1
Name Date

1. Complete the words and match them to the statements.

a. I check people’s teeth.

b. I see stomach problems.
c. I can prescribe you glasses.
d. I vaccinate children.

n
e. I’m in charge of mental illnesses.

ó
1. p

ci
st NA
2 d

bu
3. o
4. g
di A
ri
L
5. p
su IL

2. Circle the letter of the correct answer.

T

1. Do you know that public hospitals give free attention and medicines?
da N

a) I prefer private. b) Yes, I know that! c) Medicines are cheap.

bi A

2. If the doctor hadn’t been late…

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a) he might have checked me. b) he’s gone. c) he works.

3. Yesterday I had a bad headache so I…

a) takes an aspirin. b) took an aspirin. c) take an aspirin.

4. My suggestion if you have a cold, is that you…

a) should wear a sweater. b) might forget. c) can study.
ro

5. I wrote a complaint letter because this is the doctor I’ve ever met.
P

a) bad b) better c) worst

Photocopiable Material
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BRISEC3 TEACH PL04.indd 52 9/27/11 11:24 PM

 unit
Evaluation B
1
Name Date

1. Match the columns

1. character a) A house in the country

2. plot b) A mischievous girl who tries to fool an adult
3. setting c) Vera
4. title d) Saki

n
5. author e) The Open Window

ó
ci
st NA
2. Write quotation marks where corresponding. Also add question mark (?), exclamation mark (!) or comma (,) where needed.

bu
di A
a) It is raining out there John said.

ri
L
b) This is wonderful exclaimed Anna.
su IL
c) Are you going to the party? asked Kathy.
T

3. On the following lines write a summary of the plot of the last suspense movie you saw describing how it made you feel.
da N
bi A
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Photocopiable Material
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BRISEC3 TEACH PL04.indd 53 9/27/11 11:24 PM

 Answer Key

Evaluation A

1. a. 2
b. 4
c. 3
d. 5
e. 1
1. psychiatrist
2. dentist
3. ophtalmologist
4. gastroenterologist

n
5. pediatrician

ó
2. 1. b) Yes, I know that!

ci
2. a) he might have checked me.

st NA
3. b) took an aspirin.
4. a) should wear a sweater.

bu
5. c) worst

di A
ri
L
su IL
T

Evaluation B
da N

1. 1. c
bi A

2. b
3. a
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4. e
5. d

2. a. “It’s raining out there,” John said.

b. “This is wonderful!” exclaimed Anna.
c. “Are you going to the party?” asked Kathy.

3. Student’s own answers.

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 Science
Social practices of the language:
for Life! 2
understand and write instructions.

Formation and academic environment

Specific activities with the language:
interpret and write instructions for a simple experiment.

Learning to do with the language: Learning to be through

Learning to know about the language: the language:
- Revise instruction manuals to perform
experiments based on contextual clues, Features and types of oral and - Adverbs: of sequence (e.g. - Learn about our surroundings.
with the teacher‘s supervision. written texts after, firstly, next), frequency - Construct and consolidate
- Interpret the instructions to perform an - Subject matter, purpose and (e.g. twice, often, never). knowledge.
experiment from independent reading intended audience. - Verb forms: imperative, - Promote creative and proactive
and with the teacher‘s coordination. - Graphic components: gerund and infinitive. attitudes during collaborative
- Write instructions to perform a simple illustrations, images, - Verb tenses: simple present. work.

n
experiment, with the teacher‘s guidance. typography, etcetera. - Sentence types.
- Edit instruction manuals to perform an - Text components: titles, - Prepositive phrases (e.g.

ó
experiment. subtitles, etcetera. instead of, at last).
- Patterns of text arrangement.
Mechanics of writing

ci
Phonic, syntactic and semantic

st NA
- Punctuation: period,
elements of texts semicolon, apostrophe.
- Word repertoire suitable for - Homographs (e.g. lead, live).

bu
this practice of language.

di A
ri
L
Product: Instruction album
su IL

- Can understand and interpret order and sequence of instruction elements to carry out an experiment.
- Can write and classify simple and complex sentences in order to create instruction sequences.
T

- Can remove, add, change and/or rearrange information to edit an instruction manual.
da N

Social practices of the language:

bi A

interpret and convey information published in various media.

Familiar and community environment

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Specific activities with the language:

share emotions and reactions caused by a TV programme.

Learning to do with Learning to know about the language: Learning to be through

the language: the language:
Features and types of oral and Phonic, syntactic and semantic
- Revise a TV programme using written texts elements of texts - Convey and spread
context clues and the teacher’s - Genre, subject matter, purpose and - Word repertoire suitable for this information.
supervision. intended audience. practice of language. - Value the credibility of mass
- Interpret central sense and some - Context clues: voices, behaviors, - Similarities and differences between media communication.
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details of a TV program with the setting, place, role. native and English language. - Recognize the influence of
teacher’s supervision. - Visual resources: marquee, subtitles, - Acoustic features. media in everyday life.
- Share emotions and reactions etcetera. - Consistency in the use of a variant.
- Sound resources: soundtrack, - Syntactic differences between
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caused by a TV program, with the

teacher’s coordination. sound effects, etcetera. British and American variants (e.g.
- Speech register. You needn’t do it, You don’t need
- Non verbal communication. to do it).
- Syntactic particularities of the
English language: Lack of gender in
nouns and adjectives.

Product: Oral presentation

- Can anticipate main ideas and information that explains or - Can formulate and answer questions to share emotions and
supports them. reactions.
- Can clarify the meaning of words. - Can explain main ideas within an oral exchange.

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 Unit
Opener 2
Science for
Science for Life!
Life! 2
Activate previous knowledge and raise
students’ expectations by going through the
illustrations on the page. Draw their attention
to the setting in order to introduce them to the
theme of the first part of the unit. Elicit answers
to the questions, encouraging them to use
English words they may know.

Look at the picture and answer.

n
a. Is there a laboratory in your school?

ó
b. When do you use the school

ci
laboratory?

st NA
c. Do you like doing science
experiments? Why?

bu
di A
ri
L
su IL

Look at the picture and answer.

T

a. Is there a laboratory in your school?

b. When do you use the school
laboratory?
da N

c. Do you like doing science

experiments? Why?
bi A

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BRISEC3 TEACH PL04.indd 56 9/27/11 11:24 PM

 By the end of the unit,
I’ll be able to:
Go through this page with students before
starting the second half of Unit 2.
• Understand and interpret order and
sequence of instruction elements to Activate previous knowledge and raise
carry out an experiment.
• Write and classify simple and students’ expectations by going through the
complex sentences in order to create
instruction sequences.
illustrations on the page. Draw their attention
• Remove, add, change and/or to the TV in order to introduce them to the
rearrange information to edit an
instruction manual. theme of the second part of the unit. Elicit
• Anticipate main ideas and information
that explains or support them.
answers to the questions, encouraging them to
• Clarify the meaning of words. use English words they may know.
• Ask and answer questions to share
emotions and reactions.

n
• Explain main ideas within
an oral exchange.
Look at the picture and answer.

ó
a. Have you ever watched science

ci
programs on TV?

st NA
b. What information can you find in
science magazines?

bu
c. Name three sources where you can
find information about science.
di A
In this unit you can use any of the
books and/or websites included

ri
on page 219 for a consultation
L
help.
su IL

Look at the picture and answer.

T

a. Have you ever watched science

programs on TV?
da N

b. What information can you find in

science magazines?
c. Name three sources where you can
bi A

find information about science.

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 Lesson
9 Lesson
In the Lab!
In the Lab!
9
WEEK 9 Day 1 17
1. Julie, Ricky and Luis are classmates. Right now, they are talking to Mr. Brown, their chemistry teacher.
Look at the picture and discuss with a partner the questions below. Underline the correct answer. Listen
and check.
ACTIVATION – Before the book page
207 ‘Where are the students? a) in the playground b) in the classroom c) in the laboratory
‘What are they going to do? a) read a book b) do an experiment c) make a handcraft
Play “Simon Says” to practice imperatives. You
Now, listen to the conversation and fill in the empty spaces with the words from the box. Then, look at
may model and then ask volunteers to be the words that you used to complete the conversation and discuss with your partner: What do those
words refer to?
Simon. Some sentences that can be used are:
Stand up, Sit down, Put your pen on the desk, plastic bottle lemon balloon baking soda water straw

Close your book. water

n
Julie: We need .
Mr. Brown: Yes, we need four spoons of water.
What else?
PRACTICE – In the book

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Ricky: A plastic bottle and
a straw .
17

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1. Julie, Ricky and Luis are classmates.

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Mr. Brown: Yeah, anything else?
Right now, they are talking to Mr. Luis: Yes, we also need a lemon

Brown, their chemistry teacher. and baking soda.

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Mr. Brown: Good morning, guys! Mr. Brown: Very good. We need the juice
Look at the picture and discuss Students: Good morning, teacher! of a lemon and a teaspoon
Mr. Brown: As I told you last class, we’ll do an
with a partner the questions below. experiment today. of baking soda . Good!

di A
Underline the correct answer. Julie: Yes, “The Blowing up Balloon !”
Julie: We have everything here, teacher.
Mr. Brown: OK. So, are you ready to do the

ri
Ricky: We need a balloon. experiment?
Listen and check. Students look at
L
Mr. Brown: Right, what else? Students: Sure!
the picture in pairs and answer the
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questions in order to predict. Doing it!

2. In your notebook, draw the materials that the students are going to use for their experiment, and write
Now, listen to the conversation the names under the illustrations. Then, discuss in pairs: What kind of experiment are the students going
T

to do? Have you ever used any of these materials to do an experiment? What experiment did you do?
and fill in the empty spaces with
Sharing it!
the words from the box. Then,
da N

3. Go back to the previous activities. Discuss in small groups: Is there a lab in your school? When do you use
look at the words that you used the school lab? What experiments have you done at school? In your notebook, write some experiments
to complete the conversation and
bi A

that you have done and the materials that you used for each experiment. Use your dictionary if
necessary. Share your work with the rest of your classmates.
discuss with your partner: What 50
do those words refer to? Read the
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instructions and the words from

the box. Play Track 17 pausing after SBTeens3 PL04.indd 50 4/26/12 9:08 PM

each gap, so that you can elicit correct answers from 3. Go back to the previous activities. Discuss in small
students. Then ask them what all these words have in groups: Is there a lab in your school? When do you
common and conclude that the first thing you need use the school lab? What experiments have you
to do an experiment is get the material to be used in it. made in the school? In your notebook, write some
You may refer to the Grammar Reference on page 207. experiment that you have made and the materials
that you used for each experiment. Use your
2. In your notebook, for draw the materials that the dictionary if necessary. Share your work with the rest
ro

students are going to use for their experiment, and of your classmates. Monitor while students comment
write the names under the illustrations. Then, discuss on the questions. Provide help if necessary. Teams share
P

in pairs: What kind of experiment are the students their lists of materials and experiments where they use
going to do? Have you ever used any of these them.
materials to do an experiment? What experiment did
you do? Students will draw and write the names of the
materials from the box in activity 1. Then they will tell
what they think the experiment will be about based on
their own experience on the use of these materials.

58

BRISEC3 TEACH PL04.indd 58 4/26/12 9:27 PM

 Ask students to say where they can
find different kinds of instructional
1. Read the information and look at the pictures. Write the words “Materials,” “Steps” and “Purpose” in the
corresponding place. Compare your work with the rest of your classmates and discuss in groups: How
texts; some possible answers may
did you recognize each part of the instructional text? be: recipe books, user manuals,
exercise manuals. Then talk about the
The Blowing up Balloon Step
importance of these kinds of texts:
Purpose Why are they so useful?
The main purpose of this experiment is to
analyze the chemical reactions of a base
(baking soda) and an acid (lemon juice). 18 2 Look at the instructional text in the
2.
Materials previous activity. Complete the steps
‘A balloon.
‘4 tablespoons of water. to carry out the experiment. Follow

n
‘A plastic bottle.
‘A drinking straw.
the examples. Listen and check.
‘Juice of a lemon. Encourage students to fill in the gaps

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‘A teaspoon of baking soda.
before they listen. Then play Track 18

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for them to check their predictions.

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Doing it!
Invite volunteers to read the complete
18 text out loud and draw students’

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2. Look at the instructional text in the previous activity. Complete the steps to carry out the experiment.
Follow the examples. Listen and check.
attention to the words known as
The Blowing up Balloon Next, stir the mixture using the straw . connectors: first, then, next, afterwards,
Steps:
di A After that, pour the lemon juice in and
finally, and try to elicit the specific use

ri
First, pour the water into the plastic quickly put the balloon over the mouth of
of each one.
L
bottle . the plastic bottle .
Then, add the teaspoon of baking soda Finally, observe how the chemical reaction blows the
su IL
balloon up!
CLOSING
into the plastic bottle .

Sharing it!
3. Look at the previous activity and
T

3. Look at the previous activity and discuss with your classmates: What happened to the balloon? discuss with your classmates: What
Complete the information below. Check your work with the help of your teacher.
happened to the balloon? Complete
da N

The baking soda is a base , while the lemon juice is an acid , the information below. Check your
when the two mix they produce carbon dioxide (CO2). The gas rises up and escapes
work with the help of your teacher.
bi A

through the plastic bottle ; it goes directly to the balloon and blows it up.
51
Ask students if they know why the
balloon blew up, listen to some
hi ©S

explanations and tell them they can

SBTeens3 PL04.indd 51 9/25/11 5:30 PM
find out if they’re right by completing
WEEK 9 Day 2 the paragraph using the words in the
box. They’ll get in groups to do the
ACTIVATION – Before the book task. Check.

With students’ help, make a list on the board of the materials used Tell students to look for information about an
in different kinds of Science experiments. Erase the list. Organize a experiment. It may be from the Internet or they may
brief “Spelling Bee” with this vocabulary. ask the their Science teachers. Ask them to bring the list of the
ro

material they need to do it for the next class, and to read pages 88
PRACTICE – In the book to 90 of their Reader’s Book.
P

1. Read the information and look at the pictures. Write

the words “Materials,” “Steps” and “Purpose” in the
corresponding place. Compare your work with the
rest of your classmates and discuss in groups: How
did you recognize each part of the instructional text?
Organize the group in pairs and tell them to look at
the structure of the text; afterwards, tell students to
read the information and write the answers. Ask them
what kind of text they think it is. Listen to the answers
and write on the board the word: Instructional.

59

BRISEC3 TEACH PL04.indd 59 9/27/11 11:24 PM

 Lesson
9

WEEK 9 Day 3

1. Look at the pictures below and discuss with your partner: What objects can you recognize? Where are
ACTIVATION – Before the book those objects used? What are they used for? In your notebook, write the name of the objects that you
know. Share your work with the rest of your classmates. Student’s own answers.

Play “Draw and Guess.” Write the name of

Doing it!
different materials used for experiments on
little pieces of paper, fold them and put them 2. Have fun solving a “Crossword Puzzle!” Look at the pictures. Then, guess the words and write them in the
corresponding squares. Use your dictionary if necessary. Check your work with the help of your teacher.
in a bag. Divide the group in two teams and
tell one volunteer from each team to go to the
front. Take out a paper from materials used for
experiments out a paper from the bag and draw, B

n
on the board, the word on the board for his/her E

team to guess the name in less than 30 seconds.

ó
S P A T U L A M

You can do it more challenging by asking them H K I

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to spell the word when they guess it. T E E C

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F E R R R

PRACTICE – In the book S M O

bu
U

N T G O G G L E S

1. Look at the pictures below and N T G M C

di A
discuss with your partner: What E U L E O

ri
L A B C O A T P
objects can you recognize? Where
L
E V E E
are those objects used? What are
E R
su IL
they used for? In your notebook,
F L A S K
write the name of the objects that
you know. Share your work with
T

the rest of your classmates. Put

students in pairs and ask them to try
da N

Sharing it!
to identify the lab material they have
used. Encourage them to write the
bi A

3. Work in groups of three or four students. Take turns to talk about other equipment that you use in
the Science Laboratory. Make a list and illustrate each piece of equipment.
material’s names in their notebooks, 52
with the use of a dictionary.
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BRILLIANT GAME! SBTeens3 PL04.indd 52 9/25/11 5:30 PM

CLOSING
2. Have fun solving a “Crossword Puzzle!” Look at the
pictures. Then, guess the words and write them in 3. Work in groups of three or four students. Take turns
the corresponding squares. Use your dictionary if to talk about other equipment that you use in the
necessary. Check your work with the help of your Science Laboratory. Make a list and illustrate each
teacher. Put students into groups and make sure they piece of equipment. Ask students to get in groups
understand the instructions. Show the first answer as and invite them to make a picture dictionary with
ro

an example before they play on their own. Monitor the material they have learned. They may do it on
while they play. Check. cardboard and, when finished, you can paste each of
P

them around the classroom. Encourage the use of a

dictionary and help if necessary.

60

BRISEC3 TEACH PL04.indd 60 9/27/11 11:24 PM

 Science is Fun! - What is Science?
1. Based on what you read on pages 88 to 90 from your Reader’s Book, answer and discuss the following BRILLIANT TIME!
questions with your group and teacher.
Instruction Album - Step 1/4
a. In your own words, explain the meaning of “science.”
Student’s own answers.

b. Which is your favorite Natural Science? Why?

The main aim of this Step is to have students
Student’s own answers. plan an Instruction Album. By doing this, they
c. Which is your favorite Social Science? Why? will be able to:
Student’s own answers.

Understand and interpret order and

‘
Brilliant Time! - Instruction Album - Step 1 sequence of instruction elements to carry
out an experiment.
Have you ever thought why it is important to learn Science at school? The answer may be very simple: “Learning
Science makes you smarter.” Besides, Science can help you learn, for example, how things work (chemical and physical Write and classify simple and complex
‘

n
reactions), how living things survive (plants, animals, microorganisms), and how and why things happen (tornados,
earthquakes or volcanic eruptions).
sentences in order to create instruction
sequences.

ó
Work in groups of three or four. Talk about three science experiments that you have done in the school
laboratory. Choose one and search for information about it. For example, make a list of the materials that you Remove, add, change and/or rearrange
‘
used. Ask your Science and English teachers for help if necessary. Share your information with the rest of your

ci
classmates. Student’s own answers. information to edit an instruction manual.

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All of the above has to be done under your

bu
guidance and with your help.

di A Students will decide who they are going to

ri
work with. They’ll form teams of three or
L
four and they will share the experiments’
su IL
information they brought for homework. As a
When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas. team, they’ll choose the experiment they will
work with for the next weeks. Finally, they’ll
T

Did you… make the list of materials, which they can

1. Form groups of three or four?
illustrate if they wish. Monitor while the teams
da N

2. Talk about science experiments that you have done in the lab?
work and be sure they spell words correctly.
3. Write and share the list with the rest of the group?
bi A

53
Finally tell them to tick the activities they could
do during this class.
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SBTeens3 PL04.indd 53 9/25/11 5:30 PM

Day 3

BRILLIANT READING!
Science is Fun! – What is Science?

1. Based on what you read on pages 88 to 90 from your

Reader’s Book, answer and discuss the following
ro

questions with your group and teacher. Ask the

questions in the book to different students at random,
P

to check that all of them have read the assigned pages.

Students discuss the answers in pairs.

61

BRISEC3 TEACH PL04.indd 61 9/27/11 11:25 PM

 Lesson
10 Lesson
Science Fair!
Science Fair!
10
WEEK 10 Day 1 19
1. Look at the picture and guess what they are talking about. After that, listen to the conversation and
answer the questions below. Check your work with your group.

ACTIVATION – Before the book pages

206 and
207

Organize the groups in pairs. Ask each pair

to do a chart with three columns on a piece
of paper. On the top of the columns as titles
they’ll write: Physics, Chemistry and Biology.
Tell them to write as many words as possible

n
related to each of the titles (e.g. Physics: force,
gravity, light). They can use a dictionary. The

ó
a. Where are the students and the teacher? They are in the school laboratory.
pair with the most words will be the winner. b. What is the teacher talking about? He is talking about Science.

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c. What is a Science Fair? It is a contest where participants present Science projects.

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PRACTICE – In the book d. Is a Science Fair a competition? Yes, it is a competition.
e. Who can win the competition? The winner is the participant who presents the best Science project.

bu
19 1. Look at the picture and guess
f. What do students have to do to participate in the competition? They have to choose a Science project and
what they are talking about. After
di A
that, listen to the conversation
do an experiment.

ri
and answer the questions below. 6
L
Doing it!
Check your work with your group.
2. With your partner, talk about a Science experiment that you have done in the school laboratory. Write
su IL
Based on the picture, students will the subject (Chemistry, Physics or Biology), the name of the experiment and its purposes. Share your
try to predict what the conversation information with the rest of your classmates.

will be about; you may guide their Subject Name of the Experiment Purpose of the Experiment
T

predictions with -wh questions. Student’s own answer. Student’s own answer. Student’s own answer.

They’ll write five words related to

da N

the theme. Check the words and Sharing it!

write the most common ones on the

bi A

3. Work in groups of three. Discuss with your classmates: What would you have to do to be the winner of a
Science Fair? Is participating in groups better than individually? Why?
board. Play Track 19 once to check 54
predictions and then play it again, so
hi ©S

they can answer the questions. You

may refer to the Grammar Reference SBTeens3 PL04.indd 54 9/25/11 5:30 PM

on pages 206 and 207. Check. CLOSING

2. With your partner, talk about a Science experiment 3. Work in groups of three. Discuss with your
that you have done in the school laboratory. Write classmates: What would you have to do to be the
the subject (Chemistry, Physics or Biology), the winner of a Science Fair? Is participating in groups
name of the experiment and its purposes. Share better than individually? Why? Ask students to
your information with the rest of your classmates. organize in groups of three. Tell them to look at the
ro

Give students some minutes to talk with a partner information from the previous activities in order to
about their own experience in Science Fairs. Monitor make a list of experiments they would like to do if they
P

and provide vocabulary if necessary. Then ask some participate in a science fair. Monitor while they work
pairs to share with the rest of the class and, as they are and check asking them to give arguments to support
explaining, ask each one of them what the purpose of their choices.
each of the experiments was. Take this opportunity to
clarify the meaning of purpose. Then, ask them to write
the name and purpose of three experiments in their Recommended resources: Book number 1 listed
notebooks, and share. in the Bibliography on page 249 and website
number 6 listed in the Webography on page 249.

62

BRISEC3 TEACH PL04.indd 62 9/27/11 11:25 PM

 20 2.
2 Listen to the conversation and
complete the text. After you have
1. Write the names of the materials that are
on the table. Use the information from the
finished, check the spelling and
conversation. Compare your work with meaning of unknown words. Use
your classmates.
your dictionary if necessary or
ask your teacher for help. Check
your work with your classmates
and teacher. Play Track 20 again
Doing it! pausing after each blank, so students
20 can complete the materials and
2. Listen to the conversation and complete the text. After you have finished, check the spelling and
meaning of unknown words. Use your dictionary if necessary or ask your teacher for help. Check your instructions of the experiment. Check

n
work with your classmates and teacher.
page one by one by asking students to write
208
their answers on the board, so they

ó
The Baking Soda Volcano can check spelling. If they don’t know

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Materials: the meaning of a word, ask them to

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‘ Red food coloring ‘A spoon of baking soda look for it in the dictionary, and give
‘ Modeling plasticine a point to the first student that finds

bu
‘100 mL of vinegar .

Steps:
it. You may refer to the Grammar
Reference on page 208.
First,
to
make

make a well
di A
the shape of a volcano

inside of the
using
volcano as well .
modeling plasticine ; then, we have

ri
pour spoon baking soda CLOSING
L
After that, a of in the volcano’s well.
Next, put a few drops of red food coloring in the well.
su IL
Finally, pour the vinegar on top of the baking soda and 3. Work in groups of three. Discuss:
food coloring stand back eruption of the volcano
the and to see the . Why do people carry out science
experiments? What was the purpose
T

of the volcano experiment? What

Sharing it!
was the result? Think about a science
da N

3. Work in groups of three. Discuss: Why do people carry out science experiments? What was the purpose
of the volcano experiment? What was the result? Think about a science experiment that you have
experiment that you have done and
write, in your notebook, the purpose
bi A

done and write, in your notebook, the purpose of the experiment and the result. Share
your work with the rest of your classmates and teacher.
55
of the experiment and the result.
Share your work with the rest of your
hi ©S

classmates and teacher. Elicit the

SBTeens3 PL04.indd 55 9/25/11 5:30 PM
difference between purpose and result.
WEEK 10 Day 2 You may talk about casual discoveries in which the
purpose was different from the result (e.g., penicillin).
ACTIVATION – Before the book Then, ask students to think about the purpose and
result of a Science experiment they’ve done and to
Play “Spelling Bee” with vocabulary related to Science: baking soda, write it in their notebooks, and share it with their class.
vinegar, carbon dioxide, laboratory, chemical, demonstration.
Tell students to look for information (purpose, material
ro

PRACTICE – In the book and steps) about the experiment they chose. They must
also bring material to write on (colored paper or cardboard), and
P

1. Write the names of the materials that are on the to read pages 91 to 93 of their Reader’s Book.
table. Use the information from the conversation.
Compare your work with your classmates. Ask
students to predict the name of Rick’s experiment
and the materials he will use. Encourage the use of
a dictionary. Ask them to write the names of the
materials in their notebooks. Check by asking students
at random to write the names on the board.

63

BRISEC3 TEACH PL04.indd 63 9/27/11 11:25 PM

 Lesson
10

WEEK 10 Day 3

1. Look at the board game below. Look at the pictures and write in your notebook all the vocabulary
ACTIVATION – Before the book related to the experiments in the pictures. Use your dictionary to check the spelling and meanings of
unknown words. Share your work with your classmates and teacher.

Play “Hangman” with words from this unit. Doing it!

Whenever a game ends, tell students to copy 2. Play “The Running Competition!” Make groups of three students. Take turns to roll the dice. Move
the word in their notebooks. your counter according to the number on the dice. Look at the picture in the square where you landed
and say three things about the science experiment (the subject, the materials or the name of the
experiment). If a player does not say the three words, he or she has to go back three squares. The winner
is the player who reaches the “Finish” square first.
PRACTICE – In the book

1. Look at the board game below.

n
Look at the pictures and write in
your notebook all the vocabulary

ó
related to the experiments in the

ci
pictures. Use your dictionary to

st NA
check the spelling and meanings of
unknown words. Share your work

bu
with your classmates and teacher.
Tell students to write some other
di A
vocabulary they’re missing related

ri
to the experiments portrayed in
L
the pictures. Ask them to exchange
su IL
notebooks with a classmate and
check each other’s spelling.
T

BRILLIANT GAME!
Sharing it!
da N

3. Work in small groups. Would you like to do any of them? Choose an experiment from the ones in the
2. Play “The Running Competition!” pictures. Look for information about the materials and the steps to carry out the experiment. In your
Make groups of three students.
bi A

notebook, write an instructional text using the information that you found.

Take turns to roll the dice. Move 56

your counter according to the
hi ©S

number of the dice. Look at

the picture in the square where you SBTeens3 PL04.indd 56 9/25/11 5:30 PM

landed and say three things about the CLOSING

science experiment in there (the subject, the
materials or the name of the experiment). If a 3. Work in small groups. Would you like to do any of
player does not say the three words, he or she has them? Choose an experiment from the ones in the
to go back three squares. The winner is the player pictures. Look for information about the materials
who reaches the “Finish” square first. Go through and the steps to carry out the experiment. In your
the instructions and the example with students. notebook, write an instructional text using the
ro

Demonstrate the game by doing the first square with information that you found. Now, divide the group
them. Monitor while they play. in teams of four or five, and encourage them to talk
P

about the different experiments and choose their

favorite one. Following the model they have on the
previous page, direct students to write an instructional
text for it. Check.

64

BRISEC3 TEACH PL04.indd 64 9/27/11 11:25 PM

 Science is Fun! - The Scientific Method
od
1. Based on what you read on pages 91 to 93 of your Reader’s Book,
ook, answer BRILLIANT TIME!
cher.
and discuss the following questions with your group and teacher.
Instruction Album - Step 2/4
d?
a. What is the importance of following the Scientific Method?
Student’s own answers.
Tell students to get together with their project
teams and share the information they brought
b. Is it important to study science at school? Why? for homework. They’ll choose or combine the
Student’s own answers.
best sentences to write the purpose, materials
and steps. Encourage them to use adverbs of
c. Do you like studying science? Why? sequence to write the steps. Check each team’s
Student’s own answers.
text and invite them to write it on their colored
paper or cardboard.

ó n
Brilliant Time! - Instruction Album - Step 2

ci
Remember that you can learn science by doing science; so, it is a good idea to organize a Science Fair at school. A

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Science Fair can motivate you to choose a science project and to do an experiment. Encourage your teacher and
classmates to organize a Science Fair. Invite students and teachers from other groups to participate in the Science Fair.

bu
Work in groups of three or four, and choose a science experiment from the list that you made in Step 1 (page
53). Look for information about the purpose, materials and steps to carry out your science experiment. After
that, write down the instructions to carry it out. Check spelling and punctuation. Ask your teacher for help if

di A
necessary. Next, write the final version of your instructional text on a piece of paper.

ri
L
When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.
su IL
Did you…
1. Form groups of three or four?
2. Choose a science experiment?
T

3. Look for information regarding the experiment?

4. Write the instruction to carry it out?
da N

5. Write a final version of your text?

6. Share your instructional manual with your classmates?
bi A

57
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SBTeens3 PL04.indd 57 4/26/12 9:09 PM

Day 3

BRILLIANT READING!
Science is Fun! - The Scientific Method

1. Based on what you read on pages 91 to 93 of your

Reader’s Book, answer and discuss the following
ro

questions with your group and teacher. Tell students

to answer the questions individually and, as soon as
P

they finish, ask them to get a partner to discuss their

answers in detail. Finally each pair will share their
opinions with the rest of the group.

65

BRISEC3 TEACH PL05.indd 65 6/27/12 10:18 AM

 Lesson
11 Lesson
The Best Science Project!
The Best Science Project!
11
Week 11 Day 1 21
1. What experiment is Luis going to do? What does Mr. Brown
have in his hand? Listen and check. Then, listen to the
conversation and complete the chart with the materials and
ACTIVATION – Before the book page steps to carry out the experiment. Check your work with your
208 classmates and teacher.

Write on the board: NCIESCE RIFA and organize

the group in trios. Tell them they should
unscramble the letters in order to form two Materials Steps
words related to experiments. The first trio to
finish must go to the front and explain to the Plastic bottle

n
Use the funnel to fill the bottle , about ¾ full, with vegetable oil. .
Vegetable oil
group what a Science Fair is.
Water Fill the measuring cup with water and add a few drops of food coloring. .

ó
Food coloring
PRACTICE – In the book Fill the water to the top with the colored bottle and wait
Measuring cup

ci
for a few minutes.

st NA
Funnel
21 1. What experiment is Luis going to
do? What does Mr. Brown have

bu
in his hand? Listen and check. Doing it!
Then, listen to the conversation
di A
and complete the chart with the
2. Go back to the conversation from the previous activity and draw the correct sequence of the experiment
that Luis was doing. Use the information in the conversation. Use your dictionary if necessary. Check

ri
your work with your classmates and teacher.
materials and steps to carry out
L
the experiment. Check your work Drawing of a person
filling a bottle using a
Drawing of a bottle 3/4
full with vegetable oil.
Drawing of a measuring
cup with water.
Drawing of a measuring
cup with water and food
Drawing of a person
pouring the water in
Drawing of a person
turning the “lava lamp”
su IL
with your classmates and teacher. funnel. coloring. the measure cup in the
bottle.
upside down.

Organize students in pairs for them

to predict based on the picture
T

they look at. You may guide the

productions by asking where are
da N

Sharing it!
they and what are they doing. Play 3. Work in teams of three or four students. Then, in your notebook, make an instruction manual to
Track 21 and ask them to check
bi A

carry out the “Lava Lamp” experiment. Use the information from the conversation in activity 1.
Share your work with the rest of your group.
their predictions; afterwards, play it 58
again and tell them to fill in the gaps.
hi ©S

Draw their attention to the words

located between the steps. Tell SBTeens3 PL04.indd 58 4/26/12 9:09 PM

them to dictate them to you and write them on the CLOSING

board: First, then, after, next, later. You may refer to the
Grammar Reference on page 208. 3. Work in teams of three or four students. Then, in
your notebook, make an instruction manual to
2. Go back to the conversation from the previous carry out the “Lava Lamp” experiment. Use the
activity and draw the correct sequence of the information from the conversation in activity 1.
experiment that Luis is doing. Use the information Share your work with the rest of your group. Invite
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in the conversation. Use your dictionary if necessary. students to write an instruction manual in which they
Check your work with your classmates and teacher. will include name and purpose. Tell them they should
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Ask students to read carefully each of the steps of the write each of the steps, and connect them using the
instructions and draw in detail what each one asks sequence from the first activity.
them to do. Check and praise the best drawings.

Recommended resources: Book number 9 listed

in the Bibliography on page 249.

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BRISEC3 TEACH PL05.indd 66 6/27/12 10:18 AM

 PRACTICE – In the book
22
1. Listen to the conversation again and tick () the materials and steps that you hear. Use your dictionary 22 1.
1 Listen to the conversation again
to check the meaning of unknown words.
and tick (9) the materials and steps
 Water Orange juice  Mix the water and lemon juice  Dip the cotton bud into the
 Half a lemon  A cotton bud with the spoon. mixture and write a message on
that you hear. Use your dictionary
 White paper  Scissors  Wait for the juice to dry, so it the white paper. to check the meaning of unknown
 A Jar or test  A spoon becomes completely invisible.  Fill the measuring cup with water
tube  Food coloring  Heat the paper by holding it and add a few drops of food words. Play Track 22 once and
Vinegar  A white close to a lamp. coloring.
 A red carnation carnation Put a few drops of red food  Squeeze some lemon juice into the
ask students to give you general
 A lamp Glue coloring in the well. bowl and add a few drops of water. information about the event that is
 A bowl An egg  Put the flower in the water.  Cut the end of the stem.
taking place and the experiments
Doing it! that were praised. Play it again and

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22
2. Listen to the previous conversation again. Complete the following instruction manual using the
ask children to tick the specific
information from the science experiment that won second place. Do not forget to write the name information they hear concerning the

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of the experiment. Check your work with your classmates and teacher.
page
211
materials and steps. Check.

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22 2.
2 Listen to the previous conversation
The Colored Flower
again. Complete the following

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Purpose:
To demonstrate that flowers suck water up
instruction manual using the
information from the science
through their stems

Materials:
di A experiment that won the second

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Steps:
‘ Water place. Do not forget to write the
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First, fill the jar with water.
‘ Scissors
Then, add a few drops of food coloring.
name of the experiment. Check
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‘ Food coloring
After that, cut the end of the stem. your work with your classmates and
‘ A jar or test tube
Finally, put the flower in the water teacher. Play Track 22 so students can
‘ A white carnation and wait to see how its color changes.
complete the activity. Tell them they
T

should write: title, purpose, material

Sharing it!
and steps of the instruction manual.
da N

3. Work in groups of three. Go back to the conversation from activity 1 and answer: What experiment won
first place? In your notebook, write an instruction manual similar to the one from activity 2, but using
You may play the track again so
students can check their answers. You
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the information of the Science experiment that won first place at the Science Fair. Check your work with
the help of your teacher. Share your text with the rest of your classmates.
59
may refer students to the Grammar
Reference on page 211.
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SBTeens3 PL04.indd 59 4/26/12 9:09 PM

CLOSING
Week 11 Day 2
3. Work in groups of three. Go back to the conversation
ACTIVATION – Before the book from activity 1 and answer: What experiment won
the first place? In your notebook, write an instruction
Write the following on the board: manual similar to the one from activity 2, but using
the information of the Science experiment that
Hold the paper up to a heat source, such as a won the first place of the Science Fair. Check your
ro

light bulb. The baking soda will cause the writing work with the help of your teacher. Share your text
in the paper to turn brown. with the rest of your classmates. Organize students
P

in groups of three, and ask them to describe the

Allow the ink to dry.
experiment awarded with the first place in the Science
Mix equal parts of water and baking soda. Fair. They should follow the model from activity 2 and
illustrate it. Finally, ask teams to go to the front and
Use a cotton swab, toothpick, or paintbrush
share their work.
to write a message onto white paper, using the
baking soda solution as “ink”.
Ask students to bring the information they wrote last
time they work with their products, and some color
Organize the groups in pairs and tell them to use: First, then,
pencils in order to illustrate the steps, and to read pages 94 to 99
next, finally to order the steps of this experiment. The first pair to
of their Reader’s Book.
finish wins.

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 Lesson
11

Day 3

1. Work in pairs. Take some minutes to look at the activities in lessons 9, 10 and 11 (pages 50 to 59). Discuss
ACTIVATION – Before the book with your partner what experiments are presented in those lessons. Which is your favorite experiment?
Why? Student’s own answers.

Ask students to stand up. Tell them you will

read different parts of an instruction manual Doing it!
to do an experiment. They will have to clap
2. Play “Jeopardy!” Work in groups of five or seven. Divide your group into two teams (of two or three
if you read a material, to jump if you read a students); one student is going to be the moderator. Take turns to choose a category; the team has to
write the correct answer in the squares. If the team does it correctly, they get the points corresponding
step, to raise their arms if you read the purpose to the category. The winner is the team that gets more points. Note: Only the moderator can see the
and to shout “title” if you say it. You may experiments in lessons 9, 10 and 11, in order to check the answers of each team.

use information from the three experiments

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presented on the previous page.

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PRACTICE – In the book

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Students’ own answer. Students’ own answer. Students’ own answer. Students’ own answer.
1. Work in pairs. Take some minutes
to look at the activities in lessons

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Students’ own answer. Students’ own answer. Students’ own answer. Students’ own answer.
9, 10 and 11 (pages 50 to 59).
Discuss with your partner what
di A
experiments are presented in those
Students’ own answer. Students’ own answer. Students’ own answer. Students’ own answer.

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lessons. Which is your favorite
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Students’ own answer. Students’ own answer. Students’ own answer. Students’ own answer.
experiment? Why? Monitor
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the task and provide vocabulary
Students’ own answer. Students’ own answer. Students’ own answer. Students’ own answer.
when needed.
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BRILLIANT GAME! 6
Sharing it!
da N

3. Work in small groups. Discuss with your classmates: What is the importance of learning Science at
2. Play “Jeopardy!” Work in groups school? In your notebook, write a short text talking about the actions that you complete to learn
of five or seven. Divide your group
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Science. Check your text with the help of your teacher. Share your ideas with the rest of your classmates.

into two teams (of two or three 60

students); one student is going to
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be the moderator. Take turns to

choose a category; the team has to SBTeens3 PL04.indd 60 4/26/12 9:09 PM

write the correct answer in the squares. If the team CLOSING

does it correctly, they get the points corresponding
to the category. The winner is the team that gets 3. Work in small groups. Discuss with your classmates:
more points. Note: Only the moderator can see the What is the importance of learning Science at
experiments in lessons 9, 10 and 11, in order to check school? In your notebook, write a short text talking
the answers of each team. Ask students if they have about the actions that you take to learn Science.
ever seen “Jeopardy” on TV, and ask them how it is Check your text with the help of your teacher. Share
ro

played. Make sure students understand that there’s a your ideas with the rest of your classmates. Monitor
moderator who says a phrase and that the contestant and help with unknown vocabulary while the groups
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has to answer with a question. Give a demonstration work. Lead a brief feedback session.
with one of the teams. Monitor while they work.

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 Science is Fun!
1. Based on what you read on pages 94 to 99 of your Reader’s Book, answer BRILLIANT TIME!
and discuss the following questions with your group and teacher.
Instruction Album - Step 3/4
a. Which is the easiest experiment? Why?
Student’s own answers.
Tell students to get together with their teams,
and illustrate the steps they wrote on their
b. Which is the most difficult experiment? Why?
notebooks the last time they worked with
Student’s own answers. their product. They’ll share their information
with the group and then the whole group will
decide how to do an album to display every
c. Would you like to become a scientist when you grow up? Why? manual. Help them write an index on the board
Student’s own answers. with the titles of each experiment. Assign a

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student who will write and decorate the index.

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Brilliant Time! - Instruction Album - Step 3

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Instruction manuals to carry out science experiments have a specific sequence. It is very important to write the steps
following the correct sequence; otherwise, the results of the experiments will not be the expected ones.

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Work in groups of three or four. Use the information that you wrote in Step 2 (page 57) and illustrate every step
to carry out the science experiment. Then, come to the front and share your work with the rest of your group.
Read your instruction manual by pointing to the pictures. After that, work with the rest of your classmates.

di A
Agree on a design to display the instruction manual in an album. Collect the instruction manuals made by each
team. Write an index and make your album.

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When the class ends, write a tick () next to the steps you followed.
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Did you…
1. Form groups of three or four?
2. Illustrate the steps of your science experiment?
T

3. Share your instruction text with your classmates?

4. Agree on the design of your album?
da N

5. Collect the instruction manual made by each team?

6. Write the index and make your album?
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61
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SBTeens3 PL04.indd 61 4/26/12 9:09 PM

Day 3

BRILLIANT READING!
Science is Fun!

1. Based on what you read on pages 94 to 99 of your

Reader’s Book, answer and discuss the following
ro

questions with your group and teacher. Ask students

to answer the questions individually; monitor to check
P

that everybody reads. As soon as they finish, tell them to

get a partner to discuss the answers in detail. Finally each
pair will share their opinions with the rest of the group.

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 Lesson
12

WEEK 12 Day 1 Read the following text and underline all the laboratory equipment that you Ƥnd while reading. Share your work
with a partner. Use your dictionary to look for the meaning of unknown words.

Laboratory
BRILLIANT! MAGAZINE
Laboratory Rules

Rules
ACTIVATION – Before the book
It is important to know what you're
doing to prevent doing something
Play “Charades.” Ask students to write the silly like poisoning yourself
name of their experiment on a sheet of paper, When you study Chemistry or Physics or blowing up the lab!
fold it and put it in a bag. Also write the names you probably have to do experiments.
Glassware, heat sources and chemicals
of the experiments presented throughout this are common materials found in a
Never work in a

n
unit. Divide the group into two teams and ask a
volunteer from one team to go to the front. Tell
Science laboratory. These materials can
be dangerous if they are not used and
handled properly. Therefore, you should
1 laboratory unless a
teacher is present.
6 Always wear a lab coat.

Wear protective plastic

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Ƥrst read and understand the rules about Follow all directions or rubber gloves for
him/her to take out a paper from the bag and working and behaving in the laboratory, exactly as they are given handling chemicals or

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act out the steps of the experiment written on before doing any experiments. to you. If warnings are organisms; be careful

st NA
when handling hot
the paper; his/her team has to guess the name. 2 indicated by symbols, be
sure you understand the
meanings of the symbols
objects, use heat-
resistant gloves.
To make it more challenging, they may also

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before you begin the
guess the purpose. experiment. Keep your work area

Know the locations

8 neat and organized.

PRACTICE – In the book

di A and proper use of all
emergency equipment 9
Never bring food or
beverages into the

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3 such as Ƥre extinguishers, laboratory.
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Ƥre blankets, fume hoods,
Read the following text and underline and the emergency Always wash your hands
eyewash station.
10 thoroughly at the end of
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all the laboratory equipment that you an investigation.
find while reading. Share your work Always wear appropriate
clothes. (No shorts or Notify your teacher
with a partner. Use your dictionary 4 sandals allowed.) Hair 11 immediately of any spills
T

tied, not loose. or breakages.

to look for the meaning of unknown
Avoid wearing contact Handle chemicals
words. Ask students to read the text
12
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aloud; correct pronunciation. Then 5 lenses. Use goggles to

protect your eyes.
carefully when working,
mixing, or storing them.

give them some time to underline the

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com/w/page/13723795/INTEGRATED-PHYSICS-
words. Have them compare their work 62
and-CHEMISTRY (Visited on February, 2011).

in pairs and look for unknown words

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before you check.

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BRISEC3 TEACH PL05.indd 70 6/27/12 10:18 AM

 23
Listen to the song and read it with your partner. Underline the
lab equipment that you can Ƥnd. Check your work with your
American and British English have a classmates and teacher, then, listen to the song and sing along.
diơerent pronunciation. Listen to the Have a great time and enjoy!
following laboratory rules and write an “A”
CLOSING
24
if it is pronounced in American English or Laboratory Safety Rules!
“B” if it is pronounced in British English.
Check your work with the help of your The lab is a wonderful place. Work in small teams and take turns to
teacher. Then, discuss with a partner: Which I love it when I work with acid and a base.
pronunciation do you like more? Why? In the lab you have to follow some rules, talk about the laboratory rules that you
especially if you handle some tools. follow in you school lab. Then, in your
Never work in a laboratory unless a
teacher is present.
Safety is your best defense, notebook, write some other rules that
you just have to use your common sense.
Never bring food or drinks into the you follow in the school lab, different
laboratory. When I come into the lab,
I feel my mind boggles,
from the ones in the text from page 62.
Always wear a lab coat. my teacher always says, Hey! Check your work with the help of your
Don’t forget your goggles!
Always wear plastic or rubber gloves. When I heat dangerous teacher. Share your ideas with the rest
liquids in a ƪask,
my teacher always says,
of your classmates. Organize the group

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Please! Use a mask! in teams and have them discuss and write
which rules, apart from the ones they

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Safety is your best defense,
you just have to use your
common sense.
already have written in the first activity,

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are important when working in a lab. Tell

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You have to be careful when
using a microscope, them to pay special attention to possible
‘cause if it gets broken, the
risks and how to avoid them. Monitor and

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teacher wouldn’t cope!
provide vocabulary if necessary.
You have to be cautious
when using a beaker,

di A ‘cause the teacher could

tell you that you don’t care.
BRILLIANT SONG!

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Laboratory Safety Rules!
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Safety is your best defense,
you just have to use your common sense.
su IL
24 Listen to the song and read it with
You have to be careful when using a
funnel, if you use it properly it will work very well. your partner. Underline the you lab
You have to be careful and always wear a lab coat,
Work in small teams and take turns to talk these are all the safety rules that our teacher just wrote. equipment that you can find. Check
T

about the laboratory rules that you follow your work with your classmates and
in you school lab. Then, in your notebook, Safety is your best defense, you just have to use your
common sense. teacher, then, listen to the song and sing
da N

write some other rules that you follow in the

school lab diơerent from the ones in the text
from page 64. Check your work with the help
along. Have a great time and enjoy! Get
of your teacher. Share your ideas with the students in pairs, ask them to look at the
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rest of your classmates.

63
illustrations and recognize lab material.
Play Track 24 to check their answers.
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SBTeens3 PL04.indd 63 4/26/12 9:09 PM

WEEK 12 Day 2

23 American and British English have a different

pronunciation. Listen to the following laboratory rules
and write an “A” if it is pronounced in American English
or “B” if it is pronounced in British English. Check your
work with the help of your teacher. Then, discuss with a
ro

partner: Which pronunciation do you like more? Why?

Play Track 23 for students to listen to the two different
P

kinds of pronunciation and complete the activity. Check

answers with students. Ask which English they like the
most and why. You may wish to direct students’ attention
to the American and British English section on pages 204
and 205 and have them find and explain the differences
they find between the styles.

71

BRISEC3 TEACH PL05.indd 71 6/27/12 10:18 AM

 Lesson
12 Product Time

WEEK 12 Day 3

Product Time

Step 4 – Share with your classmates the

experiences you had with your instruction
album

Read the paragraph about the product with

students. Go picture by picture with pupils and
ask them to share the challenges they faced in

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each step, and how they felt when they finally
finished the product.

ó
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1. Work in small groups. Answer the

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following questions. Then, share your
answers with your teacher and your group.

bu
Ask students to answer the questions in
their groups. Lead a brief feedback session;
di A
have all the groups share their opinions.

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Product: Instruction album. An instruction album is a compilation of different instructional texts; for example: to do
su IL
experiments, to make handicrafts or to assemble objects.

1. Work in small groups. Answer the following questions. Then, share your answers with your teacher and your
group.
T

a. Did you read your instructional text aloud in front of your classmates? Student’s own answer.

b. Did you point to the pictures by reading the steps aloud? Student’s own answer.
da N

c. Did you invite students and teachers from other groups to see your work? Student’s own answer.
bi A

64
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SBTeens3 PL04.indd 64 4/26/12 9:09 PM

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BRISEC3 TEACH PL05.indd 72 6/27/12 10:18 AM

 Read and do the following activities and answer the questions. When finished, write a tick 1. Look at the picture and think about
() in the box that shows what you can or can’t do. Enjoy this activity and see for yourself
what you are able to do! If you need help, ask your teacher. Student’s own answers. what kind of text it is.
1. Look at the picture and think about what kind of text it is.
2. Now, look at the pictures of the
experiment’s sequence and complete
Dancing Raisins
the first three steps. Then, write 1, 2 and
Materials Instructions
1 3 in the boxes to establish the correct
‘A glass jar
‘Water
5 sequence of the first 3 steps.
‘Baking soda 3. In your notebook, write the last two
‘Vinegar
‘Six raisins steps of the experiment.
2 3 4

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a. Is the sequence of the steps correct? How do you know?

st NA
b. Write numbers 1 to 5 to establish the correct sequence of the steps.
I can I can’t

bu
...understand and deduce order and sequence of elements in instruction manuals,
so that I can do experiments.

di A
2. Now, look at the pictures of the experiment’s sequence and complete the first st three
steps. Then, write 1, 2 and 3 in the boxes to establish the correct sequence off the first

ri
3 steps.
L
Then, three of in the .
Next, three of .
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First, , about 3/4 full, with cold .

I can I can’t
T

...classify and write simple and complex sentences in appropriate order, so that I can
an create
instruction manuals.
da N

3. In your notebook, write the last two steps of the experiment.

I can I can’t
...write and edit instruction manuals by removing, adding and/or changing information.
ation.
bi A

65
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SBTeens3 PL05.indd 65 4/26/12 9:09 PM

Day 3

I Can

Read and do the following activities and answer the questions.

When finished, write a tick (9) on the box that shows what
you can or can’t do. Enjoy this activity and look for yourself
ro

what you are able to do! If you need help, ask your teacher. This
session is very important as it will give you the opportunity to
P

diagnose possible problems, and detect areas of opportunity you

should reinforce. Go task by task giving the necessary time for
each one. Be very explicit when reading instructions, making sure
students know exactly what to do in each activity. Monitor and
provide help if necessary. Check each task individually supplying
some feedback, and listening to students’ opinions. Have general
feedback sessions to listen to students’ comments and opinions.

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 Lesson
13 Lesson
TV Shows
TV Shows
13
WEEK 13 Day 1 1. What kind of TV programs do you watch? Work with a partner and write the genre (type of TV
programs) under each picture. Use the names in the box.

ACTIVATION – Before the book soap opera talk show sitcom talent show

Play “TV Shows Charades.” Write the names

of some popular TV shows on pieces of paper,
fold them, put them in a bag and divide the
group in two teams. Ask one volunteer from
each team to go to the front, take a paper and talent show talk show soap opera sitcom

n
act out the TV show, so that his/her team can Doing it!
guess the name.

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25
22. Alex and Fernando are having a conversation. Listen to them and answer the questions.

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PRACTICE – In the book 1. What are the young men talking about? a. Films b. TV shows

st NA
2. What two kinds of TV programs did they mention? a. Science fiction and b. Science fiction
documentary and sitcom
1. What kind of TV programs do

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3. What is “The Extra-alien” about? a. About an alien girl b. About children
you watch? Work with a partner
4. What genre (kind of program) is “The Big a. A science fiction b. A sitcom show
and write the genre (type of TV Gossip Boom”? show

di A
programs) under each picture. Use 5. Who likes “The Extra-alien”? a. Alex b. Fernando

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the names in the box. Elicit whether 6. What program did the teenagers decide to watch? a. The Extra-alien b. The Big Gossip Boom
L
all students understand each of the
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genres or not. If someone doesn’t, Sharing it!

provide a brief explanation with the 3. Which are your favorite TV shows? Fill in the chart below. Then, talk about them with your classmates.
help of students that may have an
T

Example Your Favorite Show?

idea. Organize pairs and give them a
Name? It is called… the Flintstones. Student’s own answers.
few minutes to answer. Match each
da N

Genre? It is… a cartoon program.

genre with the correct illustration.
Intended audience? It is mainly for… children, but some adults like them.
Check. You may write on the board:
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Why do I like it? I like the show because… the characters are very funny.
Internet vs TV and organize a brief 66
debate on that topic.
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25 2. Alex and Fernando are having SBTeens3 PL05.indd 66 4/26/12 9:09 PM

a conversation. Listen to them and answer the CLOSING

questions. Play Track 25 once, so students may choose
the correct answer; then, play it again to check. Lead a 3. Which are your favorite TV shows? Fill in the chart
brief talk about Science Fiction programs and Sitcoms. below. Then, talk about them with your classmates.
Make a quick survey of students’ preferences. Following the example, students will have two
minutes to fill in the chart with their own preferences
concerning TV shows. Some students may not know
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what “intended audience” is. Explain briefly that it

refers to the persons who mainly watch a specific
P

genre, e.g. cartoons are intended for children. Then,

invite everybody to comment about them.

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BRISEC3 TEACH PL05.indd 74 6/27/12 10:18 AM

 18
communication, especially when
learning a new language. Tell them
1. Many TV programs are difficult to understand. However, body language is very helpful to understand
what someone is saying. Look at the pictures and the explanations. Fill in the blanks with the adequate
to look at the pictures and write the
body parts. correct part of the body involved in
each of them. Check.
Upper Body Arms Legs Body

Leaning away from Fingertips apart on a Moving a foot up

someone means we dislike surface means: “I feel and down says: “I don’t feel
Spreading out your body
when discussing a problem
2. Look at the picture story below. Put
or disagree with that person. confident and powerful.” comfortable.” means: “I have the power the dialog in order. Get students in
here.”
pairs, give them two minutes to look
at the pictures and read the dialogues.
Ask them why body language is

n
Leaning towards the
person means: “I like or important in this situation. Lead a
agree with you.”
brief discussion on how sometimes

ó
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GA2008062301669.html?sid=ST2008062201741 [visited on February, 2011] spoken language says different things

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Doing it! than body language. Give them some

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time to put the pictures in order and
2. Look at the picture story below. Put the dialog in order.
check. You may refer to the Grammar

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I feel terrible. He’ll
pages
206 and I can’t tell my notice I feel very Reference on pages 206 and 207.
207
boyfriend I’m in love nervous. We have an

di A
with that boy now. issue here!
CLOSING

ri
L
3. In your notebook, draw two body
su IL
language clues that people may
1 2 3 4 use to communicate attitudes. In
So Nathalie? Are which TV programs would body
T

Do you like No. Of course

Yes. De¿nitely. you going to tell me
that boy I saw not. You are my
the truth or not?
language be of little help? Organize
you with? boyfriend!
the group in teams of four, ask them
da N

Sharing it! to draw pictures for each clue in their

notebooks. Before they share with
bi A

3. In your notebook, draw two body language clues that people may use to communicate
attitudes. In which TV programs would body language be of little help?
67
the rest of the class, pre-teach some
expressions to give opinions, e.g.: I
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think… ; In my opinion,… ; If you ask

SBTeens3 PL05.indd 67 4/26/12 9:09 PM
me. Try to reach a general conclusion
WEEK 13 Day 2 with the whole group.

ACTIVATION – Before the book Tell students to watch TV programs and pay attention
to the way people act. Ask them to choose one show
Elicit from students the names of some body parts by drawing they find interesting, visually speaking, and write three reasons
a human figure in the blackboard. In order to review a few of justifying their opinion, and to read pages 19 to 22 of their
them in a fun way, you can sing, “Head, shoulders, knees, and toes” Reader’s Book.
ro

performing body movements, and speeding the rhythm every

time you repeat.
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Recommended resources: Website number 18 listed in the

PRACTICE – In the book Webography on page 249.

1. Many TV programs are difficult to understand.

However, body language is very helpful to understand
what someone is saying. Look at the pictures and
the explanations. Fill in the blanks with the adequate
body parts. Cross your arms and do an “angry face”,
wait for students’ reaction. Then ask them what your
body language is transmitting. Listen to some answers.
Tell them body language is very important in human

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BRISEC3 TEACH PL05.indd 75 6/27/12 10:18 AM

 Lesson
13

WEEK 13 Day 3

1. Many TV shows are entertaining because the actors/actresses involved play roles. Look at the roles below
ACTIVATION – Before the book and think of the names of the TV shows they usually appear on. Use a dictionary if necessary.

Play “The Mirror” using body language. ogre maid thief

Doing it!
Organize the group in pairs and tell them that
one of them will start using body language to 2. In groups of four or five, play “Stop!” One member of your team is silently saying the letters of the alphabet
until another member of the team says “Stop!” out loud. The first student must reveal the letter he or she
suggest an emotion; mime one yourself, e.g., was thinking of when his/her classmate said “Stop!” Under the category “Name of TV Show,” all competitors
must write the name of a show that begins with that letter and then fill in the other two categories (it does
“happiness” can be portrayed with a big smile not matter if the info does not begin with the letter in turn). As soon as any of the opponents has filled out
and sparkling eyes. Tell them the pair should all three categories, that person has to shout “Stop!” The others must stop writing words. The winner is the
one with the most points. Note: If only one could write a word for that category, that competitor gets 100
mirror the emotion and start feeling it. Then, points, but if two or more of the opponents write the same word, each one gets 50 points.

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they will change roles. After everybody finishes,
ask students how they felt and if they could

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guess which emotion his/her partner was trying

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to convey.

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PRACTICE – In the book

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1. Many TV shows are entertaining
di A
because the actors/actresses

ri
involved play roles. Look at the
L
roles below and think of names of
su IL
TV shows they usually appear on.
Use a dictionary if necessary. Put
students in teams of four or five. Ask
T

each team to read the roles written

Sharing it!
inside the box and think of a show,
da N

3. Unfortunately, there are many stereotypes (a negative or unfair representation of a person based on a
and an iconic famous character. At single characteristic, such as ethnicity or gender) on TV. If you were the actor for a TV program, which of
the end, each team will share its
bi A

the roles mentioned in activities 1 and 2 would you like to play and which one would you not? Discuss
the problems of having stereotypes on TV with the class and your teacher.
answers and try to find coincidences 68
with other teams.
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BRILLIANT GAME! SBTeens3 PL05.indd 68 4/26/12 9:09 PM

3. Unfortunately, there are many stereotypes (a

2. In groups of four or five, play “Stop!” One member of negative or unfair representation of a person based
your team is silently saying the letters of the alphabet on a single characteristic, such as ethnicity or gender)
until another member of the team says “Stop!” out on TV. If you were the actor for a TV program,
loud. The first student must reveal the letter he or which of the roles mentioned in activities 1 and 2
she was thinking of when his/her classmate said would you like to play and which one you would
“Stop!” Under the category “Name of TV Show,” all not? Discuss the problems of having stereotypes
ro

competitors must write the name of a show that on TV with the class and your teacher. Write the
begins with that letter and then fill in the other two word stereotype on the board and elicit its meaning.
P

categories (it does not matter if the info does not If nobody knows the meaning, tell students to look
begin with the letter in turn). As soon as any of the for it in the dictionary. Lead a brief discussion on how
opponents has filled out all three categories, that stereotypes affect society, leading to prejudices.
person has to shout “Stop!” The others must stop
writing words. The winner is the one with the most
points. Note: If only one could write a word for that
category, that competitor gets 100 points, but if
two or more of the opponents write the same word,
each one gets 50 points. Monitor while students play.
Encourage the use of a dictionary and help them check
answers every time a new letter is said.

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BRISEC3 TEACH PL05.indd 76 6/27/12 10:18 AM

 Zofia
1. Based on what you read on pages 19 to 22 of your Reader’s Book, answer and discuss the following BRILLIANT TIME!
questions with your group and teacher.
Oral Presentation - Step 1/4
a. Why do Diana and Daniel like “Different News,” the TV newscast?
Student’s own answers.
The main aim of this Step is to have students
b. How did Zofia start making predictions?
Student’s own answers.
plan an Oral Presentation. By doing this, they
c. Do you think that predicting the future is possible? Why?
will be able to:
Student’s own answers.
Anticipate main ideas and information that
‘
explain or support them.
Clarify the meaning of words.
‘
Formulate and answer questions to share
‘

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emotions and reactions.
Explain main ideas within an oral exchange.
‘

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Brilliant Ti
T
Time!
!-O
Orall P
Presentation
t ttii - St
Step 1

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All of the above has to be done under your

st NA
guidance and with your help.
You will be giving a presentation about a TV program; therefore, you need to choose a TV program to analyze. Sitcoms

bu
may be a good choice because they are usually not very long, but you need to decide that for yourselves. The program
that you finally choose is important because you are going to work on it several times. Remember, you will have to use
formal language to talk about your reactions in regards to that program. Ask the group to organize new teams of four or
five persons for working on their products. Tell
di A
Work in groups of three or four. Select, with your teammates, a TV program (if possible one from an English-
speaking country), that you find interesting. Then, in groups, decide which TV program all the members in them they have to choose one TV show they’ll

ri
your team would like to work on, during the following steps. Organize yourselves so that you can all watch the
work with for the following weeks. Monitor for
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program for the first time before Step 2.
them not to try to repeat TV shows. You may
su IL
When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas. suggest options.

Did you…
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1. Form groups of three or four?

2. Discuss program choices?
da N

3. Choose one program?

4. Watch it?
bi A

69
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SBTeens3 PL05.indd 69 4/26/12 9:09 PM

Day 3

BRILLIANT READING!
Zofia

1. Based on what you read on pages 19 to 22 of your

Reader’s Book, answer and discuss the following
ro

questions with your group and teacher. Ask the

questions in the book to different students at random,
P

to check that all of them have read the assigned pages.

Students discuss the answers in pairs. Check.

77

BRISEC3 TEACH PL05.indd 77 6/27/12 10:18 AM

 Lesson
14 Lesson
What’s It About?
What’s It About?
14
WEEK 14 Day 1 26
11. News is an important genre in television. Look carefully at the picture and predict what the dialog will be
about. Then, answer the questions as you listen. Do not check answers with your teacher now.

ACTIVATION – Before the book a. What did the reporter ask the president?
His opinion on the president of Brazil’s presentation.

Ask students if they have ever seen a news

program, and what it was like. What kind b. What did the reporter ask the president’s daughter,
of news did they see? Did they like it? Elicit Mindy? If she enjoyed travelling with her father.

opinions about it. Then ask those who think

c. Was he polite? Yes.
that watching news programs is important to

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d. Was his daughter polite? No.
raise hands, and identify the ones who don’t
think so. Organize two teams based on these

ó
Doing it!
preferences, and tell each of them to prepare at

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2. Read the interview and circle the most important words or phrases as you listen. Check your answers
least five arguments to defend their posture for with the class and your teacher.

st NA
a brief debate.

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Interviewer: Thank you for giving me a few minutes, Mr. President!
PRACTICE – In the book President: I’m glad to be with you.
Interviewer: Thanks! I know we have only very little time for this interview so… Could you tell me
what do you think about the presentation of the president of Brazil?
26
di A
1. News is an important genre in President: Well… She is a very intelligent woman, so her words were very smart, too.

ri
Interviewer: Great! I see your daughter is accompanying you… Could I ask her a question?
television. Look carefully at the President: Please, do!
L
Interviewer: Hi, Mindy. Do you enjoy travelling with your dad to so many cool places?
picture and predict what the dialog Mindy: No… Not really.
su IL
Interviewer: Oops! Why’s that, sweetheart?
will be about. Then, answer the Mindy: I’m not your sweetheart. Dad, can we go now?
questions as you listen. Do not President: I am afraid we have to go now. Thank you very much.
Interviewer: Thank you, Mr. President!
check answers with your teacher
T

now. Draw students’ attention to

Sharing it!
the picture so they can predict what
da N

3. Form groups of three. Read the interview, but this time, pronounce the words as if you were reading
the conversation will be about. Play in your mother tongue. Then, listen to the interview and discuss with your teacher and classmates the
Track 26 so they can answer the
bi A

differences in pronunciation. Do you pronounce the letters in English and in your mother tongue the
same way?
questions. Tell them you will check 70
afterwards.
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2. Read the interview and circle the SBTeens3 PL05.indd 70 4/26/12 9:09 PM

most important words or phrases as you listen. CLOSING

Check your answers with the class and your teacher.
Tell students that when listening or reading a language 3. Form groups of three. Read the interview, but this
that is not our mother tongue, we are always going to time, pronounce the words as if you were reading
encounter some unknown words. In these situations, in your mother tongue. Then, listen to the interview
it’s important to take into account the most important and discuss with your teacher and classmates the
words in a phrase, in order to understand the meaning. differences in pronunciation. Do you pronounce
ro

Write on the board: Thy tongue outvenoms all the the letters in English and in your mother tongue the
worms of Nile. Tell them this is an insult used by same way? Monitor and help students if necessary.
P

Shakespeare in “Cymbeline”, one of his plays. Circle Groups act out their dialogs in front of the class. Get
the words tongue and worms and ask them for an general feedback.
interpretation of the whole phrase, taking into account
these two words. Then, ask them to do the same
with the dialog in their books and to check their own
answers in the previous activity.

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 PRACTICE – In the book
27
11. Is sound enough to understand a TV program? Listen and answer the question. 27 1.
1 Is sound enough to understand a
TV program? Listen and answer the
1 2
question. Play Track 27 and tell students
Hocus-Pocus,
Abracadabra! ? to look at the pictures and try to predict
the theme of the TV program. Discuss
3 4 the answers to the question.
I command my homework Rats!!!
to do itself. Homework, do
yourself! 27 2 Now look at the pictures again as
2.
you listen. Play Track 27 again and

n
tell them to go through the pictures
What happens on this TV episode? A boy who thinks his homework was made by using magic.
as they listen. Lead a brief discussion

ó
on the difference from the previous
Doing it!

ci
activity, emphasizing the emotions

st NA
27
22. Now look at the pictures again as you listen. aroused by the images.
2 ?

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1

CLOSING

Hocus-Pocus,
di A 3. What TV programs are visually rich?

ri
Abracadabra!
What images can you remember
L
I command my
because they made an impact
su IL
homework to do itself. Rats!!! on you? Talk about it with your
Homework, do yourself!
classmates and then share the
experience with the class and your
T

teacher. Talk a little bit about a

3 4
personal experience in which an image
da N

Sharing it!
made a great impact on you. Organize
the group in pairs and tell them to
bi A

3. What TV programs are visually rich? What images can you remember because they made
an impact on you? Talk about it with your classmates and then share it with the class and your teacher.
71
share a similar experience; monitor the
activity and encourage students to
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share with the whole group.

SBTeens3 PL05.indd 71 4/26/12 9:09 PM

WEEK 14 Day 2 Ask students to read pages 23 to 25 of their Reader’s

Book and get prepared to discuss them in class.
ACTIVATION – Before the book

Play “Chinese Whispers” with students. Stand up in a big circle

and whisper a phrase to the student who is standing beside you,
try to emphasize salient words. He/she will whisper it as quietly as
ro

possible to his or her neighbor. The neighbor then passes on the

message to the next player, to the best of his or her ability. The
P

passing continues this way until it reaches the player at the end
of the line, who calls out the message he or she received. Check if
salient words remain the same and if you can rescue the meaning
of the original sentence. You may talk about the importance of
images to enrich a message.

79

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 Lesson
14

WEEK 14 Day 3

1. Pronunciation plays a major role in understanding attitudes or emotions on TV shows. Look at the
ACTIVATION – Before the book expression “Oh!” said in different ways and match the sentences, as in the example. Compare your
answers with your classmate.

Play “Hangman” with adverbs from activity 2. Oh! She said angrily. Her teacher asked her a question she did not know.
Play with five different words and, after they Oh! She said nervously. Her best friend spilled coffee on her brand new white blouse!
guess, make a list of them on one side of the Oh! He said nauseatingly. He saw a dead rat on the street.

board. When you finish playing, draw students’

Doing it!
attention to the similarity they can find in all
of the words: -ly. Circle the suffix and explain 2. Play “Memory.” Copy the ways people say things and the sentences on separate pieces of paper. The same
colors should be matched during the game. Important Rule: The person that gets a pair must say the
that words with that suffix are adverbs, used to sentence that way; if the correct intonation is used, he or she gets the pair. When all sentences and words

n
have been paired up, the winner is the person with the most pairs.
describe how an action is done.

ó
PRACTICE – In the book

ci
st NA
1. Pronunciation plays a major role
in understanding attitudes or

bu
emotions on TV shows. Look at the
expression “Oh!” said in different
di A
ways and match the sentences,

ri
as in the example. Compare your
L
answers with your classmate.
su IL
Say the phrase: You’re so nice! in a
Sharing it!
thankful way first, and then in an
ironic way. Tell students to identify 3. Look at the sentences and discuss what the best answer would be in each situation, and which
T

intonation would be best to say it with.

the difference and to imagine the
Someone tells you… You answer Intonation
possible situations in which the
da N

Shut up! Could you calm down? Respectfully

same words are pronounced with
You are a brilliant student. Student’s own answers.
an opposite intention. Organize the
bi A

You are a liar!

group in pairs and give them two 72
minutes to do the activity. Check.
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BRILLIANT GAME! SBTeens3 PL05.indd 72 4/26/12 9:10 PM

CLOSING
2. Play “Memory.” Copy the ways people say things
and the sentences on separate pieces of paper. 3. Look at the sentences and discuss what the best
Same colors should be matched during the game. answer could be in each situation, and which
Important Rule: The person that gets a pair must say intonation it would be better to say it with. Ask
the sentence that way; if the correct intonation is students to discuss the sentences in groups and fill in
used, he or she gets the pair. When all sentences and the chart. Share and compare answers.
ro

words have been paired up, the winner is the person

with the most pairs. Make sure instructions are clear.
P

Monitor while students play and provide them general

feedback to check.

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 Zofia
1. Based on what you read on pages 23 to 25 from your Reader’s Book, answer and discuss the following BRILLIANT TIME!
questions with your group and teacher.
Oral Presentation - Step 2/4
a. Like the flood that Zofia predicted, what other natural disasters may happen in Mexico in the future?
Student’s own answer. Read the instructions with students, making
b. What great and positive thing did Zofia once predict? sure everybody understands. Tell them to get
Student’s own answer.
with their project teams and start working on
c. Can science and technology help us predict? What kind of things can we predict?
their cards with the information about the TV
Student’s own answer.
show they chose. Monitor and be sure they
d. Do you think reading books may help you predict the future to a certain degree?
Student’s own answer.
pay special attention to the description of
emotions. Provide vocabulary if necessary and
encourage the use of the dictionary to check

n
Brilliant Time! - Oral Presentation - Step 2 spelling. Check the cards when they finish.

ó
When we give a presentation, we usually start with an introduction. Before a formal presentation, it may be a good idea
to write a draft of what you are going to say, to help you remember. The introduction usually informs your audience Finally tell them to tick the activities they could

ci
about the topic, or in this case, the program you are going to talk about.
do during the class.

st NA
Work in groups of three or four. Now that you have watched the program you chose in Step 1, make a card
with information about it. Include: title, genre (kind of program), persons or characters involved, and the
roles they play in it. Write as many sentences as possible about it, and the feelings and reactions it caused.

bu
These sentences will be used for your oral presentation, so remember to use formal language (for example,
“conversation” instead of “chat,” or “incredible” instead of “cool”). Then, revise the sentences when spoken and Recommended resources: Website number
listened to.
10 listed in the Webography on page 249
di A
When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.

ri
L
Did you…
su IL
1. Form groups of three or four?
2. Discuss the basic information about the program?
3. Write sentences about the program?
T

4. Make sure the grammar and words used were formal?

da N
bi A

73
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SBTeens3 PL05.indd 73 9/25/11 5:36 PM

Day 3

BRILLIANT READING!
Zofia

1. Based on what you read on pages 23 to 25 from your

Reader’s Book, answer and discuss the following
ro

questions with your group and teacher. Ask the

questions in the book to different students at random,
P

to check that all of them have read the assigned pages.

In pairs, students discuss the answers in detail. Check.

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 Lesson
15 Lesson
That is Fascinating!
That is Fascinating!
15
14

Week 15 Day 1 28 1. One genre that dominates TV is documentary films. These shows usually develop academic-related
topics, so, it may be hard at times to understand them because they contain formal, specialized or
technical vocabulary. Read as you listen and underline all the words you can’t understand.
ACTIVATION – Before the book
Albert Einstein was born in 1879 in Ulm, Germany. Einstein’s parents, Hermann and
Pauline, were middle-class Germans. His sister remembered the concentration with
Organize the group in teams of three. Write which he would build up really high “houses” of cards. One story that Einstein liked
to tell about his early life was that of a “wonder” he received when he was four or five
the following sentence on the board: I will have years old: a magnetic compass. The object, guided by an invisible force, impressed
to brintinquicize the room because my cat left the child quite deeply. The boy’s thinking skills were encouraged by his uncle, an
engineer, and by a medical student, who ate dinner once a week at the Einsteins’.
a mess there. Draw students’ attention to the The compass convinced him that there was something behind things, something
surreptitious. Even as a small boy Einstein was independent and lost in thought.
word brintinquicize, ask them if they know the

n
meaning. As they will say no because it is an Doing it!
invented word, tell them to infer its meaning

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29
2. In a documentary film, it is also a good idea to pay attention to visual elements to help you understand
by the use it has in the sentence. Listen to their information better. Work with a partner. First, look at the pictures and discuss what the next part of the

ci
documentary will be about. Then, listen and answer the questions.
answers and then organize the group in teams of page

st NA
207
three; tell them to do the same: they will make
up a word in English and they will use it in a

bu
sentence. Monitor and provide help if necessary.
After they finish, ask students to exchange
di A
phrases with another team and discuss the a. Did Albert Einstein get good grades? Yes e. What subjects did he prefer to study?

ri
b. Did he get good grades in Mathematics? Yes Mathematics, Physics, and Philosophy.
possible meanings.
L
c. Did he like the school in Munich? No f. Where did he prefer to study? At home.
d. Why didn’t he like the school in Munich, g. Why did a teacher suggest that he should leave
su IL
PRACTICE – In the book
Germany? Because he had to memorize and respect teachers school? Because one of his teachers said Albert Einstein was a
who were exaggeratedly strict. bad example for his classmates.
28 1. A genre that dominates TV is
T

Adapted from http://www.aip.org/history/einstein/index.html [visited on March 3, 2011.]

documentary films. These shows Sharing it!

usually develop academic-related

da N

3. What do you think about the fact that Einstein did not like his teachers in high school? Exchange your
opinion and ideas with the class and your teacher. Use the examples to help you understand each other.
topics, so, it may be hard at times
to understand them because they Excuse me? Could you explain that more specifically?
bi A

I’m sorry, I can’t understand. What did you say? Can you describe what it/that looked/was like?
contain formal, specialized or 74
technical vocabulary. Read as you
hi ©S

listen and underline all the words

you can’t understand. Play Track 28 SBTeens3 PL05.indd 74 9/25/11 5:36 PM

for students to follow the reading and underline. Check CLOSING

which words they didn’t understand and help them to
infer their meanings by the context. 3. What do you think about the fact that Einstein did
not like his teachers in high school? Exchange your
29
2. In a documentary film, it is also a good idea to pay opinion and ideas with the class and your teacher.
attention to visual elements to help you understand Use the examples to help you understand each other.
information better. Work with a partner. First, look Act as a moderator to make sure most students
ro

at the pictures and discuss what the next part of the participate. Encourage the use of courtesy expressions.
documentary will be about. Then, listen and answer
P

the questions. Tell students to look at the pictures,

ask some of them at random to describe what is Recommended resources: Website number 1 and
happening in each of them, and to predict what they 13 listed in the Webography on page 249.
are going to listen to. Play Track 29 once and ask them
if it was easier for them to understand after they’ve
seen the pictures. Play it again so they can answer the
questions. You may refer to the Grammar Reference on
page 207. Check.

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 of the pictures. Then, ask two pairs
to get together and compare their
1. On television, especially in newscasts, we may see not only positive, but also negative scenes. How do
you react when you see things that you agree or disagree with? Look at the pictures and write your
reactions. Encourage the use of new
page possible reactions. Compare and exchange your reactions. words related to emotions. You may
206
refer to the Grammar Reference on
page 206.
30
2 Listen to the following newscast and
2.
answer the questions. Play Track 30
so they can listen to the newscast,
I would feel I would feel I would feel I would feel
Students’ own answer. Students’ own answer. Students’ own answer. Students’ own answer.
and answer the questions. Talk a little

n
bit about the tradition of Rockefeller
Doing it! Center’s ice rink and tree, and the

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30
2. Listen to the following newscast and answer the questions. importance they have for New Yorkers.

ci
Ask them if there’s a similar tradition

st NA
a. Where is the reporter?
In New York City, USA. here in Mexico. Encourage them to
talk about their own experiences

bu
during Christmast time and the way
b. What was she reporting? they usually feel during that season.
di A The traditional lighting of the Christmas tree in

ri
Rockefeller Center.
CLOSING
L
su IL
c. How did the report make you feel?
3. To which newscasts reports do you
Student’s own answer.
react favorably and to which do you
usually react unfavorably? Do you
T

think we watch or listen to too many

bad news reports these days? Share
da N

Sharing it!

3. To which newscasts reports do you react favorably and to which do you usually react unfavorably?
your feelings and reactions with the
class and your teacher. Draw a chart
bi A

Do you think we watch or listen to too many bad news reports these days? Share your
feelings and reactions with the class and your teacher.
75
with two columns on the board with a
happy and an unhappy face on the top
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of each one. Ask students for some

SBTeens3 PL05.indd 75 9/25/11 5:36 PM
examples of news and write them in
Week 15 Day 2 the corresponding column, depending on the way
most pupils feel about each news example. Then, elicit
ACTIVATION – Before the book names of emotions regarding positive and negative
connotations, and place them on each of the columns,
Write the following words on the board: sad, happy, angry, e.g., negative: pessimistic; sad, disappointed, and positive:
frustrated, naughty, tired, hungry, surprised, confused, and mean. happy, hopeful, moved. Finally, ask students to say
Ask students to get organized in pairs and tell them they have complete sentences using those adjectives referred to
ro

to invent an “emoticon” to show each of the emotions; they may in the news.
use a dictionary if they need to. First, they will draw them in their
P

notebooks, and some volunteers may draw them in the board. Ask students to watch documentary films and
The whole group will vote for the best ones. newscasts, writing in their notebooks the sentences
that describe what they were watching and how they felt, as in
PRACTICE – In the book the example, and to read pages 26 to 29 of their Reader’s Book.

1. On television, especially in newscasts, we may see not

only positive, but also negative scenes. How do you
react when you see things that you agree or disagree
with? Look at the pictures and write your possible
reactions. Compare and exchange your reactions. Get
the group into pairs to discuss the question and each

83

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 Lesson
15

Week 15 Day 3

1. Some TV programs can help us be well-informed. Circle the ones you think are helpful to get factual
ACTIVATION – Before the book information.

Write the following on the board: game show

soap opera
documentary
cartoons sitcom
the news
talk show
movie show
music show

sad angry Doing it!

excited disappointed
2. Play “Memory!” Look at the pictures used on TV programs for two minutes. Close the book and
happy furious immediately after write down in your notebook all the things that you can remember. The winner is the
person who remembers more details about the pictures.

Tell students to copy the adjectives in their

n
notebooks. Write a piece of news on the board
as an example: Mexico won a gold medal in the

ó
Pan-American Games. Ask students to tick next

ci
to the adjective showing how that news made

st NA
them feel. Organize the group in pairs and tell
students to say different pieces of news to

bu
their partner, in turns, and to tick the emotion
it causes in each other. Give them a few
di A
minutes and then ask them to share with the

ri
whole group.
L
su IL
PRACTICE – In the book

1. Some TV programs can help

T

us be well-informed. Circle the

ones you think are helpful to get
da N

Sharing it!
factual information. Explain the
difference between fact and opinion,
bi A

3. Which pictures from activity 2 could you remember better? What words did you not know? Ask
your teacher or use a dictionary. Write a list.
explaining that a fact is information 76
used as evidence or as part of a
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report, and that it can be proven.

Ask students to get into pairs and SBTeens3 PL05.indd 76 9/25/11 5:36 PM

choose the programs they think present facts to prove CLOSING

information. Tell them to share their answers and lead a
brief discussion to clarify possible misunderstandings. 3. Which pictures from activity 2 could you remember
better? What words did you not know? Ask your
BRILLIANT GAME! teacher or use a dictionary. Write a list. Get students
into groups of four, so they can share their experiences
2. Play “Memory!” Look at the pictures used on TV with the previous activity. Ask them to share their
ro

programs for two minutes. Close the book and lists and write all the words on the board, so that
immediately after write down in your notebook all everybody can copy the group’s list in their notebooks.
P

the things that you can remember. The winner is

the person who remembers more details about the
pictures. Tell students to look at the pictures paying
attention to every single detail. After two minutes, tell
them to close their books and write everything they
remember in their notebooks. Encourage them to
write also about the emotions they felt when looking
at each of the pictures. Check who can remember
more details.

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 Zofia
1. Based on what you read on pages 26 to 29 from your Reader’s Book, answer and discuss the following BRILLIANT TIME!
questions with your group and teacher.
Oral Presentation - Step 3/4
a. If you were Zofia’s father, would you treat her the same way her parents do?
Student’s own answer.
Read the instructions together with
b. What can Zofia not predict?
Student’s own answer.
the students, and make sure everybody
c. Describe what you would feel if we were visited by aliens.
understands what they have to do. Tell students
Student’s own answer.
to get into their teams and draw a mind map,
in their notebooks, with three big circles:
introduction, development and conclusion. They
Brilliant Time! - Oral Presentation - Step 3 will organize all the information they have
already written, concerning the TV show they

n
Now that you have watched the program you chose and have written sentences about it and your emotions and
reactions, it is time to organize your oral presentation. An oral presentation usually has three parts: introduction,
chose, by writing it in its corresponding circle.
development, and conclusion. The introduction has to include the program you chose and why, as well as basic Then, they will write coherent paragraphs using

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information about it. The development gives a general description of what it was about, and your feelings and reactions
regarding the show. And finally the conclusion, which is based on the information explained; you may also say whether those sentences. Check their paragraphs and

ci
you recommend the program or not.
ask them to divide the information, so they get

st NA
Work in groups of three or four. Together with your teammates, write a short introduction. Then, write a very organized for the oral presentation.
brief description of what the program was about. After this, choose the best sentences each of you wrote
during Step 2, and join them coherently. Also, write a short conclusion. Decide who is going to read or talk

bu
about each part and for how long. Practice the enunciation of your sentences. Then, formulate questions to
obtain further information and ask for something to be repeated, clarified or said more slowly. Finally, make Finally, tell them to tick the activities they could
the oral presentation. Do not forget to pay attention to the interventions of others. do during this class.
di A
When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.

ri
L
Did you…
1. Form groups of three or four? Recommended resources: Book number 3
su IL
2. Write a short introduction, description or conclusion listed in the Bibliography on page 249.
of the program??
3. Select some sentences from step 2 and put them in logical order?
T

4. Decide who is going to say what and for how long?

5. Practice the enunciation of your sentences?
da N

6. Formulate questions... said slower?

7. Make the oral presentation?
bi A

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Day 3

BRILLIANT READING!
Zofia

1. Based on what you read on pages 26 to 29 from your

Reader’s Book, answer and discuss the following
ro

questions with your group and teacher. Ask students

to answer the questions individually and, as soon as
P

they finish, they should find a partner to discuss the

answers in detail. Finally, each pair will share their
opinions with the rest of the group.

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 Lesson
16

WEEK 16 Day 1
People have different opinions about television.
Look at the pictures and say what the TV
BRILLIANT! MAGAZINE program is probably going to be about.
Need You Watch the Telly?

ACTIVATION – Before the book

Need you
Play “Spelling Bee” with the words from this
unit that you consider to be the most difficult
watch the
for students to write correctly.
telly?

n
PRACTICE – In the book
31 Can we be inƪuenced by the
programs we watch? When

ó
People have different opinions about you watch a TV program…
How do you feel? Glad, joyful,

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television. Look at the pictures and motivated or inspired? Or

st NA
31 say what the TV program is probably perhaps scared, vexed, or
stressed? We asked several
going to be about. Go through the

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people whether they fancied
pictures with students and ask them to watching the telly and this is plus-sized soon-to-be tycoons and people from Asia or
what they said… Africa, making a statement against the television industry’s
predict what type of program it is, and
di A
what the theme will be. Ask them their Reporter: Do you watch TV?
narrow deƤnition of what a successful person should look
like. Some American shows are empowering shows too.

ri
I say this based on the few episodes I’ve caught on and oơ,
own opinion about TV. Man: Oh, yes! like Winston, Karen and Guadalupe. This last one is hilarious!
L
Reporter: Why do you watch the telly? Reporter: Well, as you can see, any mass media has
su IL
advantages and drawbacks. I like Newton N. Minow’s
Man: There are several shows that quote on this issue, “When television is good, nothing is
have positive inƪuences. For example, better. When it's bad, nothing is worse.”
I genuinely fancy “Britain’s Next Top
T

Executive” because although I reckon you

may think it is superƤcial ‘cause it’s about
business, the producer drives several
da N

empowering messages through the show. Imagine you are watching a TV news report about
First, the host is a woman! She often what people think regarding TV. Read the text on this
stresses the importance of inner and outer page and underline the main ideas in red and the
success, a cool reminder in the image-
bi A

supporting ideas in blue. Check answers with the class

centred world today. She also welcomes and your teacher.
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 and write their American English
equivalences. Share your list with the
class and your teacher to make a bigger
list of equivalences. Ask students to scan
the text in order to look for words that
sound strange, and circle them. Tell them
Read the following song aloud. Underline all the words
that you can’t understand. Use a dictionary and/or ask your that as in any language, depending on the
teacher what those words mean. Compare your words with region, they use different words to refer to
the rest of your classmates.
32
I Needn't the same things. Ask students to read the
Watch TV! words aloud and write a list, together with
them, eliciting the corresponding word in
I needn’t watch TV!

n
It wastes my time. American English. You may want students
It slows my brain
It makes me rude! to write a sentence using each term.

ó
I needn’t watch TV!
The shows lack worth

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Oh and the ads!
BRILLIANT SONG!

st NA
They’re all a lie! I Needn’t Watch TV!
I needn’t watch TV!

bu
Reality looks better 32
Love seems too easy Read the following song aloud.
Happiness is cheap! Underline all the words that you can’t
di A I needn’t watch TV! understand. Use a dictionary and/or ask

ri
I have more friends
your teacher what those words mean.
L
I have more brains!
And best of all Compare your words with the rest
I don’t feel alone!
su IL
of your classmates. Students will scan
the song looking for words they don’t
understand. As they tell them to you,
T

The television program on page 78

was broadcasted on British television. write them on the board and organize a
Did you notice any strange words or
dictionary contest in teams. The first team
da N

different ways of saying things? Make

a short list and write their American
English equivalences. Share your list
to find the meanings for all the words will
be the winner. Play Track 32, so they can
bi A

with the class and your teacher to make

a bigger list of equivalences.
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WEEK 16 Day 2

Imagine you are watching a TV news report about what

people think regarding TV. Read the text on this page
and underline the main ideas in red and the supporting
ideas in blue. Check answers with the class and your
teacher. Students skim the whole text before attempting
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the task. Ask them what the text is about, and what the
main idea is; remind them the main idea is the central
P

thought or message. They will underline it in red. Then,

play Track 31 for them to listen while they read and go
through the supporting ideas; remind them that they are
all those sentences providing evidence to explain or prove
the main idea.

CLOSING

The television program on page 78 was broadcasted

on British television. Did you notice any strange words
or different ways of saying things? Make a short list

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 Lesson
16 Product Time

WEEK 16 Day 3

Product Time

Step 4 – Give your oral presentation and

share this experience with your classmates

Students will present their product in front of

the class. Tell them they should pay attention
to their body language, voice tone, volume,
and fluency. After each presentation, ask the

n
group to give feedback, respectfully suggesting
aspects the presenters can improve. Finally, read

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the paragraph about the product with students

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and praise them for their good work and effort.

st NA
1. Work in small groups. Answer the

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following questions. Then, share your
answers with your teacher and your group.
di A
Ask students to answer the questions in

ri
their groups. Lead a brief feedback session;
L
have all the groups share their opinions. Product: Oral Presentation. At school or at work, and for a group of people, we sometimes need to plan and give
su IL
an oral presentation, so that the audience is informed about a point, a situation, or a problem. An oral presentation
includes an introduction, with the topic and the point or points that will be covered; a development of main ideas; and
a conclusion, which sums up the main points.
T

1. Work in small groups. Answer the following questions. Then, share your answers with your teacher and
your group.
a. Did you choose a TV program to talk about during your oral presentation? Student’s own answer.
da N

b. Did you perform an oral presentation in front of your classmates about the program you selected? Student’s own answer.
c. Is it important to learn how to give an oral presentation? Why? Student’s own answer.
bi A

d. How can you improve your future oral presentations in English? Student’s own answer.
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 Read the following activities and answer the questions. When finished, write a tick () in the 1. You turn the television on and there
box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are
able to do! If you need help, ask your teacher. is a documentary on, but the sound is
1. You turn the television on and there is a documentary on, but the sound is off!
off! Look at the pictures and answer
Look at the pictures and answer the questions. the questions.

2. Read the script and match the pictures.

Ask your classmates or teacher questions
about things you can’t understand.
a b c d

a. What is this program probably about? Student’s own answer.

b. How does each picture make you feel? Student’s own answer.

n
2. Read the script and match the pictures. Ask your classmates or teacher questions about
things you can’t understand.

ó
Script Image

ci
1. Today, with the use of new technology and social networks, anybody can make a documentary film

st NA
and it can be uploaded to Internet “television”. This kind of television belongs to everybody, and we
can see all kinds of people shooting their own videos.
2. Some videos on the Internet have had such impact that millions of people have watched them! But

bu
what makes a video a good video? In case you want to make your own videos, there are a few things
you would have to consider:
3. Video is visual. On a video, words are very important, but they are as important as images. If images

di A
are uninteresting and do not “speak,” then nobody will want to watch your video.

ri
4. Film shows what the eye often can’t see. A tiny cell in our bodies, a country we’ve never been to,
details that we would normally miss. The videomaker must bring things to life for the audience who
L
may have never experienced before what they see on screen.

I can I can’t
su IL

…predict and tell the difference between main ideas from supporting ideas in TV
V programs.
I can I can’t
T

…explain the meaning of a word and/or ask for something to be clarified.

I can I can’t
da N

…make and answer questions to share my emotions and reactions on TV programs..

I can I can’t
…explain main ideas during a presentation about a TV program.
bi A

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Day 3

I Can

Read the following activities and answer the questions. When

finished, write a tick (9) on the box that shows what you can or
can’t do. Enjoy this activity and look for yourself what you are
ro

able to do! If you need help, ask your teacher. This session is very
important as it will give you the opportunity to diagnose possible
P

problems and detect areas of opportunity you should reinforce.

Go task by task giving enough time to each one. Be explicit
when reading instructions, making sure students know exactly
what to do in each case. Monitor and provide help if necessary.
Check each task individually supplying some feedback, listening
to students’ opinions. Have general feedback sessions to listen to
students’ comments and opinions.

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 unit
Evaluation A
2
Name Date

1. Match the columns

1. Funnel a) a substance capable of reacting with an acid

2. Base b) a covering for the hand
3. Acid c) a narrow-necked conical or spherical glass container
4. Microscope d) an implement used especially for mixing or spreading

n
5. Gloves e) an instrument for measuring temperature

ó
6. Flask f) close-fitting protective glasses with side shields

ci
st NA
7. Goggles g) utensil used for guiding liquid into a small opening

bu
8. Spatula h) a cylindrical glass container for laboratory use
9. Thermometer
di A i) an optical instrument for viewing very small objects

ri
L
10. Beaker j) any molecule able to accept electrons in reactions
su IL

2. Order the following steps using the correct adverb of sequence from the box.
T
da N

next finally second before the last step first

bi A

Move the balloon up and down the bulb without touching the bulb. The light
should sort of follow the balloon.
hi ©S

You can’t believe your eyes... so, go back to step 1 and do it again.
Bring the balloon near the bulb and watch what happens. Was that a flicker of light?
Did the bulb really light up?
Darken the room. Hold a fluorescent bulb in one hand and a balloon in the other.
Rub the balloon vigorously on your hair (or on a wool sweater).
ro

Touch the glass with the balloon and see if you can get a spark to jump.
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Photocopiable Material
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 unit
Evaluation B
2
Name Date

1. Read the following paragraph, circle the main idea and underline the supporting details.

Television can negatively affect people, particularly kids. Various studies and surveys have proven how too much
television can be a bad influence on our youth. Many kids become violent, have severe psychological effects, and
become very unhealthy. Once thought as a great invention, television has become a major problem. Violence is a major

n
part of today’s television shows and movies that are targeted towards our youth. Violence is increasing regularly in the

ó
television shows kids are watching: “Fifty-seven percent of television programs contain psychologically harmful violence”

ci
(Kaufman 1). Children can encounter many violent shows that are not suited for them. This can affect a child in many

st NA
ways. Children, especially the youngest, are not ready to distinguish right from wrong. When their favorite action hero is

bu
beating up a bad guy, kids think that it is all right.

di A
ri
L
2. Complete the chart, using the words from the box, to write the genre of the program corresponding to each of the following
su IL
descriptions in the first column; and the emotion you feel when watching them in the second column.

Soap Opera Cartoon Sitcom Documentary Newscast

T
da N

Description Genre Emotion

bi A

Involves the use of animation

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techniques to produce the appearance

of movement.
Broadcasts reports of daily events.
Program using film, photographs, and
sound recordings of real events.
TV drama serial, dealing with daily
events in the lives of the same group
of characters.
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A situation comedy.
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Photocopiable Material
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 Answer Key

Evaluation A

1. 1. g
2. a
3. j
4. i
5. b
6. c
7. f
8. d
9. e

n
10. h

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2. Next

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Finally

st NA
Second
First

bu
Before the last step

di A
ri
L
su IL
T

Evaluation B
da N

1. Television can negatively affect people, particularly kids.

bi A

Various studies and surveys have proven just how much

television can be a bad influence on our youth. Many kids
hi ©S

become violent, have severe psychological effects, and

become very unhealthy. Once thought as a great invention,
television has become a major problem. Violence is a major
part of today’s television shows and movies that are tar-
geted towards our youth. Violence is increasing regularly in
the television shows kids are watching: “Fifty-seven percent
of television programs contain psychologically harmful vio-
lence” (Kaufman 1). Children can encounter many violent
shows that are not suited for them. This can affect a child in
ro

many ways. Children, especially the youngest, are not ready

to distinguish right from wrong. When their favorite action
P

hero is beating up a bad guy, kids think that it is all right.

2. Genre Emotion
Cartoon Students’ own answers
Newscast Students’ own answers
Documentary Students’ own answers
Soap Opera Students’ own answers
Sitcom Students’ own answers

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 Sports! 3
Social practices of the language:
participate in language games to work with specific linguistic features.

Literary and ludic environment

Specific activities with the language:
participate in language games to comprehend and write irregular verb forms.

Learning to do with the language: Learning to be through

Learning to know about the language: the language:
- Revise suitable word games to work with
irregular verb forms (e.g. memory game, Features and types of oral and Mechanics of writing - Promote recreational activities.
lottery, etcetera), with the teacher‘s written texts - Differences between letters - Foster patience in the execution
supervision. - Subject matter, purpose and and sounds (e.g. bite, bit; ride, of tasks.
- Understand the characteristics of intended audience. ridden). - Develop an environment that
irregular verb forms, with the teacher‘s - Graphic and text - Digraphs (e.g. tw, lt). fosters participation in ludic
coordination. components. - Verbs in past and past activities.

n
- Write sentences with irregular verb participle.
forms to create a language game, with Phonic, syntactic and semantic

ó
the teacher‘s coordination. elements of texts
- Verb tenses: perfect present,

ci
past and future; simple past.

st NA
- Verb forms: past, participle.
- Similarities between words.

bu
di A Product: Memory game

ri
L
- Can compare sentences with and without irregular verb forms. - Can use perfect verb tenses and the simple past in sentences
- Can classify sentences according to their verb tense. and texts.
su IL
- Can compose and dictate sentences with irregular verb tenses.
T

Social practices of the language:

read and rewrite informative texts from a particular field.
da N

Formation and academic environment

Specific activities with the language:
bi A

write a short report about a historic event.

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Learning to do with Learning to know about the language: Learning to be through

the language: the language:
Features and types of oral and - Double genitive.
- Revise descriptions of historic written texts - Verb tenses: simple past, past - Know about history and
events, with the teacher‘s - Subject matter and intended progressive, past perfect, past appreciate it.
coordination. audience. perfect progressive. - Generate unity, concord and
- Understand the content of a - Graphic and text components. - Sentence types. reject prejudice.
historic text, from independent - Patterns of text arrangement. - Adverbs: of time, sequence, - Promote respect for other‘s
reading and with the teacher‘s frequency. work by using information
guidance. Phonic, syntactic and semantic - Connectives (e.g. when, while, sources.
elements of texts
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- Write a short report about a etcetera).

historic event, with the teacher‘s - Word repertoire suitable for this
guidance. practice of language. Mechanics of writing
- Edit report, with the teacher‘s - Syntactic features of the English - Abbreviations.
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supervision. language: Use of auxiliaries - Conventional writing of words.

in declarative, negative and - Verbs in simple past tense and past
interrogative sentences (e.g. That participle.
did not happen, Does he take a
hard decision?).

Product: Anthology of historic event reports

- Can formulate questions in order to distinguish main from - Can write a short report from a model.
secondary ideas. - Can corroborate spelling conventions and adjust language
- Can write simple and complex sentences. according to intended audience and purpose, to edit reports.
- Can link sentences in order to make paragraphs.

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 Unit
Opener 3
Sports!
Sports!

Activate previous knowledge and raise

3
students’ expectations by going through
the illustrations on page 86 of the Student’s
Book. Draw their attention to the boys who
are playing, in order to introduce them to the
theme of the first part of the unit. Elicit answers
to the questions, encouraging them to use
English words they may know.

n
Look at the picture and answer.

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a. What word games do you know?

ci
b. Why are they called word games?

st NA
c. Which is your favorite word game?
Why?

bu
di A
ri
L
su IL

Look at the picture and answer.

T

a. What word games do you know?

b. Why are they called word games?
c. Which is your favorite word game?
da N

Why?
bi A

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 By the end of the unit,
I’ll be able to:
Go through this page with students before
starting the second half of Unit 3.
• Compare sentences with and without
irregular verb forms. Activate previous knowledge and raise
• Classify sentences according to their
verb tense. students’ expectations by going through the
• Use perfect verb tenses and the
simple past in sentences and texts.
illustrations. Draw their attention to each of the
• Compose and dictate sentences with sports; tell them to describe each scene. Elicit
irregular verb tenses.
• Formulate questions in order answers to the questions, encouraging them to
to distinguish main ideas from
secondary ideas.
use English words they may know.
• Write simple and complex sentences.
• Link sentences in order to make
paragraphs. Look at the picture and answer.

n
• Write a short report from a model.
• Corroborate spelling conventions
and adjust language, according a. What do you know about the

ó
to intended audience and
purpose, to edit reports. Olympic Games?

ci
b. When and where did the last Olympic

st NA
Games take place?
c. Which is your favorite Olympic sport?

bu
Why?
In this unit
nit you can

di A
use any of the
nd/or
books and/or

ri
websitess included
L
on pagee 219 for a
ation help.
consultation
su IL

Look at the picture and answer.

T

a. What do you know about the Olympic

Games?
da N

b. When and where did the last Olympic

Games take place?
c. Which is your favorite Olympic sport?
bi A

Why?

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 Lesson
17 Lesson
Let’s Play!
Let’s Play!
17
Week 17 Day 1 1. Not only do people play games to have fun, but also to learn things, including English vocabulary and
grammar. Look at the pictures and write the name of each game as in the example. Then, answer the question.

ACTIVATION – Before the book

Tic-Tac-Toe Memory Crossword Puzzle Snakes and Ladders

Organize the group in pairs and ask them to

make a list of all the different word games
they know. Give them two minutes to do the
task, monitor to provide names in English
when necessary. Check and praise the pair Crossword

n
Snakes and Ladders Tic-Tac-Toe Memory
that ends up with the most names. ‘What do you need to do in order to win each game?

ó
PRACTICE – In the book Doing it!

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2. Read each description and match it to the appropriate game as in the examples.

st NA
1. Not only do people play games to Tic-Tac-Toe Memory Crossword
have fun, but also to learn things,

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a. Card game that is usually played by more than two people. 
including English vocabulary and b. This game is usually played between two people or two teams. 

grammar. Look at the pictures c. The purpose of this game is to collect as many card pairs as possible. 

di A
and write the name of each game d. Players have to choose who will be noughts (0) and who will be crosses (X). 

ri
e. This game is usually played by one player. 
as in the example. Then, answer
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f. The aim of this game is to guess all the hidden words in the crisscross

the question. Explain to students diagram.
su IL
that “word games” may have an g. Playing this game does not usually require any preparation. 
h. Although it is very simple to play, it requires some complex mathematics. 
educational purpose. Tell them to
i. The player who places three O or X horizontally, vertically, or diagonally wins. 
look at the pictures and match each
T

j. Full concentration is an essential component if you want to recall where


name with the corresponding game. something is.

Then, ask them the purpose of each

da N

Sharing it!
one. You may also ask them which
skill they think they can practice
bi A

3. What’s your favorite board game? Write a few sentences about it (purpose, usual number of players
or basic rules). Read your sentences out loud and have your classmates one which one it is.
with each of them. 88
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2. Read each description and match

it to the appropriate game as in the SBTeens3 PL06.indd 88 9/25/11 5:48 PM

example. Organize the group into pairs and ask them

to match each description with the corresponding
game. Check with the whole group by going through
each sentence, and by asking different pairs to read
aloud.

CLOSING
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3. What’s your favorite board game? Write a few

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sentences about it (purpose, usual number of

players or basic rules). Read your sentences out
loud and have your classmates guess which one
it is. Brainstorm a list of games and write it on the
blackboard. Tell students to choose their favorite one
and describe it in their notebooks. Make sure they
write its purpose and basic rules clearly. Encourage
them to share their sentences and vote for the most
challenging or interesting.

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 another similarity mentioned, besides
the ones they already had discussed.
33
11. There are some English games that are very similar to those that we play in Mexico. Listen to the
conversation between two American friends. Then, mark the statements “True” or “False”.
2. Read the words in the box. Use those
True False
a. The friends are going to play bingo.  words to fill in the blanks in the text
b. Bingo is a game of numbers.  and complete it. Use a dictionary if
c. A tabla is a 16-square board with

necessary. Check the correct answers
different pictures.
d. Chloe learnt to play Loteria when
with the class and your teacher.
she was on vacation.  Organize a “Dictionary Contest.” Tell
8
e. According to Chloe, to win Loteria
you have to place 4 chips in a row. 
students that you will go through the
Doing it! words in the box, one at a time (in

n
2. Read the words in the box. Use those words to fill in the blanks in the text and complete it. Use a
disorder to avoid tricking), and that
dictionary if necessary. Check the correct answers with the class and your teacher. the first one to find the meaning will

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shouts board cards caller chips win shuffles get a point; the student that has the
picks row place player materials

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Number of Players Loteria is a Mexican game of chance that is played between two or more players. most points will be the winner. After

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Materials ‘You need a board or a tabla (with 16 images) for each player . the contest, organize the group in pairs
Needed ‘A deck of 54 calling cards , each card with a different image.
to work on the activity. Monitor and

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‘You need four chips (or coins) for each player.
Preparation and ‘Each player chooses a different board.
provide help when necessary. Check.
Roles of Players ‘All the players select the . The caller is the player who will pick a card

di A
from the deck on every
caller
turn and shout what it says. CLOSING

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‘The caller shuffles (mixes up) the cards and puts them face down.
L
Basic Rules ‘One turn at a time, the caller picks a card and shouts the name of the
image in that card.
3. Choose a typical game in your
su IL
‘If that image is in a player’s board, he/she has to place a chip on the community and discuss its rules
matching square.
with your classmates. Then, discuss
To Win the A player wins when he/she has placed four chips in a row , either horizontally, vertically
Game! the rules of Bingo, a typical English
T

or diagonally. The winner has to shout Loteria before any other possible winner!
pastime. How many players can
Sharing it!
participate? What materials are
da N

3. Choose a typical game in your community and discuss its rules with your classmates. Then, discuss the rules
of Bingo, a typical English pastime. How many players can participate? What materials are needed to play
needed to play this game? What are
the preparation and the rules? How do
bi A

this game? What are the preparation and the rules? How do you win the game? Write your answers in your
notebook. Tell your classmates and teacher what game you chose and explain how you usually play it.
89
you win the game? Write your answers
in your notebook. Tell your classmates
hi ©S

and teacher what game you chose and

SBTeens3 PL06.indd 89 9/25/11 5:48 PM
explain how you usually play it.
WEEK 17 Day 2 Organize a brief discussion on the different typical
games played in the students’ community, write the
ACTIVATION – Before the book names on the board and tell students to choose their
favorite. Based on these preferences, form groups
Ask students if they know the game Loteria and tell them to and ask them to describe the game in detail writing
explain how it is played. Then, organize the groups in pairs, and everything about them in their notebooks. Finally one
tell them to discuss about the language use that particular game student from each team will go to the front and share
ro

may have; encourage them to be creative. Ask them to share and with the rest of the class.
praise the best one; the whole group can vote.
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Tell students to go to a library, or use the Internet, and

PRACTICE – In the book find a list of irregular verbs with its corresponding past
tense and past participle verb forms. Get a photocopy and have it
33 1. There are some English games that are very similar ready for next class.
to those that we play in Mexico. Listen to the
conversation between two American friends. Then,
mark the statements “True” or “False”. Ask students to
look at the pictures and find similarities between the
two games. Play Track 33 for them to do the activity.
Play it again, check with them and ask if there was

97

BRISEC3 TEACH PL07.indd 97 6/27/12 10:33 AM

 Lesson
17

WEEK 17 Day 3

1. Many games are based on vocabulary. Circle the games that can help you learn new words or practice
ACTIVATION – Before the book words you already know. Why?

Crossword Snakes and Memory

Play “Charades” in order to review the names puzzles Bingo Loteria Tic-Tac-Toe Hangman Ladders
of some language games in English. Write the
following names on a little piece of paper: Doing it!

Crossword Puzzle, Loteria, Bingo, Tic-Tac-Toe, 2. In groups of five, play “Hangman” to help you remember the spelling of the past tense or the past participle
forms of irregular verbs. All the players choose a moderator, who has to choose an irregular verb (in present,
Snakes and Ladders, Hangman, and Memory; past or past participle form) and write as many blanks as the verb has letters. The moderator writes the first
fold them and put them inside a bag, ask some page
209
letter on the first blank. Then, he/she draws a hangman scaffold. The other players try to discover the word
by guessing one letter at a time. If a student guesses a letter that is in the word, the moderator fills in the
volunteers to go to the front, take a piece of blank. If not, he/she draws a part of the body and circles the letter inside the chart next to the hangman.

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The game is over when players guess the word or when the whole hangman was drawn.
paper, read it and act each game using no
words. The rest of the class will try to guess.

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PRACTICE – In the book

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1. Many games are based on

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vocabulary. Circle the games that
can help you learn new words or
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practice words you already know.

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Why? Organize the group in pairs
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and give them one minute, so they
su IL
can choose the games they think
can be used to review vocabulary
words. Then, ask randomly to C
T

explain how they would use

them, what would be the rules,
da N

Sharing it!
the materials, the purpose or the
number of players.
bi A

3. Were there any past tense and past participle verb forms you were unable to remember? Write a list with
those difficult verbs and their corresponding past forms.
90
BRILLIANT GAME!
hi ©S

2. In groups of five, play “Hangman” SBTeens3 PL06.indd 90 9/25/11 5:48 PM

to help you remember the spelling of the past tense CLOSING

or the past participle forms of irregular verbs. All the
players choose a moderator, who has to choose an 3. Were there any past tense and past participle verb
irregular verb (in present, past or past participle form) forms you were unable to remember? Write a list
and write as many blanks as the verb has letters. The with those difficult verbs and their corresponding
moderator writes the first letter on the first blank. past forms. Ask the class if they had problems
Then, he/she draws a hangman scaffold. The other remembering some of the verbs, tell them to write a
ro

players try to discover the word by guessing one letter list with three columns (present tense, past tense and
at a time. If a student guesses a letter that is in the past participle). Ask them to share their lists and write
P

word, the moderator fills in the blank. If not, he/she on the board which are the five most difficult verbs.
draws a part of the body and circles the letter inside
the chart next to the hangman. The game is over when
players guess the word or when the whole hangman Recommended resources: Book number 11 listed
was drawn. Monitor while students play, encourage the in the Bibliography on page 249.
use of a dictionary and help them when necessary. You
may refer to the Grammar Reference on page 209.

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 How Verbs Change!
1. In order to improve your fluency, it is essential to be able to use verbs correctly, because they mark the BRILLIANT TIME!
time in which a situation or an event happens. Read pages 101 to 104 of “How Verbs Change” in your
Reader’s Book. Then, read the paragraph below and complete the chart. Say the verb tense (present, past Memory Game - Step 1/4
or future)) that each sentence is written in. Then, compare
p yyour information with that of yyour classmates.

Sentence Tense The main aim of this product is to have

Today is Sunday again.
agai
Victoria liked
ed the Today is Sunday again. present
students produce a Memory Game. By doing
Mexican restaurant
restaur
staurant they
went to last week,
eek, but Victoria liked the Mexican restaurant they went to last week… Past
this, they will be able to:
Timothy is not sureure now.
…Timothy is not sure now.
After all, they
ey always
a Present
eat pizza on n Sundays! …they always eat pizza on Sundays! Present
Compare sentences with and without
‘
Victoria says
ys tthat she
walked past the pizza …she walked past the pizza place yesterday… Past
irregular verb forms.
place yesterd day and it is
yesterday Classify sentences according to their verb
‘
not open yet. What
Wha will …it is not open yet. Present
they eat? What will they eat?
tense.

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Future
Use perfect verb tenses and the simple past
‘
in sentences and texts.

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Brilliant Time! - Memory Game - Step 1 Compose and dictate sentences with
‘

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irregular verb tenses.

st NA
In this part of Unit 3, you will have a chance to create a “Memory Game” to remember and practice the following verb
tenses: the Simple Past, the Present Perfect, the Past Perfect and the Future Perfect. All of these tenses require knowledge
All of the above has to be done under your

bu
of how regular and irregular verbs change from the present tense (or simple form) to the past tense form, and to the
past participle form. Regular verbs are relatively easy. However, you need to study irregular verbs more carefully because
they may or may not change their spelling and pronunciation. guidance and with your help.

di A
Form groups of three or four. From the lists of irregular verbs you brought for homework, make a reasonable
list of English irregular verbs that the class finds difficult because all of them are hard to write, to pronounce, or Students will decide who they are going to

ri
to remember. The verbs must have an adequate level of difficulty for you. Include present tense, past tense and
work with, they will form teams of three or
L
past participle forms and meaning. If you are not sure, ask your teacher or use a dictionary.

When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.
four and they will share the lists they brought
su IL
for homework. As a team, they’ll choose the
Did you… most difficult ones. Monitor while the teams
1. Form groups of four? work and be sure they spell words correctly,
T

2. Recognize irregular verbs?

encouraging the use of a dictionary.
3. Make a basic list of verbs with their corresponding past tense and past participle verb forms?
da N

4. Ask questions to your teacher, if necessary?

Finally tell them to tick the activities they could
5. Use a dictionary to find their meaning?
do during this class.
bi A

91
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SBTeens3 PL06.indd 91 9/25/11 5:48 PM

Recommended resources: Website number
4 listed in the Webography on page 249.
Day 3

BRILLIANT READING!
How Verbs Change!

1. In order to improve your fluency, it is essential to

be able to use verbs correctly, because they mark
ro

the time in which a situation or an event happens.

Read pages 101 to 104 of “How Verbs Change” in
P

your Reader’s Book. Then, read the paragraph below

and complete the chart. Say the verb tense (present,
past or future) that each sentence is written in.
Then, compare your information with that of your
classmates. Ask students to answer the questions
individually; monitor to check that everybody reads.
As soon as they finish, they get a partner to discuss
the answers in detail. Finally, each pair will share their
opinions with the rest of the group.

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 Lesson
18 Lesson
Actions, Actions!
Actions, Actions!
18
WEEK 18 Day 1 1. The actions and situations in texts (narrations, descriptions, etc.) are expressed with verbs. Match each
verb with its corresponding image.
A B C D E
ACTIVATION – Before the book

Play “Verb Bee” with irregular verbs. Ask all

students to stand up and tell an irregular verb
1. Think 2. Hear 3. Weave 4. Give 5. Tell
to the first student in the first row; the student Thought Heard Wove Gave Told
Thought Heard Woven Given Told
must say the past tense and the past participle
of that irregular verb. If he/she doesn’t know 7 1 D 2 E 3 B 4 A 5 C

n
Doing it!
the answer he/she must sit down, and the 34
verb passes to the next student. Continue the 2. Read the first part of the “Emperor’s New Clothes” as you listen. Underline the sentences that contain the

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actions in the box. Then, answer the question. Use a dictionary if necessary.
rounds until you get a winner. pages

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208 and 209 rub go weave invent finish give think

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PRACTICE – In the book The Emperor’s New Clothes - Part 1
Once upon a time there lived an Emperor whose only worry in life was to dress in elegant clothes. Two criminals heard

bu
of the Emperor’s vanity and decided to become rich by taking advantage of that.
1. The actions and situations in texts The next day, they went to the doors of the palace with a plan. “We are two very good tailors. After many years of
research, we have invented an extraordinary method. We can make a cloth so light and superior that it looks invisible
(narrations, descriptions, etc.) only to anyone who is too stupid and incompetent.”

di A
are expressed with verbs. Match The Emperor was informed of the incredible news and decided to see the two scoundrels.

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“Your cloth will be woven in colors and patterns especially designed for you,” said the criminals in front of the King.
each verb with its corresponding The Emperor thought, “I am going to get a new extraordinarily elegant suit and I will discover which of my subjects
L
is ignorant and incompetent.” So, he gave the two men a bag of gold coins for them to start working immediately.
image. Go through each picture A few days later, the King told the prime minister, “Go and see the progress and come back to let me know.”
su IL
“We need a lot more gold thread. Here, Excellency! We have not finished yet. But admire the colors, feel the softness!”
with students. Ask them to describe “I can’t see anything,” he thought nervously. “The King will think I’m stupid!” So, he said, “What a most wonderful
each situation in detail, and then suit! I’ll inform the Emperor.”
The two criminals rubbed their hands excitedly. They had almost become rich!
to match it with the corresponding
T

verb. When does each action happen: in the present, in the past, in the future, or in a combination of tenses?
da N

Sharing it!
34 2. Read the first part of the 3. Have you ever been in an embarrassing situation that had a “happy ending”? In your notebook,
“Emperor’s New Clothes” as you
bi A

write down your anecdote. Choose one of the anecdotes and retell it to the whole class and
your teacher.
listen. Underline the sentences 92
with the actions in the box.
hi ©S

Then, answer the question. Use a

dictionary if necessary. Play Track SBTeens3 PL06.indd 92 9/25/11 5:48 PM

34 for students to follow the reading. Then, ask them CLOSING

to read it again scanning the text, in order to find the
verbs from the box in their past tense form. Tell them 3. Have you ever been in an embarrassing situation
to underline the whole sentence as in the example. that had a “happy ending”? In your notebook, write
Check. You may refer to the Grammar Reference on down your anecdote. Choose one of the anecdotes
pages 208 and 209. and retell it to the whole class and your teacher.
Explain the word “anecdote” to students; tell them it
ro

is a short entertaining story about a real incident or

person. Organize the group in teams of four, and tell
P

them they’ll have some time to share an anecdote with

their group. Tell them it is important to entertain the
audience; thus, they should try to describe it so vividly,
that the rest of the team may imagine the whole
situation. Each team will choose their favorite anecdote
and share it with the rest of the group.

Recommended resources: Website number 7

listed in the Webography on page 249.

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BRISEC3 TEACH PL07.indd 100 6/27/12 10:33 AM

 of “The Emperor’s New Clothes.” Note:
Some verbs are repeated. Play Track
35
1. Read and underline the past tense and the past participle forms of the irregular verbs in the last part of
“The Emperor’s New Clothes.” Note: Some verbs are repeated.
35 once for students to follow the
reading. Talk about the ending of the
The Emperor’s New Clothes - Part 2
story. Invite them to share in case they
After a few days, the Emperor received the announcement that his suit was ready. “Here it is, the result of our work,”
the scoundrels said. “Look!” already know it but, if they do not, ask
The Emperor did not see or feel anything! He panicked. But no one could see his new suit either, so he felt better.
“Yes, the suit looks very good on me,” the Emperor said trying to look comfortable. “You did an excellent job.” them what they think about it. Play
“But, Your Majesty,” the prime minister said, “the people have heard about this extraordinary suit and they
are anxious to see you in it.” The Emperor was unconvinced, but after all, no one could know about it except the
Track 35 again and ask students to scan
ignorant and the incompetent. “All right, I will show it to them.” the text, this time looking for verbs in
All his subjects had gone to the main plaza to see the King’s clothes! As soon as they saw the King, everyone said,
“Look at the Emperor’s new clothes. They’re beautiful! And the colors! I have never seen anything like it in my life!” past tense and past participle. Check.
Nobody admitted their stupidity and incompetence. But a child, who saw things as a child does, went near the
King and shouted, “The Emperor is nude! The Emperor is nude!”

n
“Shut up, you fool!” his father told the child. But the boy’s comment was repeated and everyone cried, “The
Emperor is nude! It’s true!”
2. Write the verbs that you underlined in
The Emperor realized that the people were right but could not admit it. He thought it better to continue the activity 1, next to the corresponding

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procession under the illusion that anyone who was unable to see his clothes was either stupid or incompetent.
present tense forms and under the

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3 Adapted from <http://deoxy.org/emperors.htm> [Accessed on March 6, 2011.]
Doing it! right category (regular or irregular).

st NA
Then, answer the question. Make
2. Write the verbs that you underlined in activity 1, next to the corresponding present tense forms and
pairs and ask them to organize the

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under the right category (regular or irregular). Then, answer the question.
pages
208 and Regular Verbs past tense or past participle Irregular Verbs Past tense past participle
verbs they underlined. Elicit the rule for
209
regular verbs and draw their attention
receive
panic
received

di A say
can
said said
to spelling changes in admitted and

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panicked could been able

cried. Give some other examples as

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shout shouted do did done

repeat repeated hear heard heard stepped and dried. Check the verbs are
su IL
cry go went gone
cried
placed correctly and then elicit answers
realize realized see saw seen

think thought thought

for the last question. You may explain
the difference between past tense and
T

is (be) was / were been

present perfect by using a time line. It
‘Check the spelling of the irregular verbs. What do all regular verbs have in common? Discuss with a partner.
should be clear for them that simple
da N

Sharing it!
past is used to express the idea that
an action started and finished at a
bi A

3. Do you know a short and funny story? Write it and then read it out loud to your
classmates. Share your stories with the class and your teacher.
93
specific time, and that present perfect,
in this case, expresses an action that
hi ©S

started in the past and continues in the

SBTeens3 PL06.indd 93 9/25/11 5:48 PM
present. You may refer to the Grammar
WEEK 18 Day 2 Reference on pages 208 and 209.
CLOSING
ACTIVATION – Before the book
3. Do you know a short and funny story? Write it and
Organize a contest to review information from the story they began then read it out loud to your classmate. Share your
to read in the previous class. Split the group in two teams and assign stories with the class and your teacher. Ask students
a consecutive number to each student in each team (e.g. there for examples of short and funny stories, give them
ro

should be two “fives”: Team A’s five and Team B’s five). Divide the some time to write about them; monitor the activity.
board into two halves; say a question about the story and a number, Then, organize them in pairs and give them some time
P

the persons with that number should go to the front and write the to share. Finally, ask some volunteers to read their
answer to the question in their half, e.g. What did the criminals hear? stories in front of the class, encourage them to use
Number 7. Both number’s 7, should go to the board and write the different intonations, in order to engage their audience.
answer: They heard about the king’s vanity. The first one to finish
writing will get a point for his/her team. Be sure they use the past Re-read a few of the texts you have enjoyed in the
tense correctly. The team that has the most points will win. previous lessons. Find as many sentences as possible
with irregular verbs –in past tense or past participle– from the list
PRACTICE – In the book you produced in activity 2.

35 1. Read and underline the past tense and the past

Recommended resources: Website number 3 listed in
participle forms of the irregular verbs in the last part
the Webography on page 249.
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 Lesson
18

WEEK 18 Day 3

1. Do you like board games? Think about board games in general, and say if the conditions are True or False.
ACTIVATION – Before the book Check answers with the class and your teacher.
True False

Play with a soft ball in order to review the verbs; a. You usually need either one or two dice to play board games.

you may form a big circle with students and b. If you land on a square, a chip or token (for example, a coin) must be
placed on it to indicate who is ahead 
throw the ball randomly saying a verb. The c. A board game is usually played by one person. 
student who catches it must say the past tense
Doing it!
and the past participle before returning the ball
to you. 2. Play “Lucky Day.” Before you start playing, decide who will throw the dice first. The winner is the one
who gets to the End square first. Remember that, while playing, it is important to respect turns of
participation.

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PRACTICE – In the book

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1. Do you like board games? Think You have just
You had an
accident.

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broken an
about board games in general, arm.

st NA
and say if the conditions are True
or False. Check answers with the

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You have
class and your teacher. Organize You got an just won
A in your the lottery.
the group in pairs and tell them to ¿nal exam.

di A
decide if each statement, referring

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Your classmates
You have understood
to board games, is true or false. After not been on
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everything you
time to school said.
all week.
they finish, check with the whole When
su IL
the teacher
group, ask them to justify their arrived, you
had ¿nished
answers. your homework.
T

BRILLIANT GAME!
da N

Sharing it!
2. Play “Lucky Day.” Before you start
playing, decide who will throw the
bi A

3. Could you understand all the sentences or words in the game? Write down any difficult words and make
a list. Use a dictionary or ask your teacher, if necessary.
dice first. The winner is the one 94
who gets to the End square first.
hi ©S

Remember that, while playing, it

is important to respect turns of SBTeens3 PL06.indd 94 9/25/11 5:48 PM

participation. Go through the instructions and the

example with students. Demonstrate the game and
monitor while they play.

CLOSING

3. Could you understand all the sentences or words

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in the game? Write down any difficult words and

make a list. Use a dictionary or ask your teacher,
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if necessary. Give some time to students so they

can copy in their notebook all the words they didn’t
understand in the game and look for their meanings in
the dictionary. When they finish ask them to share the
words and to form some sentences with them.

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 How Verbs Change!
1. Listening to the verbs may be hard for some people. Read the text “How Verbs Change!” and play one BRILLIANT TIME!
or all of the games on pages 105 to 110 of your Reader’s Book. Then, choose two of the following sets of
questions to dictate to your classmate (A or B). Have your classmate write your sentences and answer Memory Game - Step 2/4
them! See who can get the most correct answers. If you do not know how to pronounce, ask your
teacher or use a dictionary.
Ask students to get together with their teams
A B and show their homework. Draw the timeline
a. Who fell in love with Juliet in a a. Who was the first person to declare
Shakespeare’s play? that the Earth moves around the Sun? you used when you explained the simple
b. Who led the Independence of Mexico from b. Who won the last Soccer World Cup? past and the present perfect tenses, and tell
the Spaniards? c. Who wrote nine symphonies? them to draw a big one in their notebooks.
c. Who has sold the most music albums in history? d. Who discovered America?
d. Who has taught us English this year?
Each student will read the sentences he/she
e. Who has been the first president of the
e. Who invented the printing press? USA of African-American heritage? brought and the rest of the team will write
the sentence in its corresponding place of the

n
e. Barak Obama d. Christopher Columbus c. Beethoven b. Spain a. Galileo B
e. Gutemberg d. (name of your teacher) c. The Beatles b. Hidalgo a. Romeo A
timeline, depending if it is either in simple past
or in present perfect. Monitor to check how

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Brilliant Time! - Memory Game - Step 2 they draw the sentences. Verify that they are

ci
in the correct place and understand the use of

st NA
In this step you will start preparing the materials for your “Memory Game.” The purpose is not only to play a game but each tense. Then, tell them to choose the most
also to understand and to be able to write sentences with the Past Simple and the Past Participle forms of irregular verbs.
interesting ones.

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In general, these forms are used to express past actions that were completed in the past (Past Simple), or that started in
the past but are still happening (Present Perfect).

Form groups of three or four. Show the sentences that you brought for homework to the other members of Finally tell them to tick the activities they could
di A
your group. Together, choose the most interesting sentences and copy each one in your notebooks. Make sure
each sentence contains at least one irregular verb — either in past tense or in past participle form. Also, make do during this class.

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sure you fully understand what each selected sentence means. Ask your teacher in case you have any doubts or
L
use a dictionary.

When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.
su IL

Did you…
1. Form groups of four?
T

2. Propose and select sentences that had irregular verbs?

3. All copy the sentences into your notebooks?
da N

4. Use a dictionary if necessary?

5. Ask your teacher to help you clarify your doubts?
bi A

95
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SBTeens3 PL06.indd 95 9/25/11 5:48 PM

Day 3

BRILLIANT READING!
How Verbs Change!

1. Listening to the verbs may be hard for some people.

Read the text “How Verbs Change!” and play one or
ro

all of the games on pages 105 to 110 of your Reader’s

Book. Then, choose two of the following sets of
P

questions to dictate to your classmate (A or B). Have

your classmate write your sentences and answer
them! See who can get the most correct answers.
If you do not know how to pronounce, ask your
teacher or use a dictionary. Ask students to answer
the questions individually and, as soon as they finish,
they get a partner to discuss the answers in detail.
Finally each pair will share their opinions with the rest
of the group.

103

BRISEC3 TEACH PL07.indd 103 6/27/12 10:33 AM

 Lesson
19 Lesson
Before that Time
Before that Time
19
WEEK 19 Day 1 1. A role model is somebody to be imitated. He/She is a good example for other people and is usually
inspiring. Look at the following role models and choose the ones that you think could be an example for
you. If none of them convinces you, draw a personal role model and label it.
ACTIVATION – Before the book

Play “Find Someone Who…” to review the

present perfect. Write on the board, as a title,
the name of the game and then five sentences
expressing unusual activities such as: has dived Student’s own answer.
An athlete A movie star Our parents Our teachers A tycoon
in the sea or has eaten worms. Tell students

n
Doing it!
to copy the sentences on a sheet of paper
36
and as soon as they finish tell them to stand 2. Can Emma McGregor, a TV celebrity, be a role model? Listen to an interview of Emma on TV. Then, read

ó
the script on page 214 and look at the sentences in bold. Copy the sentences mentioning Emma’s actions
up and find a classmate who has done such to complete the chart below.
page

ci
things; when they find one, they should write 212

st NA
Find the sentence mentioning an action that Emma
the name of that person next to the sentence. completed in the past.

Monitor to make sure they’re using the

bu
During my childhood, I went to elementary and high school like everyone else.

complete questions. Check.

Find the sentence mentioning an action that Emma
started doing in the past but continues doing today.
PRACTICE – In the book
di A
ri
I have also studied acting and singing all my life.
L
Find the sentence mentioning an action that Emma
1. A role model is somebody to be did before another action in the past.
su IL
imitated: A good example for other I had actually learnt how to sing and dance by the time I was 5.
people; someone who is usually
inspiring. Look at the following role Find the sentence mentioning an action that Emma
T

will do before a moment in the future.

models and choose the ones that
Emma will have traveled to more than 50 countries by the end of her world tour.
you think can be an example for
da N

Sharing it!
you. If none of them convinces you,
draw a personal role model and
bi A

3. What have you done to become who you want? What do you intend to do to become who you want?
Share your ideas with the class and the teacher.
label it. Go through the pictures 96
with students asking them to
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describe each one and elicit what all

of them have in common. Then, ask SBTeens3 PL06.indd 96 9/25/11 5:48 PM

them to define what a role model is. Encourage them CLOSING

to think about another and draw it in the blank space.
3. What have you done to become who you want?
36
2. Can Emma Bennet, a TV celebrity, be a role model? What do you intend to do to become who you
Listen to an interview of Emma on TV. Then, read the want? Share your ideas with the class and the
script on page 214 and look at the sentences in bold. teacher. Brainstorm role models and write them on
Copy the sentences mentioning Emma’s actions to the blackboard. Based on similarities of preferences,
ro

complete the chart below. Play Track 36 for students form teams of four or five students, so they can share
to have a general comprehension. Then, organize the the actions they have done to become who they want.
P

group in pairs and ask them to turn to page 214 of Monitor to check that they are using the future perfect
the Student’s Book and re-read the interview. Read correctly. After a few minutes, encourage them to share
aloud each of the instructions of the chart and guide with the whole class.
them to match the bold sentence corresponding to
each description. Ask them to underline the verb and
the auxiliary verb in each one. You may refer to the
Grammar Reference on page 212 and ask them to give
you some other examples for each verb tense, based
on their personal experience.

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 PRACTICE – In the book

1. Look at the picture of the teenager and read about his life before high school, his life now and his life in
the possible future. Answer the questions.
1. Look at the picture of the teenager
and read about his life before
Although many successful businesspeople make their money selling all kinds of high school, his life now and his
objects, or offering all kind of services, Graham Peterson built his empire using
a more innovative way: technology and the Internet. Graham started learning
life in the possible future. Answer
about computers when he was 6 years old. By the age of 8, he had already built the questions. Write 2050 on the
his own website. By the age of 10 he had started his own web company! Up
to this moment, Graham has made around 500,000 dollars with his website. blackboard, and encourage students
Many experts say that by the time he is 21, he will have made more than 20
million dollars! He says, “I do not really know what I’ll have accomplished by 21, but I hope to brainstorm how they imagine life
I’ll definitely have opened my own mass media company!” in the future. Then, ask randomly how
they imagine their own life, and what

n
a. How did Graham build his empire? He built his empire using a more innovative way, technology. kind of things they will have already
b. What does he hope he will have done by the time he is 21? He hopes he will have opened his own mass media company. done. Encourage the use of future

ó
4
Doing it! perfect. Draw students’ attention to

ci
2. Mark Dawson became a pilot when he was only 13. Today, he is a successful flight school owner and the picture, ask them to describe it

st NA
instructor. Fill in the blanks with the phrases from the box to complete the paragraphs about Mark. and share some of their experiences
page has flown had already flown has opened with computers. Ask students to read

bu
208
has had had learnt had received
the text aloud, in turns, and ask them
Actions? When?
to get in pairs to answer the questions.
di A
By the time he was 13, he had already flown a Piper airplane. By the age Before he left
high school Check.

ri
of 14, he had learnt how to fly an R-22 Robinson helicopter. By the
L
time he left high school, he had received a flying competition award.
2. Mark Dawson became a pilot
su IL
He is married. He has had five children. He has opened his own Until now when he was only 13. Today, he is a
flying school. He has flown to many remote places in the planet. successful flight school owner and
Today, he feels lucky because he has had great success with his instructor. Fill in the blanks with the
T

career and many people consider him a role model.

phrases from the box to complete
the paragraphs about Mark. Go
da N

Sharing it!

3. In the year 2050 you will be a grown-up person. What will you have accomplished by that
through the illustrations with students,
establishing the differences between
bi A

time? Discuss the answer with your classmates. Follow the examples:
A: By 2050, I will have finished my major. B: By 2050, I will have bought a car.
97
them. Then, answer the exercise
together. Stress the difference between
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the two auxiliaries: has and had. Elicit

SBTeens3 PL07.indd 97 4/26/12 9:10 PM
the correct use of each auxiliary. You
WEEK 19 Day 2 may refer to the Grammar Reference
on page 208.
ACTIVATION – Before the book
CLOSING
Write the following question on the board: What had you done
before you started secondary school? You may draw a chart with 3. In the year 2050 you will be a grown-up person.
four columns: Family, Friends, Sports, School. Tell students to copy What will you have accomplished by that
ro

the question and the chart in their notebooks, and discuss with time? Discuss the answer with your classmates.
a partner things they had done in the different areas. Monitor Follow the examples: A: By 2050, I will have finished
P

to check they are using the past perfect correctly. Tell them to my major. B: By 2050, I will have bought a car.
write the most representative sentence for each of the areas in the Organize the group in teams of four, read examples
corresponding column. Encourage them to share in order to find aloud and give them some time to discuss the
similarities between their classmates. question in this activity. Encourage them to share
with the group making sure they use future perfect
correctly.

Get together with your product’s team and decide

which material, as a team, you are going to bring, in
order to do the Memory Game: cardboards, color paper sheets,
markers. And read pages 111 to 113 of your Reader’s Book.

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 Lesson
19

WEEK 19 Day 3

1. They say that an experienced person is wise. Answer by circling “Yes” or “No.”
ACTIVATION – Before the book
Have you ever Have you ever
Elicit from students the meaning of “wise.” Ask eaten frog legs? traveled by train?
Have you eaten
them if they know wise persons and what their Yes No Yes No
Chinese food?
characteristics are. Organize the group in teams Student’s own answers. Yes No

of three, and tell them to make a list of things Doing it!

that wise persons must have already done, in 2. In groups of five, play “How Experienced are You?” Choose a secretary to write the questions. Altogether
order to be wise. Encourage the teams to share unscramble each question. When there’s a picture, guess the word. Follow the example. The team with
the most correct sentences is the winner.
their lists with the group.

n
PRACTICE – In the book Example:

ó
? have ever you
Have you ever eaten snakes?

ci
1. They say that an experienced

st NA
Have by you already ?
person is wise. Answer by circling
“Yes” or “No.” Read the questions

bu
aloud with students and find which ever you ? have

of them have done such things. Let

di A
them talk about their experience ever you ?

ri
and encourage other students to
L
share their opinions.
Have a ever you ?
su IL

BRILLIANT GAME!
the ever you have ?
T

2. In groups of five, play “How

Experienced are You?” Choose a
da N

Sharing it!
secretary to write the questions.
Altogether unscramble each
bi A

3. Work in groups of three. Take turns to answer the questions that you unscrambled in activity 2.

question. When there’s a picture, 98

guess the word. Follow the
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example. The team with the most

correct sentences is the winner. SBTeens3 PL07.indd 98 4/26/12 9:10 PM

Organize students in teams of five persons, and read

instructions aloud to be sure everyone understands
them. Count five minutes and when they’re over
check, praise the team that has the most well-written
sentences.

CLOSING
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3. Work in groups of three. Take turns to answer the

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questions that you unscrambled in activity 2. Tell

students to organize in groups of three. Monitor while
they take turns to answer the questions. Make sure
they use present perfect correctly.

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 How Verbs Change!
1. Based on what you read on pages 111 to 113 from your Reader’s Book, BRILLIANT TIME!
answer and discuss the following questions with your group and teacher.
Memory Game - Step 3/4
a. What is the difference between the Past Simple and the Past Perfect?
Student’s own answer.
Ask students to get together with their product
teams and take out the material they brought
b. On page 113, what riddle was the hardest to solve?
Student’s own answer.
for their Memory Games. They should write
the sentences they chose on one card. Ask
c. Which game did you learn more verb forms with? them to circle the main verb of each sentence
Student’s own answer. and write the infinitive of that verb on another
card, which will be its pair. Encourage them
to use color markers and decorate the cards.

n
Brilliant Time! - Memory Game - Step 3 Monitor to make sure there are no grammar
mistakes on the cards.

ó
Now that you have chosen the sentences you want to work with, it is time to start copying them onto pieces of paper,
so that you can all play a “Memory Game”. This is what you need to do:

ci
Form groups of three or four. From those sentences you analyzed in Step 2, choose a reasonable number of Finally tell them to tick the activities they could

st NA
them to play a “Memory Game.” Copy each of those sentences on a separate card. Also, decide what the main do during this class.
verb in each of them is and write each verb on a separate card in simple form. Discuss how a “Memory Game”

bu
can be played (rules, roles, etc.). Remember, each sentence should have a corresponding match so that players
can make pairs. Finally, play the memory game. Read the verbs and sentences each time a pair is found.

When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.

di A
ri
Did you…
L
1. Form groups of three or four?
2. Select a reasonable number of sentences to play?
su IL
3. Copy each sentence and its corresponding main verb
on a separate card?
4. Revise that the sentences were grammatically correct?
T

5. Revise that the sentences and the verbs comply with spelling
and pronunciation conventions?
da N

6. Discuss the rules and participant turns?

7. Play the memory game and read the verbs and sentences
aloud each time a pair was found?
bi A

99
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BRILLIANT READING!
How Verbs Change!

1. Based on what you read on pages 111 to 113 from

your Reader’s Book, answer and discuss the following
questions with your group and teacher. Ask students
to answer the questions individually; monitor to check
ro

that everybody has read. As soon as they finish, they

get a partner to discuss the answers in detail. Finally,
P

each pair will share their opinions with the rest of the
group.

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 Lesson
20

WEEK 20 Day 1
Do young people in Australia have the same interests as you? Read this
article and discuss with your classmates what these two teenagers do.
BRILLIANT! MAGAZINE
Brilliant Kids from Down Under

ACTIVATION – Before the book Brilliant Kids

Play “Word Snake.” Divide the board in two from
halves and write the word Australia in the
middle of each. Form two teams and explain
to students that each team will form a snake
Down Under

n
of words. Show the example telling them they
have to write a word starting with a, which is

ó
the last letter of Australia and that the word

ci
they write should be related to the first one, for

st NA
example alligator. Then, they will write a word
starting with r, the last letter of alligator related

bu
to the other two, for example remote, and so
on. Give the marker or piece of chalk to the
di A
first students of the first rows of both teams,

ri
and ask them to write only one word and then
L
Many blokes She’s not only a spunk, but 13-year-old,
return to his/her place and pass the marker or spend their money Nina Gomez, is a special Aussie girl. She’s
su IL
chalk to the next student in the row, so that on mobile phones and
clothes or entertainment.
the youngest person to have climbed the
Everest summit! She finished climbing with
everybody can participate. Give them five However, Timothy Goy is different. He built his her father, her best mate and a group of
empire by doing the opposite. He saved money to make Sherpas (guides that help people go up the
minutes to write as many words as they can.
T

jams. He loved his grandma’s brekkies, especially her jam, Everest). She started climbing mountains
The winner will be the team that writes more so he decided to sell it. At the age of 14, he had already
learnt how to make jams from her grandmother’s recipes.
with her dad when she was only 7 years
old and, since then, she has climbed over
words, always related to the previous ones.
da N

By 16, he had already started to make a quid with his 15 of the most difficult peaks in the world.
own company, “SuperJam.” This corporation sells around
At the end you can check by asking them the 500,000 jars a year, 10% of the United Kingdom’s 15
Adapted from http://www.
relationship between words. market! Can you imagine what he will have done by the oddee.com/item_97090.aspx
bi A

age of 50? (Accessed on March 9, 2011.)

100
PRACTICE – In the book
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Do young people in Australia have the SBTeens3 PL07.indd 100 4/26/12 9:10 PM

same interests than you? Read this article and discuss

with your classmates what these two teenagers do. Tell
students to describe each of the pictures in order to raise
predictions. Ask them to read the text out loud in turns,
correcting pronunciation and intonation.
ro
P

108

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 Underline the sentences in Past Perfect in blue,
the sentences in Present Perfect in red, and Australian English American English
the sentences in Future Perfect in grey. Check Words from the Article Equivalences wish to direct students’ attention to the
answers with the class and your teacher.
brekkie breakfast American-British English section on pages
make a quid make money
204 and 205 and have them find and
explain the differences they find between
This magazine is from Australia. Australians mate friend
use words that Americans do not use. Look the styles.
at the words and find the American English spunk beautiful
equivalences. Use a dictionary if necessary.
Look at the letters in yellow. Discuss with your blokes guys BRILLIANT SONG!
partner: What do they have in common?
Have You Ever Been This Happy?

Read the following song aloud. Underline all the words that you can’t understand. 37 Read the following song aloud.
Use a dictionary and/or ask your teacher what those words mean. Compare your
words with the rest of your classmates. Underline all the words that you can’t

n
37
Have You Ever Been understand. Use a dictionary and/
This Happy? or ask your teacher what those words

ó
mean. Compare your words with the

ci
I really feel so good
rest of your classmates. Play Track 37 for

st NA
I have done my homework
I’ve done the dishes as I should students to follow the song and underline
I have walked my dog, and you?
difficult words. Give them some time to

bu
Have you ever been this happy?
write a list of them in their notebooks and
It really feels so good look for their meanings in the dictionary.
I have seen my love today

di A
I’ve talked to my friends as I should When they finish they will share their

ri
I’ve not fought my parents, and you?
words with the rest of the class in order
L
Have you ever been this happy? to compare. Invite students to follow the
su IL
When you find it, don’t let go rhythm using their feet or clapping their
When you feel it’s there, then take it
When you see it, then you’ll know hands while they sing along.
Happiness isn’t forever, is it?
T

It really feels so good

I have seen my love today
da N

I’ve talked to my friends as I should

I’ve not fought my parents, and you?
bi A

Have you ever been this happy?

101
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WEEK 20 Day 2

Underline the sentences in Past Perfect in blue, the

sentences in Present Perfect in red, and the sentences
in Future Perfect in grey. Check answers with the class
and your teacher. Make a quick review of verb tenses; you
may check Grammar Reference on page 208. Go through
ro

the text again together with students and underline each

tense with the indicated color.
P

CLOSING

This magazine is from Australia. Australians use words

that Americans do not use. Look at the words in bold
and find the American English equivalences. Use a
dictionary if necessary. Draw students’ attention to the
words in the chart, elicit possible meanings using context
clues. Then ask them to fill in the chart and check. You
may ask them for some words in Spanish that are said
differently depending on the region or country. You may

109

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 Lesson
20 Product Time

WEEK 20 Day 3

Product Time

Step 4 – Play Memory Game with your

classmates

Ask teams to exchange their Memory Games

and play with them. Recall them they should
match the verb in infinitive with the sentence
that uses it in its past participle form.

n
Then, read the paragraph about the product

ó
with students. Go picture by picture and ask

ci
them to share the challenges they faced in

st NA
each step, and how they felt when they finally
finished the product.

bu
1. Work in small groups. Answer the
di A
following questions. Then, share your

ri
answers with your teacher and your group.
L
Students answer the questions in their Product: Memory Game. A memory game is a game in which people try to make card matches by using their
su IL
groups. Lead a brief feedback session; have memory. This game is usually played by children to improve their vocabulary.

all the groups share their opinions. 1. Work in small groups. Answer the following questions. Then, share your answers with your teacher and
your group.
T

a. Did you select verbs that are particularly difficult for you and your classmates? Student’s own answers.
b. Did you choose sentences from real texts? Student’s own answers.
da N

c. Did you copy a number of sentences using the perfect tenses and identify their corresponding main verbs?
Student’s own answers.
d. Discuss the rules of a “Memory Game.” Student’s own answers.
bi A

102
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SBTeens3 PL07.indd 102 4/26/12 9:11 PM

ro
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110

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 Read the following activities and answer the questions. When finished, write a tick () in
1. Read the conversation and fill in the
the box that shows what you can or can’t do. Enjoy this activity and see for yourself what blanks with the correct form of the verb in
you are able to do! If you need help, ask your teacher.
parenthesis.
1. Read the conversation and fill in the blanks with the correct form of the verb in
parentheses.

help
2. Match the sentences to their tenses.
A: Will you (help) me with my homework?
B: I don’t know. I have (have) a lot of homework myself and
nd I have not finished

(finish) yet.
3. Correct the following sentences.
A: Come on! We will study (study) together for last exam and we will (get)
4. Chose one sentence below and dictate it
an A.
B: You are right. Let’s do it.
to your classmate.
2. Match the sentences to their tenses.

n
She will have written 21 novels by next year. Past simple

ó
She has written 20 novels. Present perfect
Anna wrote her first novel in 1964. Past perfect

ci
She had written a novel by the age of 15! Future perfect

st NA
3. Correct the following sentences.

bu
She win the game last time. (1 mistake) She won the game last time.
I have not see July since last Saturday. (1 mistake) I haven’t seen July.
When they arrive, the train had leaved. (2 mistakes) The train will have left.

di A
4. Chose one sentence below and dictate it to your classmate.

ri
‘I saw a wonderful movie last Saturday.
L
‘She has not gone to Mexico City.
‘Before I met her, I had not been very happy.
su IL
I can I can’t
...compare sentences with or without irregular verbs.
I can I can’t
...classify sentences depending on their verb tense.
T

I can I can’t
...use the past simple, present perfect, past perfect, and future perfect
ect in sentences,,
da N

so that I can write more correctly.

I can I can’t
...make and dictate sentences with or without irregular verbs to play games.
bi A

103
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Day 3

I Can

Read the following activities and answer the questions. When

finished, write a tick () on the box that shows what you can
or can’t do. Enjoy this activity and look for yourself what you
ro

are able to do! If you need help, ask your teacher. To work on
this page go task by task. Make sure students know what to do
P

in each of them, and monitor while they work. Check each task
as soon as it is finished, before going to the next. Have general
feedback sessions to listen to students’ comments and opinions.
This information will be useful for you to detect and diagnose
possible problems, and to take the necessary actions.

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 Lesson
21 Lesson
The Olympic Games!
The Olympic Games!
21
WEEK 21 Day 1 38
1. The Olympic Games are popular today. Do you know how they started? Read the text and circle the
correct options as you listen. Then, choose and copy the most appropriate title in the space provided.

ACTIVATION – Before the book page

210
a. The History of Athletes b. The History of Olympic Games c. The History of Sports

The History of Olympic Games

Play “Hangman” with Olympic Games as a The Olympic Games over 2,700 years ago in Olympia, in
theme. Then ask students to brainstorm any southwest Greece. The Games
begin/began
part of a religious festival.
are/were
idea related to the Olympiads, and write The first date of these games 776 B.C.
record/recorded is/was
them on the board. The Greeks in the serene Valley of Olympia to offer
gather/gathered
sacrifices to their many gods. In time, the event to include

n
come/came
PRACTICE – In the book games and contests, which eventually
come/came
to be known as the
Olympic Games.

ó
38 1. The Olympic Games are popular The Games held in honor of Zeus, king of the gods, and staged every four years at Olympia,
are/were are/were

ci
a valley near a city called Elis. People from all over the Greek world to watch and take part in them.
today. Do you know how they come/came

st NA
The ancient Olympic Games in 393 A.D. when the Roman Emperor outlawed the games and
started? Read the text and circle end/ended
the festivities.
the correct options as you listen.

bu
Then, choose and copy the most Doing it!
appropriate title in the space
di A
provided. Draw students’ attention
2. The following timeline shows some important dates about the Olympic Games. Go back to the previous
text. Circle the dates mentioned. Then, complete the timeline with information from the text.

ri
to the picture and use ideas written
L
on the board to introduce the 708 B.C. - pentathlon
added (consists of
running, jumping, 648 B.C. - Games of the Games of the Games of the Canceled
su IL
theme. Ask questions such as: What’s discus, javelin, and
wrestling)
horseback
riding added
I Olympiad –
1896 A.D.
VI Olympiad –
1916 A.D.
VII Olympiad –
1920 A.D.
Due to World
War II

the origin of the Olympic Games? @B.C. A.D.A

When did they start? Which sports 728 B.C. - 680 B.C. - Games of the Canceled Due Games of the Games of the
T

endurance running chariot racing II Olympiad – to World War I XII Olympiad – XIV Olympiad
race added added 1900 A.D. 1940 A.D. – 1948 A.D.
are included? Do you like watching
them on TV? Which is your favorite
da N

Sharing it!
sport? Choose the correct title from
the three options they have and play
bi A

3 Have you ever seen any Olympic Games on TV? What sports do you like to watch? Share your ideas with
3.
your classmates.
Track 38 for students to follow the 104
reading and check their predictions.
hi ©S

Play it again pausing after each gap

so they can choose the correct verb. SBTeens3 PL07.indd 104 4/26/12 9:11 PM

You may refer to the Grammar Reference on page 210. CLOSING

Check.
3. Have you ever seen any Olympic Games on TV?
2. The following timeline shows some important dates What sports do you like to watch? Share your ideas
about the Olympic Games. Go back to the previous with your classmates. Organize the group in teams
text. Circle the dates mentioned. Then, complete of four. Ask students if they have ever seen Olympic
the timeline with information from the text. Draw Games on TV. As most of them will answer “Yes,” ask
ro

a timeline on the board; explain to students it is a them to write a list of their favorite sports in their
graphic organizer that helps visualize information, notebooks. Encourage the use of a dictionary and
P

especially historic events, easily. You may write monitor while they work. Check by asking them to
important information about your own life or elicit it share with the group.
from a student, so they can better understand how it
is used. Draw their attention to the timeline in their
books and ask students to read each event, in turns.
Then, organize the group in pairs and tell them to go
back to activity 1, and write the events in the correct
place in the timeline. Check.

112

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 they think this text will have from the
one they read on the previous class.
39 1. Look at the picture and discuss with a partner: What might the
recording be about? Listen and check. Then, listen to the text again and
They may draw a Venn diagram in
write the dates and places mentioned in it. Underline the option that their notebooks to write their main
mentions the main idea of the text.
ideas, and share easily with the class
Date Place when they finish. Play Track 39, so
1896 Athens, Greece they can check if predictions were
1912 Stockholm Sweden
correct. Give them time to write the
dates and places, then play Track 39
a. The text shows some differences between the Ancient and Modern Olympic Games. again to check and finally decide with
b. The text talks about the history of the Modern Olympic Games.
c. The text shows some similarities between the Ancient and Modern Olympic Games. the group which is the main idea of

n
the text. Remind them it is the central
Doing it!
thought or message.

ó
2. The sentences on the right have been removed from the text. Read the text and write the sentences in
the corresponding places. Use your dictionary to look for the meaning of unknown words. Check your

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work with your classmates and teacher. 2. The sentences on the right have

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page
212
been removed from the text. Read
Women in the History of Olympic Games the text and write the sentences in

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The Olympic Games in Athens, in 1896, were exclusive to men. a. It was not reintroduced until the corresponding place. Use your
Women had been waiting to participate in the Olympic Games for 1960.
hundreds of years when they finally competed at the Olympic Games in dictionary to look for the meaning
1900, in Paris, France.
di A b. The Olympic Games in Athens,
in 1896, were exclusive to men. of unknown words. Check your work

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The first appearance of women swimmers was at the 1912 Games, in Stockholm ;
with your classmates and teacher.
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the first female athletic competitions were held at the Amsterdam Games, c. volleyball in 1964, rowing in
in 1928. The 800 m race was considered too difficult for women, and was 1976, cycling in 1984, football
in 1996, and wrestling in 2004.
Ask students if women have always
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discontinued after 1928. It was not reintroduced until 1960.
Other sports played by women were introduced in the following years: d. The first appearance of women
participated in the Olympic Games.
volleyball in 1964, rowing in 1976, cycling in 1984, football in 1996, and wrestling in 2004 .
swimmers was at the 1912 They may guess the year when women
Games, in Stockholm
At the Olympic Games in 2004, over 40 per cent of the athletes at the started participating. Organize the
T

Games were women.

group in pairs and tell them they will
find out that information in the text
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Sharing it!
they will read, but that there are some
fragments missing. They have to insert
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3. Go back to the previous text. In your notebook, write the main idea of the text and two secondary
ideas. If you need help, ask your teacher. Then, share your work with the rest of your classmates.
105
these in chronological order, so they
have to pay special attention to dates.
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Check. You may refer to the Grammar

SBTeens3 PL07.indd 105 9/25/11 5:50 PM
Reference on page 212.
WEEK 21 Day 2
CLOSING
ACTIVATION – Before the book
3. Go back to the previous text. In your notebook, write
Play with a softball. Stand up in a big circle and throw the ball the main idea of the text and two secondary ideas.
to a student, randomly, saying one year from the activities in If you need help, ask your teacher. Then, share your
Day 1. Students should try to remember what happened in that work with the rest of your classmates. Tell students
ro

year and throw the ball back to you. You may provide the key to re-read the text and write the main idea in their
words to help. Encourage them to use the past tense correctly. notebooks. Then, tell them there are some other
P

sentences which provide facts and ideas explaining

PRACTICE – In the book the main idea of a text, called the secondary ideas.
Ask them to find two of them and write them in their
39 1. Look at the picture and discuss with a partner: What notebooks. Encourage them to share with the group.
might the recording be about? Listen and check.
Then, listen to the text again and write the dates and Tell students to look for information about the Olympic
places mentioned in it. Underline the option that Games or the history of their favorite sport, and to read
mentions the main idea of the text. Organize the pages 31 to 33 of their Reader’s Book.
group in pairs, tell them to look at the picture and give
them some time to discuss similarities and differences

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 Lesson
21

WEEK 21 Day 3

1. Look at the pictures below and discuss then with your partner: Which sports can you recognize? In your
ACTIVATION – Before the book notebook, write the names of all the Olympic sports you know. Share your work with the rest of your
classmates. Students’ own answers.

Play “Charades” with names of sports. You may

Doing it!
use the ones from activity 2 and add some
others. Write the names of the sports on pieces 2. Play “Maze!” Work in small groups. Look at the pictures and read the names of the sports. Take turns to
match the pictures to the correct names. Be careful: If a player touches a line he/she loses his/her turn.
of paper, fold them and put them in a bag. Use your dictionary if necessary. Check your work with the help of your teacher.
Ask a volunteer, in turns, to come to the front,
take out a piece of paper, read it and act the
sport without using words. You may give a time

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limit (30 sec. to 1 min. to guess). If they don’t
Archery
know the name in English they can say it in

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Spanish and look for it in a dictionary for the Javelin

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next activity.

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Synchronized
Swimming
PRACTICE – In the book

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Volleyball

1. Look at the pictures below and Diving

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discuss then with your partner:

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Which sports can you recognize? In Judo
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your notebook, write the names of
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all the Olympic sports you know.
Share your work with the rest of
your classmates. Tell students to
T

write in their notebooks the names

of the sports they can remember
da N

Sharing it!
from the game they played, tell 3. Work in groups of three or four students. Take turns to talk about other Olympic sports that you know.
them to use the dictionary if they
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Find the name of different sports in your dictionary. Tell your classmates what your favorite Olympic
sport is and explain why. Then, share your ideas with the rest of your classmates.
don’t know the word in English or 106
to check spelling. Monitor to check
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and tell some of them to share their

lists with the group. SBTeens3 PL07.indd 106 9/25/11 5:50 PM

CLOSING
BRILLIANT GAME!
3. Work in groups of three or four students. Take
2. Play “Maze!” Work in small groups. Look at the turns to talk about other Olympic sports that you
pictures and read the names of the sports. Take know. Find the name of different sports in your
turns to match the pictures to the correct names. dictionary. Tell your classmates which is your favorite
Be careful: If a player touches a line he/she loses his/ Olympic sport and explain why. Then, share your
ro

her turn. Use your dictionary if necessary. Check ideas with the rest of your classmates. Organize the
your work with the help of your teacher. Organize the group in small teams and give them some time to
P

group in teams of four, read instructions with students share information about their favorite Olympic sport.
to make sure they understand the rules. Monitor while Monitor and encourage some of them to share with
they play and provide help when necessary. the whole class.

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 The Sports Round Table!
1. Based on what you read on pages 31 and 33 in your Reader’s Book, answer and discuss the following BRILLIANT TIME!
questions with your group and teacher.
Anthology of Historic Event
a. What is the meaning of “round table”?
Reports - Step 1/4
Student’s own answer.

b. Why is it important to have a “moderator” and a “judge” in a round table?

Student’s own answer.
The main aim of this product is to have
c. Do you think there is a “best sport”? Why?
students write an Anthology of Historic Event
Student’s own answer.
Reports. By doing this, they will be able to:

Formulate questions in order to distinguish

‘
Brilliant Time! - Anthology of Historic Event Reports - Step 1 main from secondary ideas.
Write simple and complex sentences.
‘

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Have you ever thought about why it is important to learn history? Well, history is very important because it tells us how
people lived in the past. History also helps us to understand our present. Perhaps you like a sport very much but you do
Link sentences in order to make paragraphs.
‘
not know where and when it was born. In this project, you will write a short report about the history of sports. Write a short report from a model.
‘

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Work in groups of three or four. Talk about the history of sports. Do not forget to mention the place and Corroborate spelling conventions and adjust
‘
date of their origins. Then, choose three sports and write the most important facts about them. Share your

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information with the rest of your classmates. language according to intended audience

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and purpose, to edit reports.

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Student’s own answers.

All of the above has to be done under your

guidance and with your help.
di A
ri
Ask students to organize a new team of three
L
or four persons for working on their product.
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Tell them they have to share the information
When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas. they brought for homework about the history
of their favorite sport with their teams, they
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Did you…
will choose three sports and they will write the
1. Form groups of three or four?
most important facts like places and dates of
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2. Talk about sports that you like?

origin in their notebooks.
3. Write and share your information with the rest of the group?
bi A

107
Finally tell them to tick the activities they could
do during this class.
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SBTeens3 PL07.indd 107 9/25/11 5:50 PM

Day 3

BRILLIANT READING!
The Sports Round Table!

1. Based on what you read on pages 31 to 33 in your

Reader’s Book, answer and discuss the following
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questions with your group and teacher. Ask the

questions in the book to different students, at random,
P

to check that all of them read the assigned pages.

Students discuss the answers in pairs. Check.

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 Lesson
22 Lesson Different Olympic
Games!
Different Olympic Games!
22
5

WEEK 22 Day 1 40
1. Listen and complete the text with the words from the box. Check your work with your classmates and
teacher. Then, discuss in groups the main idea of the text.

ACTIVATION – Before the book page

206 included was appear were took was took were

Play “Hangman” with the names of some Winter Olympic Games

Winter Olympic Games sports such as: The first attempt to host a winter version of the Olympic Games
sledding, skiing, ice skating and ice hockey. took place in 1908, when figure skating appeared as
a sports during the so called Summer Games, in London.

PRACTICE – In the book The first Winter Olympic Games were held in

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France, in 1924. It was an event that lasted 11 days.
40 1. Listen and complete the text with It included Nordic skiing, speed skating, figure skating, ice

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hockey and bobsledding.
the words from the box. Check
Seventy years after those first Winter Games, the 17th edition of the Winter Olympics took

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your work with your classmates

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place in Lillehammer, Norway, in 1994. Since then, the Winter Games and the Summer Games alternate
and teacher. Then, discuss in every two years.
groups the main idea of the text.

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Organize the group in pairs; let them Doing it!
talk a little about what they see in
di A
the picture, in order to predict what
2. Go back to the previous text and complete the following information. Check your work with your group.

ri
the text is about. Share with the page
The Winter Olympic Games were born in France, in 1924 .
L
206

whole group and play Track 40 for At the beginning, the Summer Games and the Winter Games were not separated .
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them to fill in the blanks with the The winter game figure skating was part of the Summer Olympic Games .
The Summer Olympic Games and the Winter Olympic Games now are
correct verb from the box; check.
held alternating every two years .
Finally, organize small groups so they
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can write the main idea of the text

Sharing it!
in their notebooks. You may refer to
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3. Have you heard of the Winter Olympic Games? In your notebook, write a short paragraph about the
the Grammar Reference on last Winter Olympic Games. Include information about the place where they were held, and the date
page 206.
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and countries that participated in them. Use a dictionary if necessary. Share your work with the rest of
your classmates.
108
2. Go back to the previous text
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and complete the following

information. Check your work SBTeens3 PL07.indd 108 9/25/11 5:50 PM

with your group. Ask students if they know what CLOSING

paraphrasing is. Explain that whenever they read a text
they have to find the main and secondary ideas that 3. Have you heard of the Winter Olympic Games? In
express the most important information in it, and that your notebook, write a short paragraph about the
paraphrasing is used, to summarize (when they want to last Winter Olympic Games. Include information
express what they read using different words). Organize about the place where they were held, and the
the group in pairs and explain them they have to date and countries that participated in them. Use
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complete the summary using the information from a dictionary if necessary. Share your work with the
the text in activity 1. You may refer to the Grammar rest of your classmates. Organize students in small
P

Reference on page 206. groups. Write the following questions on the board: Do
you like Winter Olympic Games? Have you watched
Winter Olympic Games on TV? Give them some time
to talk about their preferences and about the 2010
Olympic Games in Vancouver. Then ask them to write
something about it in their notebooks. Monitor to
check the correct use of the past tense.

Recommended resources: Book number 5 listed

in the Bibliography on page 249.

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BRISEC3 TEACH PL08.indd 116 9/27/11 11:32 PM

 16
Tell them to label the parts of the text
using the words from the box. Check.
1. A report about a historic event usually has a definite text arrangement.
Read the text and label its parts. Use the words from the box.
41 2 A report that is well written
2.
body bibliography conclusion introduction title
follows syntactic (word order)
The Paralympic Games Title conventions. Unscramble the words
In 1948, in Stoke Mandeville, England, Sir Ludwig Guttmann organized a sports competition to make standard sentences. Check
involving World War II veterans with spinal cord injury. Four years later, competitors from
the Netherlands joined the games and an international movement was born. Introduction
capitalization conventions. Follow
Olympic style games for athletes with a disability were organized for the first time in the example. Listen and check.Tell
Rome in 1960. These Olympic Games are now called Paralympics.
In Toronto in 1976, the idea of merging together different disability groups for students they have to unscramble
international sport competitions was born. During the same year, the first Paralympic
Winter Games took place in Sweden. Body the sentences taken from the text in

n
The Paralympics emphasize the participants’ athletic achievements rather than their activity 1. Organize the group in pairs,
disabilities. The British city of London will host the next Paralympic Games in 2012, whereas Conclusion
so they can compare their answers.

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Rio de Janeiro will be the host of the 2016 Paralympic Games.
Adapted from: http://www.paralympic.org/Paralympic_Games/ (Accessed on March, 2011).
Bibliography Then play Track 41, pausing after each

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sentence in order to check. You may

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Doing it!
refer to the Grammar Reference on
41
page 209.

bu
2. A report that is well written follows syntactic (word order) conventions. Unscramble the words to make
standard sentences. Check capitalization conventions. Follow the example. Listen and check.

page (joined the games / Competitors from / was born / the netherlands / and an international movement)
CLOSING
209

di A
Competitors from the Netherlands joined the games and an international movement was born.

ri
(were organized / for athletes with a disability / for the first time in / Olympic style games / rome, in 1960)
3. A report about a historic event
L
Olympic style games for athletes with a disability were organized for the first time in Rome, in 1960.
(Winter Games / in sweden / Paralympic / took place / the first) follows a chronological (time) order.
the first Paralympic Winter Games took place in Sweden
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(the participants’ / their disability / emphasize / The Paralympics / achievements / rather than / athletic)
Write sentences about important
The Paralympics emphasize the participants’ athletic achievements rather than their disabilities events during Mexico’s War of
(city of / will host / in 2012 / The british / the next / Paralympic Games / london) Independence and put them in
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The British city of London will host the next Paralympic Games in 2012.
order. Read your sentences out loud
and have your class and the teacher
da N

Sharing it!

3. A report about a historic event follows a chronological (time) order. Write sentences
check if you were correct. Organize
students in teams and ask them to
bi A

about important events during Mexico’s War of Independence and put them in order.
Read your sentences out loud and have your class and the teacher check if you were correct.
109
talk about important facts during
Mexico’s Independence War. Be sure
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they write them in chronological order.

SBTeens3 PL07.indd 109 9/25/11 5:50 PM
Encourage them to share with the class
WEEK 22 Day 2 and compare.

ACTIVATION – Before the book Ask students to bring information about the history of
their favorite sports, and to read pages 34 to 37 of their
Play “Spelling Bee” with names of Olympic Sports. You can include Reader’s Book.
summer and winter sports names. You will pronounce the words
for students, in turns, and they have to spell them. Students who
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don’t spell the words correctly will sit down. You can make as Recommended resources: Website number 16 listed in the
many rounds as necessary to get a winner. Webography on page 249.
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PRACTICE – In the book

1. A report about a historic event usually has a definite

text arrangement. Read the text and label its parts.
Use the words from the box. Organize the group in
pairs, give them some time to talk about the picture
and predict the content of the text; encourage them to
share. Read the text together with the group, students
take turns reading. Organize small teams so they can
talk about the importance of the Paralympic Games.

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 Lesson
22

WEEK 22 Day 3

1. Look at the board game below. Look at the pictures and write in your notebook the name of the sports
ACTIVATION – Before the book you can see and the type of games that they belong to (Summer Olympic Games, Winter Olympic
Games, or Paralympic Games). Use your dictionary to check the spellings and meanings of unknown
words. Share your work with your classmates and teacher.
Play “Unscramble” with sports’ names. Tell
students to choose five sports (any kind of Doing it!
games). They have to write their names on
2. Play “Super Race!” Each player has to place his/her marker on the “Start” square. Take turns to flip a coin:
their papers and scramble the names of the heads moves 1 space and tails moves 2 spaces. Look at the picture of the sport that is in the square; say
its name and the type of games that it belongs to. If a participant does not say the correct information
sports. Then, they exchange notebooks with a he/she has to go back to the “Start” square. If a player lands on Pit Stop he/she loses his/her turn. The
classmate and try to unscramble the letters in winner is the first player who reaches the “Finish” square.

order to find out which sports names his/her

n
classmate wrote.

ó
PRACTICE – In the book

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1. Look at the board game below.
Look at the pictures and write in

bu
your notebook the name of the
sports you can see and the type
di A
of games that they belong to

ri
(Summer Olympic Games, Winter
L
Olympic Games, or Paralympic
su IL
Games). Use your dictionary to
check the spellings and meanings
of unknown words. Share your
T

work with your classmates and

Sharing it!
teacher. Give students some time
da N

3. Work in small groups. Go back to the previous activity. Take turns to talk about your favorite Olympic
to identify each of the sports from sports. Then, in your notebook, write a short paragraph explaining the reasons why you like that sport.
activity 2. Tell them to draw a chart
bi A

Share your information with your class and teacher.

in their notebooks writing: Summer, 110

Winter and Paralympic on top of
hi ©S

each column. Then, they have to

write the name of each sport in the SBTeens3 PL07.indd 110 4/26/12 9:11 PM

corresponding column. CLOSING

BRILLIANT GAME! 3. Work in small groups. Go back to the previous activity.

Take turns to talk about your favorite Olympic sports.
2. Play “Super Race!” Each player has to place his/her Then, in your notebook, write a short paragraph
marker on the “Start” square. Take turns to flip a explaining the reasons why you like that sport. Share
coin: heads moves 1 space and tails moves 2 spaces. your information with the rest of your classmates.
ro

Look at the picture of the sport that is in the square; Organize the group in teams of three or four students;
say its name and the type of games that it belongs to. give them some time to share with their classmates
P

If a participant does not say the correct information which their favorite sport is and three reasons why they
he/she has to go back to the “Start” square. If a player like it. Then ask them to write those reasons in their
lands on Pit Stop he/she loses his/her turn. The notebooks and share with the whole class.
winner is the first player who reaches the “Finish”
square. Make sure instructions are clear. Monitor while
students play and provide help if necessary.

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 The Sports Round Table!
1. Based on what you read on pages 34 to 37 from your Reader’s Book, BRILLIANT TIME!
answer and discuss the following questions with your group and teacher.
Anthology of Historic Event
a. Do you practice cycling?
Reports - Step 2/4
Student’s own answers.

Read the paragraph about chronology and

b. Who do you think should practice cycling? instructions with students, making sure
Student’s own answers.
everybody understands. Tell them to get
with their project teams and exchange their
c. Would you like to practice rugby? Why? information about the history of their favorite
Student’s own answers.
sport. After they underline the main and
secondary ideas, they must paraphrase that

n
information in order to write a summary. Then
Brilliant Time! - Anthology of Historic Event Reports - Step 2 students put it all together to write a first draft

ó
of their report. Encourage dictionary use and

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The word “chronology” comes from the Latin word chronologia that comes from Ancient Greek chronos (time) and
logia (subject of study of interest); so chronology means the study of time. This word is used to refer to the arrangement monitor the activity to provide help as needed.

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of events in the order that they happened in time. It is very important to write the correct sequence of events while
writing historical texts. Do not forget to include the dates of the most important events that you mention in your
Finally tell them to tick the activities they could

bu
historic events reports.

Work in groups of three. Divide the information that you found about the history of the sports that you like. do during this class.
Read the information and underline the main and secondary ideas. Then, choose a scheme to organize your

di A
information and write a first draft of your historic events report. Ask your teacher for help if necessary. Share
your information with the rest of your classmates.

ri
L
When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.
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Did you…
1. Form groups of three?
2. Read and select information about the sports you like?
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3. Underline main and secondary ideas?

4. Organize the information?
da N

5. Write a first draft of your historic events reports?

6. Share your text with your classmates?
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111
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SBTeens3 PL07.indd 111 9/25/11 5:50 PM

Day 3

BRILLIANT READING!
The Sports Round Table!

1. Based on what you read on pages 34 to 37 from your

Reader’s Book, answer and discuss the following
ro

questions with your group and teacher. Ask the

questions in the book to different students, at random,
P

to check that all of them have read the assigned pages.

In pairs, students discuss the answers in details. Check.

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 Lesson
23 Lesson Mexico in the
Olympic Games!
Mexico in the Olympic Games!
23
WEEK 23 Day 1 42
1. Look at the pictures and discuss with a partner: In which sports did Mexico win its first Olympic medals?
Read the text and check your answers. Then, read the text again and write the verbs in brackets in the
correct form. Listen and check.
ACTIVATION – Before the book page 206

Mexico in the Olympic Games (from 1924 to 1948)

The first time that Mexico participated (participate) in the Olympic Games
Organize the group in teams of three. Give
was (is) in 1924, in Paris. The second time was (be) in Amsterdam, in 1928.
them some time to talk about Mexico’s
It was (not be) until the Olympic Games of Los Angeles, in 1932, that Mexico
participation in the Olympic Games, and which competed won
(compete) successfully. Mexico (win) its two first medals
are the “strong sports” in which Mexicans (both silver medals) thanks to Francisco Cabañas (flyweight boxer) and Gustavo Huet
usually win medals. Encourage teams to share Bobadilla (shooter).

n
opinions and compare with other teams. After that, Mexico won (win) bronze medals in basketball, polo and boxing at the

ó
Olympic Games of Berlin, in 1936. Twelve years after, at the Olympic Games of London, in 1948, Mexico won (win)
PRACTICE – In the book its first gold medals in equestrian individual jumping, and equestrian team jumping. At these games, Mexico

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also obtained (obtain) a silver medal in equestrian individual jumping and diving.

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42 1. Look at the pictures and discuss Doing it!
with a partner: In which sports

bu
2. Look at the pictures below. Go back to the text and write the names of the sports, the medal that
did Mexico win its first Olympic Mexico won in those sports and the date and place of the Olympic Games. Check your work with your
medals? Read the text and check classmates and teacher.

di A
your answer. Then, read the text

ri
again and write the verbs in
L
brackets in the correct form. Listen
su IL
and check. Organize the group into
Sport: Diving Sport: Basketball Sport: Equestrian team jumping Sport: Boxing
pairs. Then, go through the pictures
Medal: Silver medal Medal: Bronze medal Medal: Gold medal Medal: Silver medal / Bronze medal
and ask them if they know when
T

Olympic Games: London, 1948 Olympic Games: Berlin, 1936 Olympic Games: London, 1948 Olympic Games: Los Angeles, 1932 /
Mexico started to participate in the Berlin, 1936
Sharing it!
Olympic Games, and which were
da N

3. Work in teams of three or four students. Take turns to talk about other medals that Mexico has won
the “strong sports” back in those in the Olympic Games. Then, in your notebook, write the sports, the medals won and the name of the
days. Tell them they will find out if
bi A

competitors that won those medals. Ask your teacher for help if necessary. Share your work with the rest
of your group.
they read the text. Give them some 112
time to read and write the past
hi ©S

tense form of the verbs in brackets

in order to complete it. Then play SBTeens3 PL07.indd 112 9/25/11 5:50 PM

Track 42 for them to check their answers. You may CLOSING

refer to the Grammar Reference on page 206.
3. Work in teams of three or four students. Take turns
2. Look at the pictures below. Go back to text and to talk about other medals that Mexico has won
write the name of the sports, the medal that Mexico in the Olympic Games. Then, in your notebook,
won in those sports and the date and place of write the sports, the medals won and the name of
the Olympic Games. Check your work with your the competitors that won those medals. Ask your
ro

classmates and teacher. Write the word “scan” in the teacher for help if necessary. Share your work with
blackboard, ask students if they know what it means; the rest of your group. Organize the group in small
P

they may give you computer related definitions. Tell teams and give them some time to talk about recent
them that when reading we can do as computers do medal winners. Then, ask them to make a chart similar
in order to look for specific information. Ask them to the one on activity 2, in order to record the answers.
to look at the pictures and scan the text in order to Ask them to share so they can write more information
find the information they need, related to each of the in their own charts.
sports, so they can fill in the blanks. Check.

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 unscramble the letters of the names of
43
the sports and play Track 43 again, so
1. Unscramble the words to form names of sports in which Mexico won Olympic
medals from 1952 to 1968. Listen and check.
they can check their answers. You may
page
refer to the Grammar Reference on
206
page 206.
Mexico in the Olympic Games (from 1952 to 1968)
At the Olympic Games in Helsinki, in 1952, Joaquin Capilla Perez won the sole medal for Mexico (silver in
diving springboard
2. Go back to the text on page 112
platform (idgivn)). He also won the gold medal for platform and bronze medal in the
(psrinbaogrd) at the Olympic Games in Melbourne, in 1956. Later, in Rome 1960, Juan Botella Medina was the only
and the text on this page. Read both
Mexican athlete to win a medal (bronze in 3 m springboard (ribngposadr)).
texts and circle the dates of the
Juan Favila Mendoza was the only Mexican to win a medal (bronze in boxing (ibxnog)), in Tokyo 1964. Olympic Games in which Mexico
Four years later, Mexico hosted the Olympic Games in 1968. At these games, Mexico won nine medals: one gold participated from 1924 to 1968.

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medal in swimming (imsmwgin), two gold medals in boxing (oignxb); silver medals in Underline the medals that Mexico
diving (ivdign), fencing (efcnign) and 20 km walk (klaw); two bronze medals won in those Olympic Games. Then,

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in boxing (obixng) and one in swimming (wismimgn). create a timeline with the previous

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information. Check you work with

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Doing it! your classmates and teacher. Tell
students to continue working with

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2. Go back to the text from page 112 and the text on this page. Read both texts and circle the dates of the
Olympic Games in which Mexico participated from 1924 to 1968. Underline the medals that Mexico
won in those Olympic Games. Then, create a timeline with the previous information. Check your work their same partner. Tell them to scan
with your classmates and teacher. the text on page 112 and in activity 1,
di A they must circle years and underline

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1924 – Mexico 1948 – Mexico won its 1956 – Joaquin 1964 – Juan Favila
1932 – Mexico won
participated for first two gold medals Capilla won a gold won only one medal
the names of sports. Tell them they
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its first two Olympic
the first time in the and it also won two medal and a bronze for Mexico (bronze
medals.
Olympic Games. silver medals. medal. in boxing).
will use that information in order
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1928 – Mexico 1952 – Joaquin 1960 – Juan Botella 1968 – Mexico hosted the Olympic
to create a timeline in which they’ll
1936 – Mexico
participated for the
second time in the
won three bronze
Capilla won the sole
medal for Mexico
won the only medal
for Mexico (bronze in
Games and won nine medals (three
gold medals, three silver medals,
record all the medals Mexico won
medals.
Olympic Games. (silver in diving). springboard). and three bronze medals).
since it began participating in the
T

5
Olympic Games until 1968. Elicit the
Sharing it!
advantages of using timelines.
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3. Work in groups of three. Search information from the Internet and other resources (encyclopedias,
books, magazines) about Mexico’s participation in the Olympic Games after 1968. In your notebook,
CLOSING
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create a timeline with the information that you find. Share your text with the rest of your classmates.

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3. Work in groups of three. Search
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information from the Internet and

SBTeens3 PL08.indd 113 9/27/11 11:02 PM
other resources (encyclopedias,
WEEK 23 Day 2 books, magazines) about Mexico’s
participation in the Olympic Games
ACTIVATION – Before the book after 1968. In your notebook, create a timeline with
the information that you find. Share your text with
Play “Word Maze.” Ask students, in pairs, to draw a 12 × 12 square the rest of your classmates. If it is possible you may do
table. Ask each pair to write 10 names of sports from the unit, in this activity in the school’s library. Organize students in
these directions: vertical, horizontal or diagonal. They should only teams of three, tell them to look for information about
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write one letter per square and fill in the rest of the squares with Mexico’s participation in Olympic Games after 1968,
letters at random. Students exchange games and solve. and use that information to draw a timeline. Students
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will share their findings with the group.

PRACTICE – In the book
Ask students to bring material in order to make the
43 1. Unscramble the words to form names of sports in front page of their anthologies, and to read pages 38 to
which Mexico won Olympic medals from 1952 to 41 of their Reader’s Book.
1968. Listen and check. Organize the group in pairs
and draw students’ attention to the picture and title.
Ask if they know in which sports Mexico has won
Olympic medals; give them some time to discuss
and play Track 43, so they can follow the reading and
check their answers. Then give them some time to

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 Lesson
23

WEEK 23 Day 3

1. Work in small groups. Take some minutes to look at the activities from lessons 21, 22 and 23. Take turns
ACTIVATION – Before the book to talk about the sports mentioned in those lessons. Then, in your notebook, make a chart about water
sports, land sports, and ice sports. Share your information with the rest of your classmates.
Student’s own answers.
Play “Tic-Tac-Toe Charades” with names of
sports. Write names of Olympic sports on Doing it!
small pieces of paper; fold them and put them
2. Play “Touch the Card!” Work in groups of three or four. Choose a moderator. Then, take turns to Touch
in a bag. Divide the group in two teams. One the Card. The moderator has to call out the name of a sport. The player has to touch the correct card. If
he/she does it correctly he/she gets a point. The winner is the player who gets the most points.
person from each team will go to the front,
take out a paper, read it and act it without
using words. If his/her team guesses the sport,

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they’ll have the opportunity to write an “X” or
an “O” in the Tic-Tac-Toe.

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PRACTICE – In the book

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1. Work in small groups. Take some

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minutes to look at the activities in
lessons 21, 22 and 23. Take turns to
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talk about the sports mentioned

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in those lessons. Then, in your
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notebook, make a chart about
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water sports, land sports and ice
sports. Share your information
with the rest of your classmates.
T

Organize the group in small teams.

Sharing it!
They have to work together on the
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3. Work in small groups. Talk about your relatives’ favorite sports. Answer the questions: What’s your
activity, drawing one chart per team. father’s mother’s favorite sport? What’s your mother’s father’s favorite sport? What’s your sister’s/
The team that has the most sports
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brother’s mother’s favorite sport? Who is your sister’s/brother’s mother?

after 3 minutes wins a point. 114

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BRILLIANT GAME!
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2. Play “Touch the Card!” Work in groups of three or CLOSING

four. Choose a moderator. Then, take turns to Touch
the Card. The moderator has to call out the name 3. Work in small groups. Talk about your relatives’
of a sport. The player has to touch the correct card. favorite sports. Answer the questions: What’s your
If he/she does it correctly he/she gets a point. The father’s mother’s favorite sport? What’s your mother’s
winner is the player who gets more points. Make sure father’s favorite sport? What’s your sister’s/brother’s
instructions are clear. Monitor while students play and mother’s favorite sport? Who is your sister’s/brother’s
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provide help if necessary. mother favorite sport? Ask students to form groups of
three. Encourage them to answer the questions. Guide
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them to realize the function of double genitives. This

may be a fun activity, because the answer of the last
questions is “My mother.”

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 The Sports Round Table!
1. Based on what you read on pages 38 to 41 from your Reader’s Book, answer and BRILLIANT TIME!
discuss the following questions with your group and teacher.
Anthology of Historic Event
a. Do you think American Football is a dangerous sport? Why?
Reports – Step 3/4
Student’s own answer.

Read instructions together with students, make

b. Which is your favorite sport? Why? sure everybody understands what they have
Student’s own answer.
to do. Tell students to get into their teams and
exchange their drafts in order to check each
c. Write three advantages of practicing sports: other’s punctuation and spelling. Monitor and
Student’s own answer.
check yourself each of the texts. Then give
them some time to design their front page,

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the index and integrate all the reports in their
anthologies.

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Brilliant Time! - Anthology of Historic Event Reports - Step 3

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An anthology is a collection of texts written by the same person or by different people. Anthologies can collect texts Finally tell them to tick the activities they could

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such as historical events reports, poems, stories, songs or articles. do during this class.
Work in groups of three or four. Use the information that you wrote in Step 2, and edit the draft of your

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historic events report. Check that your texts follow spelling and punctuation conventions, and that the events
are mentioned in the correct sequence. Ask your teacher for help if necessary. Agree on the design for your
anthology. Create an index and put your reports in order in the anthology. Finally, donate your anthology to
the school library.

di A
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When the class ends, write a tick () next to the steps you followed.
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Did you…
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1. Form groups of three or four?
2. Edit your reports?
3. Agree on the design of your anthology?
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4. Collect the reports that each team made?

5. Write the index and make your anthology?
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6. Donate your anthology to the school library?

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Day 3

BRILLIANT READING!
The Sports Round Table!

1. Based on what you read on pages 38 to 41 from your

Reader’s Book, answer and discuss the following
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questions with your group and teacher. Ask the

questions in the book to different students at random,
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to check that all of them read the assigned pages.

Students discuss the answers in detail in pairs. Check.

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 Lesson
24

WEEK 24 Day 1
Read the following text and underline all
BRILLIANT! MAGAZINE the sports that you find while reading.
Share your work with a partner. Use your
Teens and Sports! dictionary to look up the meaning of
unknown words.

Teens
ACTIVATION – Before the book

Play “Spelling Bee” with the words from this

unit you consider to be the most difficult for

and
Sports!
students to write correctly.

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PRACTICE – In the book

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Read the following text and underline

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all the sports that you find while Practicing sports is good for everybody but especially for teens.

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reading. Share your work with a Some researchers say that by playing sports teens develop physical,
partner. Use your dictionary to social and mental skills. There are many good reasons for practicing sports;

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here you will find information about some benefits of playing sports.
look for the meaning of unknown
Social Advantages Health Advantages Other Advantages
words. Go through the pictures with
di A
students and ask them to predict
If teens practice team
sports they have the
Childhood and teen obesity has become
one of the worst health problems all
Besides social and healthy
advantages, sports help

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opportunity to socialize around the world. One of the causes teens to prevent getting
what the theme of the article will be.
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and take an active role of obesity is that most teens do not into unhealthy activities
Then, organize the group in pairs and in their health and self practice physical activity. Sports play such as smoking, taking
image. Some team sports an important role in preventing obesity, drugs or consuming
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tell them to scan the text in order to are: soccer, basketball, since they offer teens a chance to alcohol. Practicing a sport
volleyball, baseball, rugby, exercise and keep a good health. Teens is an activity that is both
underline as many sports that they can football, hockey, and can do many individual activities to healthy and sociable. So,
find in the article in 30 seconds. When ping-pong. Find a field exercise; for example: riding a bicycle, don’t waste your time!
T

near your home and invite swimming, dancing, jogging, skating, Take your sneakers, choose
time is up, check which pair has the your friends to play a skateboarding, gymnastics, etc. a sport and have some fun!
soccer game.
most sports and give them a point.
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After that, read aloud with students and

organize a brief discussion about the
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benefits of exercising. 116

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 British English American English
You have seen in previous lessons that language has Football soccer
different variants and that each variant uses different
words to refer to the same thing. Go back to the text. Find Trainers sneakers CLOSING
the American English words to complete the chart. Then, American football football
complete the information below.
Table tennis ping-pong
Work in small teams and take turns to
Pitch pitch
talk about the importance of practicing
Work in small teams and take turns to talk about the My favorite sport is: Student’s own answers. sports. Then, talk about if you already
importance of practicing sports. Then, talk about if you
already practice any sport or which sports you would like practice any sport or which sports you
to practice. Write on your notebook a short paragraph because
explaining why it is important for you to practice a sport. would like to practice. Write on your
Share your ideas with the rest of your classmates. notebook a short paragraph explaining
Read the following song aloud with your partner. Look at the pictures and discuss: What sports can you why it is important for you to practice a
name? Compare your work with your classmates. Listen and check. Listen to the rhythm you will follow
to sing the song. Have a great time and enjoy! sport. Share your ideas with the rest of
44 Sports are your classmates. Join two pairs to form

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Good for You! teams of four students and let them talk
Move your body like I do, about the sport they practice or they

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remember, sports are good for you!
would like to practice. Tell them to share
Move your body, take a run!

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Move your body, and have some fun! rules, objectives and benefits with their

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Move your body like I do, teams, they also have to say three reasons
remember, sports are good for you!
why they practice that sport. Then, give

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Rugby, tennis or baseball.
Let’s play together! Take the ball!
them some time to record what they
shared in a short paragraph in their
di A Move your body, be healthy!
move your body- Come on buddy! notebooks. Finally, some of the students

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Move your body like I do, can talk about it with the
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remember, sports are good for you!
whole group.
Football, hockey- Hit the lockers.
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Invite your friends and play some soccer!

Move your body, and exercise! BRILLIANT SONG!

Move your body, even your eyes!
Sports are Good for You!
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Move your body like I do,

remember, sports are good for you!
44 Read
R the following song aloud with your
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Swimming, dancing or skating.

Maybe you prefer to go jogging. partner.
p Look at the pictures and discuss:
What sports can you name? Compare
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Move your body like I do,

remember, sports are good for you.
117
your work with your classmates. Listen
and check. Listen to the rhythm you
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will follow to sing the song. Have a great

SBTeens3 PL08.indd 117 9/27/11 11:02 PM
time and enjoy! Organize the group in
WEEK 24 Day 2 pairs, tell them to look at the pictures and
say the name of the sports. Play Track 44
You have seen in previous lessons that a language has for them to check. Then play it again, so
different variant and that each variant uses different that students follow the rhythm and sing.
words to refer to the same thing. Go back to the text.
Find the American English words to complete the
chart. Then, complete the information below. Students
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continue working with their pairs and look for American

words to complete the chart. Check with students and
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find out if there are sports or words related to sports

in Spanish, which are said differently, depending on the
region or country. You may wish to direct students’
attention to the American-British English section on
pages 204 and 205 and have them find and explain the
differences they find between the styles.

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 Lesson
24 Product Time

WEEK 24 Day 3

Product Time

Step 4 – Share with your classmates your

experiences with your anthology of historical
event reports.

Ask students to present their anthologies to

their classmates in groups in the front of the
class. All students must share their ideas and

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comment.

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1. Work in small groups. Answer the

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following questions. Then, share your

st NA
answers with your teacher and your group.
Organize the group in teams of four, try not

bu
to put them together with the same teams
they formed for the product, so they can
di A
exchange different experiences they had

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when writing their anthologies. Lead a brief
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feedback session; have all the groups share Product: Report Anthology of Historic Events Reports. An anthology is a compilation of different texts; for example,
su IL
their opinions. articles, stories, novels, reports, and biographies.

1. Work in small groups. Answer the following questions. Then, share your answers with your teacher and
your group.
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a. What do you think about your anthology? Student’s own answers.

b. Is it useful for practicing your English? Student’s own answers.

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c. Why is it important to donate your anthology to the school library? Student’s own answers.
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 13

Read the fol

following
l activities and answer the questions. When finished, write a
tick () in tthe box that shows what you can or can’t do. Enjoy this activity and
see for yourself
youu what you are able to do! If you need help, ask your teacher.

11. Look at
a the picture, read the title of the text and discuss with a partner what the text
is abo
o
about.

a. W
Write numbers 1 to 7 to organize the text.
I can I can’t
…organize paragraphs.

The History of the Bicycle

3
The direct precursor of the modern bicycle was the French crank-driven, loose--
pedaled
pee velocipede, which became popular in France about 1855.
1 Inn England, the early models were known as hobby horses, invented in 1818. In
1846,
1 an improved model of this machine, designed by a Scotsman, acquired thehe

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name dalsell and was widely used in England.
4 In 1869, in England, solid rubber tires mounted on steel rims were introduced
in a new machine, which was the first to be patented under the modern namee

ó
“bicycle.”
5 In 1873, Jamse Starley, an English inventor, produced the first machine incorporating most

ci
of the features of the so-called ordinary, or high-wheel, bicycle.

st NA
2 In 1816, a German nobleman designed the first two-wheeled vehicle with a steering device.
Adapted from <http://inventors.about.com/library/inventors/blbicycle.htm> (Accessed in March, 2011.)

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b. Write the main idea of the text. In England, early models appear.
c. Write a secondary idea of the text. Several bicycle models have been developed.
I can I can’t

di A
…differentiate main and secondary ideas.

ri
nd
d. In your notebook, write a short paragraph about the differences and
L
similarities between the velocipede and the bicycle.
I can I can’t
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…produce simple and complex sentences.
cycle.
e. In your notebook, write a short report about the history of the bicycle.
I can I can’t
T

…create short reports.

f. Check that your report follows spelling and punctuation conventions.
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Also, check that your report has a correct sequence.

I can I can’t
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…edit my text.

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I Can

Read the following activities and answer the questions. When

finished, write a tick () on the box that shows what you can
or can’t do. Enjoy this activity and look for yourself what you
are able to do! If you need help, ask your teacher. To complete
this page, go task by task. Make sure students know what to do
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in each one, and monitor while they work. Check each task as
soon as it is finished, before going on to the next. Have general
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feedback sessions to listen to students’ comments and opinions.

This information will be useful for you to detect and diagnose
possible problems, and to take the necessary actions.

1. Look at the picture, read the title of the text and discuss
with a partner what the text is about.

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 unit
Evaluation A
3
Name Date

1. Choose a word from the box to write the name of each of the following games.

Bingo Snakes and Ladders Tic-tac-toe Memory Game

ó n
ci
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bu
di A
ri
L
su IL
T
da N
bi A
hi ©S

2. Write five sentences that express what you have already done this morning.

1.
2.
3.
4.
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5.
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3. Write five sentences that express what you had done before your 13th birthday.

1.
2.
3.
4.
5.
Photocopiable Material
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 unit
Evaluation B
3
Name Date

1. Write seven important events that happened in your life, from the time you were born until now. Be sure to use the
past tense correctly.

For example: I got a gold medal in swimming.

1.

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2.

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3.

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4.

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5.

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6.
7. di A
ri
L
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2. Order the seven events you wrote in the timeline below, write the year in which each event happened. Don’t forget to include
your birthday.
T
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 Answer Key

Evaluation A

1. Bingo
Snakes and Ladders
Memory Game
Tic-tac-toe

2. Student’s own answers.

3. Student’s own answers.

n ó
ci
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bu
di A
ri
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su IL
T

Evaluation B
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1. Student’s own answers.

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2. Student’s own answers.

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 All of a
Unit 4: Social practices of the language:
Sudden...! 4
3
understand and incite oral exchanges regarding leisure situations.

Familiar and community environment

Specific activities with the language:
interpret and offer descriptions regarding unexpected situations
in an oral exchange.

Learning to do with the language: Learning to be through

Learning to know about the language: the language:
- Revise descriptions regarding
unexpected situations shared in an oral Features and types of oral and - Adjectives: qualifying, - Describe one‘s surroundings.
exchange, from context clues and with written texts superlative. - Manifest confidence and
the teacher‘s supervision. - Subject matter, purpose and - Adverbs: of time, of quantity. assertiveness in the use of English
- Interpret central sense, main ideas intended audience. - Paraphrasing. language.
and some details in descriptions of - Context clues. - Language formulae (e.g. - Promote constructive dialogues.
unexpected situations shared in an oral - Speech register. greeting, courtesy and farewell - Appreciate credibility and

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exchange, with the teacher’s supervision. expressions). objectivity in descriptions.
- Describe unexpected occurrences in Phonic, syntactic and semantic - Syntactic particularities of

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an oral exchange with the teacher’s elements of texts the English language: lack of
guidance. - Direct and indirect speech. double negative (e.g. They

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- Acoustic features. didn’t go anywhere, They had

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- Word repertoire suitable for no time to lose).
this practice of language.
- Sentence types.

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di A
ri
Product: Testimonial
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- Can determine the function of pauses, rhythm and intonation. - Can use strategies to repair a failed conversation.
- Can negotiate meaning. - Can anticipate central sense, main ideas and some details in order
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- Can rephrase ideas. to produce an oral text.
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Unit 4: Social practices of the language:

understand and express differences and similarities between
da N

cultural features from Mexico and English speaking countries.

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Formation and academic environment

Specific activities with the language:
read plays in order to compare attitudes and behaviors adopted by English
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speaking and Mexican persons.

Learning to do with Learning to know about the language: Learning to be through

the language: the language:
Features and types of oral and Phonic, syntactic and semantic
- Revise short plays suitable for written texts elements of texts - Value one‘s and others‘
a young audience from their - Genre, subject matter, purpose and - Acoustic features. conducts.
oral reading, with the teacher‘s audience. - Word repertoire suitable for this - Participate in community
supervision. - Text and graphics components. practice of language. cultural expressions.
- Understand central sense, main - Text arrangement: stage directions, - Adverbs: of time, of place. - Be conscious of one‘s own
ideas and details in a short play dialogues, etcetera. - Verb forms: imperative. and other people‘s ideas and
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suitable for a young audience - Colophon: publishing house, year, - Verb tenses: present (simple, emotions.
from shared reading and with the location, etcetera progressive, perfect), past.
teacher‘s supervision.
Mechanics of writing
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- Participate in the dramatized

reading of a short play to aid its - Punctuation: dash, parentheses,
comprehension, with the teacher‘s squared brackets, etcetera.
supervision.

Product: Performance
- Can use various comprehension strategies.
- Can formulate and answer questions about the attitude and behaviour of persons.
- Can link non-verbal communication with the dialogue‘s sense.
- Can read short plays.

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 Unit
Opener 4
All of a
All of a Sudden...!

Activate previous knowledge and raise

Sudden...! 4
students’ expectations by going through the
illustrations on the page. Draw their attention
to the fact that all of a sudden it started raining,
in order to introduce them to the theme of
the first part of the unit. Elicit answers to the
questions, encouraging them to use English
words they may know.

n
Look at the picture and answer.

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a. What happened?

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b. How would you react in an

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unexpected situation, similar to the
one you are seeing?

bu
c. Have you been in a similar situation? 
How did you react?
di A
ri
L
su IL

Look at the picture and answer.

a. What happened?
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b. How would you react in an

unexpected situation, similar to the
one you are seeing?
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c. Have you been in a similar situation? 

How did you react?
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 By the end of the unit,
I’ll be able to:
Go through this page with students before
starting the second half of Unit 4.
• Determine the function of pauses,
rhythm and intonation. Activate previous knowledge and raise
• Negotiate meaning.
• Rephrase ideas. students’ expectations by going through
• Use strategies to repair a failed
conversation.
the illustrations. Draw their attention to the
• Anticipate central sense, main ideas play being performed. Elicit answers to the
and some details in order to produce
an oral text. questions, encouraging them to use English
• Use various comprehension strategies.
• Formulate and answer questions
words they may know.
about the attitude and behaviors
of persons.
• Link non-verbal communication with Look at the picture and answer.

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the dialog’s meaning.
• Read short plays.
a. Do you like theater plays?

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b. Have you ever been to a theater show?

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c Do you know any classic plays in

st NA
In this unit you can use any of the English, like those by Shakespeare?
books and/or websites included

bu
on page 219 for a consultation
help.

di A
ri
L
su IL

Look at the picture and answer.

T

a. Do you like theater plays?

b. Have you ever been to the theater?
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c. Do you know any classic plays in

English, like those by Shakespeare?
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 Lesson
25 Lesson
A Horrible Tremor!
A Horrible Tremor!
25
WEEK 25 Day 1 1. Work in pairs. Read the conversation and write the verbs in brackets in the correct form.
page
208 Check your work with your group.

ACTIVATION – Before the book

Organize the group in pairs and tell them to Betty says: Hi, guys! Did (do) you feel the earthquake yesterday?
make a list of all the natural disasters they can Roxana says: Yes, I did (do)! It was (be) awful! .I was (be) reading (read) a book
think of. Give them two minutes to do the when the earthquake struck (strike). And you, what were (be) you doing (do)? .
task, monitor to provide names in English when Omar says: I was (be) talking (talk) on the phone with Christie when we felt (feel) the
necessary. Check and give them some time to tremor. We both said (say), “It’s an earthquake!”

n
explain what each one consists of. Gustavo says: It was (be) the worst experience that I have ever had (have). My parents and I were

(be) in the elevator!!! .I pushed (push) the buttons to all floors and we got (get) out immediately.

ó
PRACTICE – In the book Betty says: I went (go) to the theater with my family. We were (be) watching (watch) a play

ci
when the earthquake happened (happen)! It was horrible! I saw (see) people running away in all

st NA
directions. . Fortunately, it lasted
(last) only a few seconds.
1. Work in pairs. Read the
conversation and write the verbs Doing it!

bu
in brackets in the correct form. 2. Complete the sentences below using the information from the previous chat conversation. Then, match
Check your work with your group. the sentences to the corresponding pictures. Check your work with your group.

di A
Ask students if they usually chat, Betty and her family were

ri
Roxana was reading a book Omar was talking on the phone Gustavo was in an elevator
and what they chat about. Draw in the theater when
L
when the earthquake struck . when he felt the tremor . when the earthquake happened .
their attention to the text and tell they felt the earthquake. .
su IL
them to skim it in order to find out
the theme of the conversation. Ask
a student to identify the theme.
T

Then, organize the group in pairs

and ask them to change the verbs
da N

Sharing it!
in parentheses to past and past 3. Go back to the chat conversation from activity 1 and discuss it with your classmates: Who had the worst
progressive tenses. You may do
bi A

experience? Why? Then, in your notebook, write a short paragraph about what you were doing the last
time you were in an earthquake. Share your work with your classmates and teacher.
the first ones together, so they 126
understand the mechanics. Check
hi ©S

and let them find out the differences

between past and past progressive; SBTeens3 PL08.indd 126 9/27/11 11:03 PM

draw a time line on the board in order to clarify: past E.g.

progressive for an interrupted action in the past or for The earthquake struck
parallel actions in the past and simple past for an action
started and finished at a specific time in the past. You
may refer them to the Grammar Reference on page 208. Roxana was reading.

2. Complete the sentences below using the information Finally, check that matches are correct.
ro

from the previous chat conversation. Then, match

the sentences to the corresponding pictures. Check CLOSING
P

your work with your group. Tell students to continue

working with the same pairs in order to do this activity. 3. Go back to the chat conversation from activity 1
and discuss it with your classmates: Who had the
Draw the following timeline on the board: worst experience? Why? Then, in your notebook,
write a short paragraph about what you were doing
Past the last time you were in an earthquake. Share your
work with your classmates and teacher. Lead a brief
Past progressive Present talk in order to elicit students’ opinions about the
testimonials above. Then, give some time for them
Ask volunteers to go to the board and place the to write a similar text in their notebooks. Monitor to
sentences they wrote in the corresponding line. check they’re using the past progressive correctly.

134

BRISEC3 TEACH PL09.indd 134 4/26/12 9:53 PM

 3 46 2 Go back to the conversations.
2.
Complete the following information
45 1. Some reporters are interviewing eyewitnesses of an earthquake. Fill in the gaps with words from the box.
Listen and check. Discuss in groups who had the worst experience and why.
about what people said. Follow
the examples. Compare your work
damaged trapped collapsed were was felt saw
with another pair of students. Listen
and check. Students will continue
Robert: My building was damaged by the earthquake and it is
working with the same pairs in order
partially collapsed . There are some people trapped to complete the sentences in this
in the basement. activity. They will exchange books with
another pair in order to compare and
finally check their answers as you play

n
Track 46. You may tell them to check
John: I was in the stadium with my friends. We were
grammar reference on page 209 for any

ó
watching a soccer game when I felt the terrible tremor.
saw
doubts about reported speech.
On the street I some buildings falling off like dominoes.

ci
st NA
Doing it!
CLOSING

bu
46
2. Go back to the conversations. Complete the following information about what people said. Use the words
from the box. Follow the examples. Compare your work with another pair of students. Listen and check. 3. Work in pairs. Write a testimonial
similar to the ones in activity 1. Then,
page
209 were said
di A
was said been said mentioned been
role-play a conversation;

ri
one of you will be the interviewer
L
‘ Robert said that his building had been damaged by the earthquake, and that it was partially collapsed.
He mentioned that there were some people trapped in the basement.
and the other one the person
su IL
‘ John said that he had been in the stadium with his friends. He mentioned interviewed. Share your
that they had been watching a soccer game when he had felt the terrible tremor. work with your classmates and
He said that on the street he had seen some buildings falling down like dominoes. teacher. Give students some time
T

to write a testimonial about an

experience they have had in an
da N

Sharing it!

3. Work in pairs. Write a testimonial similar to the ones in activity 1. Then, role-play
earthquake. They must say where
they were, what they were doing and
bi A

a conversation; one of you will be the interviewer and the other one the
person interviewed. Share your work with your classmates and teacher.
127
what happened. Organize the group
in pairs so they can ask each other
hi ©S

about their experiences and finally,

SBTeens3 PL08.indd 127 9/27/11 11:03 PM
you can ask some pairs to act out their
WEEK 25 Day 2 conversation in front of the group.

ACTIVATION – Before the book Ask students to interview their relatives, asking them
about a personal experience during a natural disaster.
Play “Verb Bee” with irregular verbs. Tell students to stand up. You They must write the testimonial in English. Ask them to read
will say an irregular verb to the first student in the first row and pages 43 to 46 of their Reader’s Book.
he/she has to tell you the past and past participle forms of that
ro

verb. Students who say incorrect answers must sit down. You can
do as many rounds as necessary to get a winner. Recommended resources: Book number 3 listed in the
P

Bibliography on page 219.

PRACTICE – In the book

45 1. Some reporters are interviewing eyewitnesses of on

earthquake. Fill in the gaps with words from the box.
Listen and check. Discuss in groups who had the
worst experience and why. Draw students’ attention
to the pictures; let them describe each situation
briefly. Organize the group in pairs and give them
some minutes to fill in the blanks with the appropriate
words. Finally, play Track 45 for them to check.

135

BRISEC3 TEACH PL09.indd 135 9/27/11 11:34 PM

 Lesson
25

WEEK 25 Day 3

1. Work in pairs. Have you ever been in an earthquake? Discuss with your partner what you have to do
ACTIVATION – Before the book when there’s an earthquake. Share your ideas with the rest of your classmates and teacher.
Student’s own answers.

Organize the group in small teams and give

Doing it!
them some time to make a list of “Dos and
Don’ts” in an earthquake drill. Let them share 2. Play a game. Work in groups of four. Take turns to throw a dice. Go to the picture of the number shown
on the top of the dice. Explain what the picture means. If the explanation is satisfactory for the others,
and compare similarities and differences. You you get a point. The winner is the first player to score three points.
may lead a brief discussion on differences.

PRACTICE – In the book

n
1. Work in pairs. Have you ever been

ó
in an earthquake? Discuss with

ci
your partner what you have to do

st NA
when there’s an earthquake. Share
your ideas with the rest of your

bu
classmates and teacher. Organize
the group in pairs. Give each pair a
di A
place written on a piece of paper:

ri
12th floor building, park, road, movie
L
theater, and so on. Give them some
su IL
time to decide what action would
be the most convenient, in that
place, in case of an earthquake. Let
T

teams share their suggestions with

Sharing it!
the whole group.
da N

3. Work in groups of three or four students. Look at the pictures from the previous activity and write in
your notebook a small paragraph with instructions on “What to Do in Case of an Earthquake.” Ask your
BRILLIANT GAME!
bi A

teacher for help if necessary. After you have finished, share your work with the rest of your classmates.

128
2. Play a game. Work in groups of
hi ©S

four. Take turns to throw a dice.

Go to the picture of the number SBTeens3 PL08.indd 128 9/27/11 11:03 PM

shown on the top of the die. Explain what the picture

means. If the explanation is satisfactory for the
others, you get a point. The winner is the first player
to score three points. Monitor while students play,
encourage the use of a dictionary and help them when
necessary.
ro

CLOSING
P

3. Work in groups of three or four students. Look at

the pictures from the previous activity and write in
your notebook a small paragraph with instructions
on “What to Do in Case of an Earthquake.” Ask your
teacher for help if necessary. After you have finished,
share your work with the rest of your classmates.
Organize the group in small teams, give them some
time to do the activity and finally let them share
with the group. Lead a discussion on why drills are
so important in order to prevent tragedies during a
natural disaster.

136

BRISEC3 TEACH PL09.indd 136 9/27/11 11:34 PM

 Natural Disasters - Earthquakes!
1. Based on what you read on pages 43 to 46 in your Reader’s Book, answer and discuss the following BRILLIANT TIME!
questions with your group and teacher.
Testimonial - Step 1/4
a. Which natural disasters are you familiar with? Write three examples.
Student’s own answers.
The main aim of this product is to have
b. Which natural disasters have been experienced in your hometown?
Student’s own answers.
students produce a testimonial. By doing this,
c. If you were at school, what would you do in case of an earthquake?
they will be able to:
Student’s own answers.
Determine the function of pauses, rhythm
‘
and intonation.
Brilliant Time! - Testimonial - Step 1 Negotiate meaning.
‘
Rephrase ideas.
‘

n
Have you ever thought about the importance of testimonials? Testimonials are very important because they are
experiences of different people. These experiences can help other people to prevent accidents, to avoid bad situations
Use strategies to repair a failed conversation.
‘
or even to prevent casualties. Anticipate central sense, main ideas and
‘

ó
Work in groups of three or four. Talk about natural disasters that can affect people. Write a list of the most some details in order to produce an oral
common natural disasters and how they can affect people. Share your information with the rest of your

ci
classmates. text.

st NA
Student’s own answers. All of the above has to be done under your

bu
guidance and with your help.

di A Students will decide who they are going to

ri
work with, they’ll form teams of three or four
L
and they’ll work on their lists of disasters and
su IL
places. Monitor while the teams work and be
When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.
sure they spell words correctly, encouraging the
use of a dictionary.
T

Did you…
1. Form groups of three or four?
Finally tell them to tick the activities they could
da N

2. Talk about natural disasters that can affect people?

3. Write and share the list with the rest of the group? do during this class.
bi A

129
hi ©S

SBTeens3 PL09.indd 129 9/25/11 5:57 PM

Day 3

BRILLIANT READING!
Natural Disasters – Earthquakes!

1. Based on what you read on pages 43 to 46 from your

Reader’s Book, answer and discuss the following
ro

questions with your group and teacher.

Ask students to answer the questions individually;
P

monitor to ensure that everybody reads. As soon as

they finish, they discuss the answers in detail with a
partner. Finally, each pair will share their opinions with
the rest of the group.

137

BRISEC3 TEACH PL09.indd 137 9/27/11 11:34 PM

 Lesson
26 Lesson
On Fire!
On Fire!
26
WEEK 26 Day 1 47
1. Work in pairs. Look at the pictures and answer: What are the people talking about? Then, listen to the
conversation and decide if the sentences are true, false or not mentioned (NM) in the conversation.

ACTIVATION – Before the book True False NM

a. The reporter is in a stadium. 

Play “Hot Potato.” Gather students in a circle b. The stadium is on fire. 
and toss a small object such as a little soft- c. Some ambulances arrived at the stadium. 

ball to each other while you play some music. d. Alex was playing soccer. 

When the music stops, say an irregular verb e. Alex tried to put out the fire. 

from this lesson and the person who is holding f. The firefighters put out the fire. 

n
the “hot potato” has to say its past and past
participle forms or he/she will be out. The game Doing it!

ó
is designed to be fast-paced and high-pressure 2. Go back to the previous conversation and discuss with your partner what happened in the stadium.

ci
Then, look at the following testimonials. Choose the correct words to complete the testimonials. Finally,
as rounds continue. The game can also be match the testimonials to the pictures they correspond to.

st NA
page
played without music with a designated leader 209

who shouts out “Hot!”. Write the words on the ‘Michael Smith said, “We had/hadn’t no time to lose. There was panic as people

bu
board so they can use them in activity 2. stampeded to an exit that was padlocked. Three men smashed the gate to
open it”.

PRACTICE – In the book

di A
ri
‘Amanda Rogers said, “The gates were padlocked. We threw children over the
L
47 1. Work in pairs. Look at the wall to help them escape. I had/hadn’t never experienced anything like that”.
su IL
pictures and answer: What are
‘Officer Stuart said, “There were many people running in all directions. We did
the people talking about? Then,
not go anywhere/nowhere. Our job was to save people’s lives and we did”.
listen to the conversation and
T

decide if the sentences are true,

Sharing it!
false or not mentioned (NM) in
da N

3. Go back to the conversations from the previous activities and take turns to talk about what happened in
the conversation. Draw students’ the Rochester Soccer Stadium. Then, in your notebook, write a short paragraph with the main idea and
attention to the picture and let
bi A

three secondary ideas about the fire at the stadium. If you need help, ask your teacher. Share your work
with your classmates.
them predict what the text will be 130
about by writing five key words
hi ©S

in their notebooks. Compare the

words and play Track 47 for them SBTeens3 PL09.indd 130 9/25/11 5:57 PM

to listen to the interviews. Play Track 47 to again check CLOSING

answers.
3. Go back to the conversations from the previous
2. Go back to the previous conversation and discuss activities and take turns to talk about what
with your partner what happened in the stadium. happened in the Rochester Soccer Stadium. Then,
Then, look at the following testimonials. Choose in your notebook, write a short paragraph with the
the correct words to complete the testimonials. main idea and three secondary ideas about the fire at
ro

Finally, match the testimonials to the pictures they the stadium. If you need help, ask your teacher. Share
correspond to. Organize students in pairs. First, they your work with your classmates. Remind students
P

will talk about the event they read about in activity that the main idea of a text is the central thought
1; monitor discussion. Then, give them some time to or message and the secondary ideas give additional
unscramble the words in activity 2, using as a reference information about that thought to the reader. Give
words you wrote on the board when they were playing them some time to work on this activity, monitoring
“Hot Potato”; let pairs exchange notebooks and while they work. Encourage sharing when they finish in
compare answers before you check with the whole order to compare answers.
group. You may refer to the Grammar Reference on
page 209. Finally, tell them to match each testimonial
with its corresponding picture.

138

BRISEC3 TEACH PL09.indd 138 9/27/11 11:34 PM

 option in order to complete each of
48
the fragments; they can use Grammar
1. Read the conversation and choose the options that complete each fragment. Write numbers 1 to 5 to
organize the conversation. Compare your work with your classmates. Listen and check.
Reference on page 209. Play Track 48
page
209 once for them to check their answers
had
3 John: Yes. A reporter said that some people died. It was very sad. a) have b) had and then play it again so they can
2 Yuri: That’s right! I was watching the news and a reporter said that a) said b) saying order each of the paragraphs.
the fire lasted around three hours.

Teacher: Guys, yesterday the Rochester Soccer Stadium was on fire. a) be b) was
1
2. Yuri and her classmates found the
5 Teacher: Yes, because we have to be ready to prevent any disaster. So, a) have b) had following information about what
let’s check some steps to follow in case of fire.
to do in case of fire. Complete the
Teacher: Yes. I was very sad. It is very important to know what to do a) is b) was
4
steps. Then, write the corresponding

n
in case of fire. That’s why we are having a fire drill.
Alex: A fire drill? Here at school? numbers under each illustration.
Check your answers with your

ó
Doing it!
classmates and teacher. Students

ci
2. Yuri and her classmates found the following information about what to do in case of fire. Complete the
steps. Then, write the corresponding numbers under each illustration. Check your answers with your continue working in pairs; first,

st NA
page
209
classmates and teacher. they’ll have to fill in the blanks. Make
them notice that all sentences are

bu
1. Stay calm. 6. Do not use
2. Turn on the fire elevators.
imperative. Encourage the use of a
dictionary and provide any help they
3.
alarm.
Use the fire
7.

di A
and
Take a wet towel
cover your need while you monitor them.

ri
4 6 8 7
extinguisher. nose and mouth. Then, help them match each picture
L
4. Look for an exit 8. If the fire smoke is with the correct instruction. Ask
su IL
lay down
and heavy on students to share answers. You may
5. Leave the the floor and look
3 refer them to the Grammar Reference
for 2
building. an exit.
on page 209.
T

1 5
Sharing it!
CLOSING
da N

33. Work in small teams. Take turns to talk about the steps you have to follow if there’s a fire at school.
Then, in your notebook, write a text including steps to follow in case of an earthquake. Use the
3. Work in small teams. Take turns
bi A

information in the previous activity as example. Do not forget to include illustrations. Share your work
with your class.
131
to talk about the steps you have
to follow if there’s a fire at school.
hi ©S

Then, in your notebook, write a text

SBTeens3 PL09.indd 131 9/25/11 5:57 PM
including steps to follow in case of
WEEK 26 Day 2 an earthquake. Use the information in the previous
activity as example. Do not forget to include
ACTIVATION – Before the book illustrations. Share your work with your class. Get
two pairs together to form teams of four. Ask students
Play “Simon Says” to review imperatives. One student takes to re-read instructions from activity 2 so they can
the role of “Simon” and issues instructions related to disaster follow that model in order to write the preventive
prevention, to the other students. They should only follow them actions they should follow in case of an earthquake at
ro

if prefaced with the phrase “Simon says”; for example, Simon says school. Give them some time to illustrate their manual
cover your head. Players are eliminated from the game by either and ask them to present it in front of the classroom
P

following instructions that are not immediately preceded by the when they finish.
trigger phrase or by failing to follow an instruction which does
include “Simon says.” Ask students to look for testimonials of people who
have survived a fire. It can be an acquaintance or they
PRACTICE – In the book can look for it on the Internet. Ask them to read pages 47 to 50 of
their Reader’s Book.
48 1. Read the conversation and choose the options that
complete each fragment. Write numbers 1 to 5 to
organize the conversation. Compare you work with
your classmates. Listen and check. Organize the
group in pairs and ask them to choose the correct

139

BRISEC3 TEACH PL09.indd 139 9/27/11 11:34 PM

 Lesson
26

WEEK 26 Day 3

1. Work in pairs. Look at the pictures. In your notebook, write all the steps that you recognize. Share your
ACTIVATION – Before the book ideas with the rest of your classmates and teacher. Student’s own answers.

Organize the group in pairs and ask them to Doing it!

draw as many fire safety signs as they can in 2. Play “Guess the Step!” Work in teams of five or seven. Choose a moderator (only the moderator can see
two minutes. After this time, ask some pairs to the pictures in the book). A member of a team comes to the front. The moderator shows him/her a
picture and he/she has to mime the activity. The team that guesses the activity gets a point. The winner
go to the board and draw their signs for the rest is the team that gets the most points.
of the group.

PRACTICE – In the book

n
1. Work in pairs. Look at the pictures.

ó
In your notebook, write all the

ci
steps that you recognize. Share

st NA
your ideas with the rest of your
classmates and teacher. Students

bu
continue working in pairs for this
activity. Monitor to ensure they
di A
use the imperative form correctly.

ri
Encourage them to share their
L
answers.
su IL

BRILLIANT GAME!
T

2. Play “Guess the Step!” Work in

Sharing it!
teams of five or seven. Choose a
da N

3. Work in groups of three or four students. Look at the pictures in the previous activity and draw a two-
moderator (only the moderator column chart in your notebook. Write all the steps to follow in case of an earthquake and in case of fire.
can see the pictures in the book).
bi A

You can add other steps (for example, “Do not run in case of an earthquake”). Share your ideas with the
rest of your classmates and teacher.
A member of a team comes to 132
the front. The moderator shows
hi ©S

him/her a picture and he/she

has to mime the activity. The SBTeens3 PL09.indd 132 9/25/11 5:57 PM

team that guesses the activity gets a point. The

winner is the team that gets the most points. Go
through instructions and the example with students.
Demonstrate the game and monitor while they play.

CLOSING
ro

3. Work in groups of three or four students. Look at the

pictures in the previous activity and draw a two-
P

column chart in your notebook. Write all the steps

to follow in case of an earthquake and in case of fire.
You can add other steps (for example, “Do not run
in case of an earthquake”). Share your ideas with
the rest of your classmates and teacher. Ask students
to draw a chart to classify steps to follow in fires and
earthquakes, check and let them find similarities
between both.

140

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 Natural Disasters - Wildfires!
1. Based on what you read on pages 47 to 50 in your Reader’s Book, answer and discuss
scuss BRILLIANT TIME!
the following questions with your group and teacher.
Testimonials - Step 2/4
a. What is the difference between “fire” and “wildfire”?
Student’s own answers.
Ask students to get together with their teams.
b. Are “wildfires” common in your community?
Student’s own answers.
They’ll choose a natural disaster they’ll work on
c. Write two steps that people have to follow in case of wildfires.
for the rest of the product elaboration; explain
Student’s own answers.
them they have to imagine they witnessed that
disaster. They have to choose a place and a
specific situation when the disaster happened.
Brilliant Time! - Testimonials - Step 2 Ask students to go through the testimonials
they have in this and the previous lesson, so

n
Testimonials provide descriptions of unexpected situations and they are usually shared through an oral exchange.
Reporters are in charge of interviewing witnesses of natural disasters. Being a reporter is a very dangerous job, because he
they can take them as models to write their
or she has to be exactly where the disaster occurred. own testimonial. Encourage the use of the

ó
Work in groups of four. Choose a natural disaster. Pretend that you witnessed that natural disaster. Write a first dictionary, and monitor to provide them the
draft of your testimonial in the space provided. Follow, as examples, the testimonials that you listened to in the

ci
previous pages. Ask your teacher for help if necessary. necessary help.

st NA
Finally tell them to tick the activities they could

bu
Student’s own answers.

do during this class.

di A
ri
L
su IL
When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.

Did you…
T

1. Form groups of four?

2. Choose a natural disaster?
da N

3. Check the testimonials in previous pages?

4. Write the first draft of your testimonial?
bi A

133
hi ©S

SBTeens3 PL09.indd 133 9/25/11 5:57 PM

Day 3

BRILLIANT READING!
Natural Disasters – Wildfires!

1. Based on what you read in pages 47 to 50 in your

Reader’s Book, answer and discuss the following
ro

questions with your group and teacher. Ask students

to answer the questions individually and as soon as
P

they finish they get a partner to discuss the answers in

detail. Finally each pair will share their opinions with
the rest of the group.

141

BRISEC3 TEACH PL09.indd 141 9/27/11 11:35 PM

 Lesson
27 Lesson
Suddenly...!
Suddenly…!
27
Week 27 Day 1 49
1. Find the mistakes in the text
and correct them. Follow
the example. Compare your
ACTIVATION – Before the book page work with a partner. Listen
206
and check.
Dear diary,
celebrated
al Mother’s Day Festival at
Organize the group in teams of three. Tell Yesterday we celebrat the annu was
prepared
each team to write a sentence in past tense re a music al show. Lillian is very upset
school. Our class prepa was
could
in its affirmative, negative and interrogative there. Everything is ready for
because her mother can not be saw
forms. Monitor and check that sentences are front of me. Lillian see me
our show. My mother was just in
started
written correctly. Then, tell teams to write start to play when suddenly
and started to cry. I felt sad. We

n
changed
each word of their sentences on pieces of audit orium. Lillian’s face change
Lillian’s mom came into the
was finished
papers and scramble them. They will exchange we finish our musical
completely. She is really happy. When

ó
hugged
their set of papers with another team and try went
. They hug each other and
piece, Lillian go to hug her mom
applauded was

ci
to unscramble the other team’s sentences. appla ud. It is a nice day!
everybody in the auditorium

st NA
The first team to order the three sentences Love, Yuri

(affirmative, negative, and interrogative) will be

bu
the winner. Doing it!

PRACTICE – In the book

di A 2. Read the text that Yuri wrote. Then, read the questions in the left hand column and complete the
answers. Compare your work with another pair of students. Check your work in group.

ri
page
celebrated Mother’s Day.
L
206 What did they celebrate? They
49 1. Find the mistakes in the text When did they celebrate it? They celebrated it on May 10 , 2011. th
su IL
and correct them. Follow the Why was Lillian very upset? Because her mother was not at the festival.
example. Compare your work Where were Yuri’s class? They were in the auditorium.

with a partner. Listen and check. Who came into the auditorium? Lillian’s mother.
T

Draw students’ attention to the What did Lillian and her mother do? They hugged each other.

text format and ask them what kind

da N

Sharing it!
of text it is. If any of the students 3. Work in small groups. Talk about what happened to Lillian. Tell your classmates if you have ever had
writes a diary, let them share the
bi A

an experience like that. Then, in your notebook, write a short paragraph to describe an unexpected
situation that you have experienced. Share your work with your classmates and teacher.
types of ideas they include in 134
their diaries. Organize the group
hi ©S

in pairs and give them some time

to work on the activity. You may SBTeens3 PL09.indd 134 9/25/11 5:57 PM

help students, telling them all verbs should be in past CLOSING

tense; monitor while they work. You may refer them
to the Grammar Reference on page 206. Finally, play 3. Work in small groups. Talk about what happened to
Track 49 for them to check their answers. Lillian. Tell your classmates if you have ever had an
experience like that. Then, in your notebook, write a
2. Read the text that Yuri wrote. Then, read the short paragraph to describe an unexpected situation
questions in the left hand column and complete that you have experienced. Share your work with
ro

the answers. Compare your work with another pair your classmates and teacher. Organize the group
of students. Check your work in group. Students in teams of four; give them some time to talk about
P

continue working in pairs. Model the first answer unexpected situations they have experienced. Tell
so they can follow your example to work the rest them to write about them in their notebooks
of the activity. Give pairs some time to exchange and ask some volunteers to share their situations with
books and compare answers. Finally, check answers the group.
with the group, asking students to write each question
on the board.

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 2. Go back to the previous e-mail and
answer the following questions.
1. Complete the text with the words from the box. Check your work with
pages
206 and your classmates and teacher.
Compare your work with a partner.
208
Check your answers with your
writing smiling going watched song dedicated birthday Happy
singing concert Have sang stage ever singer amazing classmates and teacher. Review Wh-
questions with students, you may use
[email protected]
[email protected]
the following chart:

When? Time
Where? Place
Dear Darla,
How is everything going the USA? I’m writing to tell you about my 16th birthday party. My
Who? Person

n
parents took me to a concert . Yes! I went to see my favorite singer , Mike Allen. Mike was going to
Why? Reason
What? Object/Idea/Action

ó
sing my favorite song when suddenly he said, “This song is dedicated to Lorena. Happy birthday,
Lorena!” Then, Mike reached his hand to me and I went on stage . We sang my favorite

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song together. After that, I have watched the video-tape with me on stage hundreds of times. I saw Then, give them some time to answer

st NA
myself singiing and dancing and smiling while tears were coming out from my eyes. This is the questions in pairs. Check.
most amazing experience that I have ever had. have you ever experienced something like this?

bu
Love, Lorena
CLOSING

di A 3. Work in small teams. Take turns

ri
Doing it!
to talk about the unexpected
L
2. Go back to the previous e-mail and answer the following questions. Compare your work with a partner.
Check your answers with your classmates and teacher.
situation Lorena lived. Then, tell your
su IL
a. Who is sending the e-mail? Lorena d. What happened to Lorena? She went to a concert and she
classmates an experience about a
b. Who is going to receive the e-mail? Darla sang with her favorite singer.
surprise that you have received in any
of your birthdays. Share your work
T

c. How old is Lorena? 16 years old. e. Why was Lorena going to faint? Because her favorite
singer kissed her on the cheek. with your class. Organize the group
in small teams and ask them to talk
da N

Sharing it!

33. Work in small teams. Take turns to talk about the unexpected situation Lorena lived.
about Lorena’s experience and their
own experiences concerning surprises
bi A

Then, tell your classmates an experience about a surprise that you have received in
any of your birthdays. Share your work with your class.
135
in their birthdays, ask them to write
some lines in their notebooks and
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share with the rest of the class.

SBTeens3 PL09.indd 135 9/25/11 5:57 PM

WEEK 27 Day 2 Ask student to write a little text about family’s or

friends’ experiences concerning birthday surprises, and
ACTIVATION – Before the book to read pages 51 to 55 of their Reader’s Book.

Ask students which would be the best way to celebrate their

birthday. Organize the group in teams of three and let them talk
about their perfect celebration. Ask teams to share with the rest
ro

of the group.
P

PRACTICE – In the book

1. Complete the text with the words from the box.

Check your work with your classmates and teacher.
Tell students to look at the picture in order to predict
what the text will be about. Ask them what they think
Lorena is doing. Organize the group in pairs and give
them some time to fill in the blanks. You may refer
them to the Grammar Reference on pages 206 and 208.
Check answers with the whole group.

143

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 Lesson
27

WEEK 27 Day 3

1. Work in pairs. In your notebook, write down a variety of both nice and unpleasant unexpected situations
ACTIVATION – Before the book that people can experience. Share your ideas with the rest of your classmates and teacher. Student’s own answer.

Doing it!
Tell students to think about an original
2. Play “The Goose Game!” Work in small teams. Each player has to place his/her marker on the “Start”
unexpected situation; it can be pleasant square. Take turns flipping a coin: heads moves 1 space and tails moves 2 spaces. You have to answer
or unpleasant. They have to write it on a the question in the square. If a player lands on a well square, he/she loses the turn. If a player lands on a
goose, he/she jumps to the next square with a goose. If a player doesn’t answer the question correctly,
sheet of paper and fold it. Collect students he/she has to go back two squares. The winner is the first player who reaches the “Finish” square.
folded papers in a bag or hat. Play “Tic-tac-toe
Charades” using those situations. Divide the
group in two teams, one member from each

n
team will go to the front, take out a paper from
the bag and act the situation, so that his/her

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team can guess it. If they do, they’ll have the

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opportunity to draw a cross or a naught in the

st NA
Tic-tac-toe.

bu
PRACTICE – In the book

di A
1. Work in pairs. In your notebook,

ri
write down a variety of both
L
nice and unpleasant unexpected
su IL
situations that people can
experience. Share your ideas
with the rest of your classmates
T

and teacher. Tell students to

write the situations they guessed
da N

Sharing it!
in the previous activity, in their 3. Go back to the previous activity. Discuss in groups which questions refer to nice unexpected situations
notebooks. They have to give
bi A

and which ones refer to unpleasant and unexpected and situations. Choose two questions from “The
Goose Game!” and answer them in your notebook. Share your ideas with your classmates and teacher.
some details about the place, the 136
persons involved or the time. When
hi ©S

they finish writing, they share and

compare with the rest of the group. SBTeens3 PL09.indd 136 9/25/11 5:57 PM

CLOSING
BRILLIANT GAME!
3. Go back to the previous activity. Discuss in groups
2. Play “The Goose Game!”. Work in small teams. Each which questions refer to nice unexpected situations
player has to place his/her marker on the “Start” and which ones refer to unpleasant and unexpected
square. Take turns flipping a coin: heads moves 1 situations. Choose two questions from “The Goose
space and tails moves 2 spaces. You have to answer Game!” and answer them in your notebook. Share
ro

the question in the square. If a player lands on a well your ideas with your classmates and teacher.
square, he/she loses the turn. If a player lands on a Organize the groups in small teams so they orally
P

goose, he/she jumps to the next square with a goose. classify situations from the previous activity. Then,
If a player doesn’t answer the question correctly, he/ give them some time to answer the questions in their
she has to go back two squares. The winner is the notebooks and share with the rest of the group.
first player who reaches the “Finish” square. Organize
students in teams of five persons, read instructions
aloud to be sure everyone understands them. Monitor
while they play providing help when necessary.

144

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 Natural Disasters - Testimonials!
1. Based on what you read on pages 51 to 55 in your Reader’s Book, answer and discuss the following BRILLIANT TIME!
questions with your group and teacher.
Testimonials - Step 3/4
a. Have you ever seen a tornado? How was it?
Student’s own answers.
Read the paragraph with the students and ask
b. Are hurricanes common in your community?
Student’s own answers.
them to get together with their product teams
c. Can people experience only unpleasant unexpected situations like natural disasters?
and talk about pleasant unexpected situations.
Student’s own answers. They may go through the ones from this lesson
and they can also think about different ones.
Brilliant Time! - Testimonials - Step 3 They have to choose one situation and write
about it. Monitor and help them to proofread
We have seen that unpleasant and unexpected situations their texts so they can write their final versions.

n
may happen during and after earthquakes. However, there are Student’s own answers.
some pleasant situations that we can experience as well; for
example, receiving surprise birthday parties or unexpected Finally tell them to tick the activities they could

ó
gifts. It is very important to keep in mind that both good and
bad unexpected situations can happen. do during this class.

ci
Work in groups of three or four. You have written a draft

st NA
of a testimonial about an unpleasant situation; now,
write a draft of a testimonial about a pleasant situation.

bu
Compose the sentence to describe a pleasant unexpected
situation. Check it so that the sentences are understood
when spoken and listened to. Organize the sentences
into a text to put together a narration. Finally, decide the

di A
order in which you will present your testimonials.

ri
L
When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.
su IL
Did you…
1. Form groups of three or four?
2. Choose a pleasant unexpected situation?
T

3. Check testimonials on the previous pages?

4. Write the first draft of your testimonial?
da N

5. Edit your texts?

6. Write a final version of your testimonial?
bi A

137
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SBTeens3 PL09.indd 137 9/25/11 5:57 PM

Day 3

BRILLIANT READING!
Natural Disasters – Testimonials!

1. Based on what you read on pages 51 to 55 in your

Reader’s Book, answer and discuss the following
ro

questions with your group and teacher. Ask students

to answer the questions individually; monitor to check
P

that everybody read. As soon as they finish, they get

a partner to discuss the answers in detail. Finally, each
pair will share their opinions with the rest of the group.

145

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 Lesson
28

WEEK 28 Day 1
Read the following text and underline the school
staī and places menƟoned in the reading. Share your
BRILLIANT! MAGAZINE work with a partner. Use your dicƟonary to look for Did you know that
the meaning of unknown words. earthquakes happen
Do the Drill! every single day? Actually,
it is very possible that

Do the
ACTIVATION – Before the book one is happening right
this moment. Some
earthquakes have had
Organize the group in teams of four. Tell them disastrous consequences
to recall which steps are followed in a drill at like the ones that stroke in
school and write them in their notebooks. the last three years in HaiƟ,
Chile and Japan.
Then, they will exchange with another group

n
and complete their drill manual if they are On the other hand, in the past Įve years, over 1,300 school Įres were reported only in the USA. It is well
known that pracƟcing Įre and earthquake drills can literally save lives. Drills are done in order to show
missing any steps. Finally, some volunteers will everybody how to respond safely and calmly to emergency situaƟons.

ó
go to the front and share their manuals with These are some safety Ɵps to follow before, during and
aŌer Įre and earthquake drills:

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the rest of the group. Invite your school community

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Tell the School’s Principal to organize at least three Įre to parƟcipate in earthquake
and earthquake drills a year. Ask him/her to organize and Įre drills. Learn how to
PRACTICE – In the book drills at expected and at unexpected Ɵmes, this helps

bu
to simulate the condiƟons that can occur in an actual save your life!
emergency.
Read the following text and underline Help your teachers or the school’s janitor to inspect all

di A
the school staff and places mentioned
exits at least once a week, to make sure that doors and
stairways are unblocked and are working properly. Let’s learn new words, diīerent in

ri
Ask your teacher to sound the emergency drill alarm, American and BriƟsh English, but that
in the reading. Share your work with
L
so everybody in the school can recognize the sound of refer to the same things. Go back to the
a partner. Use your dictionary to look the alarm. text. Find the American English words to
Encourage your classmates to parƟcipate in the drills. complete the chart.
su IL
for the meaning of unknown words. Do not use cell phones during the drills.
Display posters with steps to follow in case of
Tell students to describe each of the earthquake or Įre. Include indicaƟons such as: “Do not British English American English
pictures in order to raise predictions. use the elevator.”
T

Once you have exited school, remain outside calm and Lift Elevator
Ask them to read the text out loud in quiet. Line up and wait for your teacher’s instrucƟons
and remember that it is not free Ɵme. Headmaster Principal
turns, correcting pronunciation and
da N

PracƟce at home what you have learnt at school; invite Caretaker Janitor
your family to organize Įre and earthquake drills. If
intonation. Then, they will work on the you live in an apartment, encourage your neighbors Mates Buddies
activity in pairs. and friends to parƟcipate in the drill. Show them what
bi A

Mobile phone Cell phone

to do in case of an emergency.
138
Let’s learn new words, different in
hi ©S

American and British English, but that

refer to the same things. Go back to SBTeens3 PL09.indd 138 9/25/11 5:57 PM

the text. Find the American English words to complete

the chart. Draw students’ attention to the words in the
chart; elicit answers to fill in the chart using context clues.
Check. You may ask them for some words in Spanish
that are said differently depending on the region or
country. You may wish to direct students’ attention to the
American-British English section on pages 204 and 205
ro

and have them find and explain the differences they find
between the styles.
P

146

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 Look at the picture and discuss with
your partner: What is the song about?
Read the song aloud and check your
inferences. Compare your work with
your classmates. Listen and check. Listen BRILLIANT SONG!
to the rhythm you will follow to sing the A Horrible Tremor!
song. Have a great Ɵme and enjoy!

50 50 Look at the picture and discuss with

A Horrible Tremor! your partner: What is the song about?
I was in high school,
I was in high school.
Read the song aloud and check your
inferences. Compare your work with
I was with my classmates and teacher,
and we all were reading a book. your classmates. Listen and check. Listen
It was very cool, my day, my day it was really cool.
to the rhythm you will follow to sing the
Then, I looked above; song. Have a great time and enjoy! Play
the ceiling was moving and creaking,
and I thought: what’s happening here? Track 50 for students to follow the song.

n
I felt a tremor.
Oh, no! Check answers and play the track again;
talk
It was a horrible tremor. ns to invite students to follow the rhythm

ó
e tur nd
a n d tak g Įre a e
We know that it’s true,
ll tea
ms of doin ut th
o
while they sing along.
unexpected situaƟons happen. sma ortance , talk ab in a drill. h

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k in p n p
Yes, they do! Wor t the im ills. The cipated paragra

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u r r
abo quake you par a short and aŌe f
d Ɵ
So we have to make sure that we k
know what to do, when sudden ea r t h
e th at
o te b o o
d u rin he re t o
g s
m n id t
last in your at you d as with
Ɵ
things happen,

bu
e e
when sudden things happen, Writ ining wh your id
p la h a re
when sudden things happen. ex rill. S tes.
the d classma
your

di A
ri
L
su IL
T
da N
bi A

139
hi ©S

SBTeens3 PL09.indd 139 9/25/11 7:13 PM

WEEK 28 Day 2

CLOSING

Work in small teams and take turns to talk about the

importance of doing fire and earthquake drills. Then,
talk about the last time that you participated in a drill.
ro

Write in your notebook a short paragraph explaining

what you did during and after the drill. Share your ideas
P

with the rest of your classmates. Organize the group in

teams of four. Give them some time to talk about their
own experiences with drills, tell them to write about them
in their notebooks. Encourage some volunteers to share
with the rest of the group.

147

BRISEC3 TEACH PL10.indd 147 6/27/12 10:21 AM

 Lesson
28 Product Time

WEEK 28 Day 3

Product Time

Step 4 – Share with your classmates your

experiences with your testimonials

Read the paragraph about the product with

students. Go picture by picture and ask them
to share the challenges they face in each step
and how they felt when they finally finished the

n
product.

ó
1. Work in small groups. Answer the

ci
following questions. Then, share your

st NA
answers with your teacher and your group.
Students answer the questions in their

bu
groups. Lead a brief feedback session; have
all the groups share their opinions.
di A
ri
L
Product: Testimonials. A testimonial is a written or oral text about pleasant or unpleasant experience that someone has
su IL
had. Practice the enunciation of your testimonial and share it with your classmates.

1. Work in small groups. Answer the following questions. Then, share your answers with your teacher and your
group.
T

a. What do you think about your testimonials? Student’s own answers.

b. Are they useful to for practicing your English? Student’s own answers.
da N

c. Did you enjoy sharing your testimonials with your classmates and teacher? Student’s own answers.
bi A

140
hi ©S

SBTeens3 PL09.indd 140 9/25/11 5:58 PM

ro
P

148

BRISEC3 TEACH PL10.indd 148 6/27/12 10:21 AM

 Read the following activities and answer the questions. When you have finished, write a
tick () in the box that shows what you can or can’t do. Enjoy this activity and see for
yourself what you are able to do! If you need help, ask your teacher.

1. Look at the picture and discuss with a partner what the text may be about.
Then, do the activities below.

Noemi said, “Last night I went to the theater with my friends. We were
watching a play when suddenly we realized that the theater was on fire!
I saw a policeman trying to put the fire out with an extinguisher, but he
couldn’t do it. Then, I heard the fire alarm. Some people were screaming
and running in all directions. It was horrible! Fortunately, the firefighters
arrived very soon and they put the fire out immediately”.

a. Write the main and a secondary idea.

Main idea: The theater was on fire.

n
Secondary idea: The fire fighters put the five out immediately.

I can I can’t

ó
…understand main and secondary ideas.

ci
b. Work with a partner. Imagine that one of you is a reporter and the other

st NA
one was in the theater when it was on fire. Use the information in the
text above, paraphrase it and say your own testimonial aloud.

bu
I can I can’t

…tell ideas in a different way.

di A I can I can’t

ri
…use correct pauses, rhythm and intonation.
L
c. In your notebook, write a testimonial about a pleasant situation. Work with a
su IL
partner and take turns to say your testimonial aloud.

I can I can’t

…use non-verbal language to repair communication breakdowns.

T

I can I can’t
da N

…use support messages with extra information and/or with body language.
bi A

141
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SBTeens3 PL09.indd 141 9/25/11 5:58 PM

I Can

Read the following activities and answer the questions. When

finished, write a tick () on the box that shows what you can
or can’t do. Enjoy this activity and look for yourself what you
are able to do! If you need help, ask your teacher. To work with
this page, go task by task. Make sure students know what to do in
ro

each task, and monitor while they work. Check each task as soon
as it is finished, before going to the next. Have a general feedback
P

sessions to listen to students’ comments and opinions. This

information will be useful for you to detect and diagnose possible
problems, and to take the necessary actions.

149

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 Lesson
29 Lesson
A Play is Fun!
A Play is Fun!
29
8

WEEK 29 Day 1 1. The word “theater” means “place for seeing.” When you go to a place to see a performance
(presentation) with actors, we usually call it a “play.” But, as in other art shows, there are many genres.
Match each genre of play with its definition. Use a dictionary.
ACTIVATION – Before the book
Genre Description

Draw on the board the classical masks This kind of play may include ridiculous situations, such as the classical play As You Like
Drama
It, by William Shakespeare, or productions that use humor as a way to tell a story.
representing tragedy and comedy: Form of theater that combines music, dialog and dance. This kind of play may include
Comedy shows as well. For instance, contemporary Broadway shows often include expensive
costumes and sets that cost thousands, and sometimes millions, of dollars.
A play in which there is an event or situation, usually unexpected, in which there is
Musical concern or excitement and usually a lot of action. These kinds of plays are said to

n
come from the Greek, who loved to see this type of performance.

Doing it!

ó
51
2. Order the dialog of the first act of this short play as you listen. Then say what kind of genre the play

ci
belongs to and what theme or topic it is about.

st NA
page Commitment Act I
209 [William and Emily are in a park sitting on a bench. Emily looks bored and disgusted.

bu
William is reading his favorite sports magazine.]

1 Emily. You know? I think we should break up…

8 William. Europe is awesome. They also have universal health care.

di A 3
Maybe that’s why people don’t get married there.
Emily. No, you haven’t done anything wrong. [Very angrily.] You

ri
just have done nothing… That’s the problem.
Brainstorm around this images with students,
L
4 William. What do you need?
eliciting everything they may know about 9 Emily. You think people get married for the health care benefits?
[Furiously] This is it! I am leaving you. Never call me again!
su IL
theater. 6 William. Come on! In Europe, lots of couples just stay together, just like we’re doing… without ever committing.
2 William. Why? What is the matter? Did I do something wrong?
5 Emily. You need to commit.
7 Emily. Yeah? Well… this is America.
PRACTICE – In the book This play is a: comedy drama musical
T

10 William. But Emily!

The act is mainly about: health marriage commitment
Sharing it!
1. The word “theater” means “place
da N

3. Discuss the following questions. Share your opinions with the class and your teacher.
for seeing.” When you go to a place
to see a performance (presentation)
bi A

a. Should all couples commit themselves to each other?

b. Do couples in Mexico and in English-speaking countries commit themselves?
with actors, we usually call it a 142
“play.” But, as in other art shows,
hi ©S

there are many genres. Match each

genre of play with its definition. SBTeens3 PL09.indd 142 9/25/11 5:58 PM

Use a dictionary. Explain to students that the word CLOSING

play in English is a polyseme, because it has more than
one meaning. The most common one is related to 3. Discuss the following questions. Share your opinions
games, but it also means performance or to perform with the class and your teacher. Lead a discussion
when related to theater. Organize the group in pairs on the questions suggested in the Student’s Book.
and give them some time to match each genre with its Remember that the importance of this kind of topic
definition. Check. is that they foster students’ interest in expressing
ro

themselves; so take advantage of this, and avoid the

51 2. Order the dialog of the first act of this short play use of Spanish. Provide vocabulary and any help they
P

as you listen. Then say what kind of genre the play need in order to share their thoughts in English.
belongs to and what theme or topic it is about.
Continue working in pairs, tell them to look at the
picture and share their impressions about it. Ask them Recommended resources: Website number 8
to predict which genre this play belongs to and what its listed in the Webography on page 249.
topic may be. You may refer to the Grammar Reference
on page 209 to review punctuation marks. Play Track 51
for them to do the activity. Check.

150

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 PRACTICE – In the book

1. When we need somebody to do something for us we use the imperative form. Look at the
page following situations. How would you ask someone to do things for you? Match each imperative
1. When we need somebody to
209
to the appropriate situation. do something for us we use the
imperative form. Look at the
following situations. How would
you ask someone to do things for
you? Match each imperative to
Eat your veggies, darling! Please, sit down! You check who is out there! Help!
the appropriate situation. Review
Doing it! imperatives with students; you may
52
2. After the first act in “Commitment,” the theater play, William calls Emily to see if they can make up. give them some commands quickly

n
page Fill in the blanks with the following commands, as in the example. Check your answers as you listen.
209 such as: stand up, sit down, raise your
hand, clap your hands, or shout. Draw

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Tell Will it’s over Tell him Give me that phone you go first
Tell him he has always been very ridiculous Tell him he never committed
their attention to the pictures; tell

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Commitment Act II
[Emily is at her house. She’s in her room with her best friend. Emily’s friend is on the phone. students, at random, to describe each

st NA
Emily is reading her favorite fashion magazine.] and match the corresponding phrase
with the picture. You may refer to the

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Emily. Tell Will it’s over. Tell him ! William. Nope.
Emily’s friend. Emily says it’s over, William! She says, “What Emily’s friend. Wait a second, William. [Turning
part of ‘It-is-over!’ can you not understand?” towards Emily.] He says he’ll be here in Grammar Reference on page 209.
William. No, it’s not, not from my part! 5 minutes if you won’t talk to him.

di A
Emily. Tell him he has always been very ridiculous. . Emily. [To her friend.] Give me that phone ! 52 2 After the first act in “Commitment,”
2.

ri
Emily’s friend. She says you’ve always been very silly. [Now talking to William on the phone.]
William. Yes, I am, so? I am only gonna talk if you tell me how the theater play, William calls Emily
L
you feel about me.
Emily. Tell him he never committed .
William. But you brought up the subject first, so to see if they can make up. Fill in the
Emily’s friend. She says you never said how you felt about
su IL
her, or about your relationship. you go first ! blanks with the following commands,
William. To be honest, she never said anything about Emily. I can’t go first.
that either. William. Why not? as in the example. Check your
Emily’s friend. She didn’t? Emily. Because my answer depends on your answers as you listen. Organize the
T

answer! Listen! I don’t want to go on

with this silly conversation. Bye! [She group in pairs, give them some time to
hangs up on William in a rage.]
read the text and try to fill in the blanks
da N

Sharing it!

53 3. Discuss what the possible ending of “Commitment” could be. Write a probable
with the correct imperative. Then,
play Track 52 for them to check their
bi A

Act III. Share your version with the class and the teacher by acting it out. Then,
compare it with track 53. You can read it on page 220.
143
answers. You may refer students to the
Grammar Reference on page 209.
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SBTeens3 PL09.indd 143 9/26/11 9:42 PM

WEEK 29 Day 2 CLOSING

ACTIVATION – Before the book 53 3. Discuss what the possible ending of “Commitment”
could be. Write a probable Act III. Share your version
Write some examples on settings on small pieces of paper (park, with the class and the teacher by acting it out. Then,
school, mall, beach, TV set), then fold them and put them in compare it with track 53. You can read it on page
a bag. Also write some examples of characters (mother, father, 220. Organize the group in teams of four, and tell them
ro

teacher, principal, wife, policeman, doctor, TV presenter), fold they have to write a possible ending for the play. Teams
them and put them in another bag. Organize the group in teams act out their versions and check the original ending by
P

of four and ask each team to take out a “setting paper” and four listening to Track 53. Organize a brief feedback session
“character papers.” Tell them they have to prepare a short sketch in which the group will choose their favorite ending.
in which the characters they took, act out a conflict in the setting
they took. All sketches must end with the phrase Go away! said by Go to the nearest library, or use the Internet, and find
one of the characters. Give them some time to prepare and then short plays you would like to participate in as an actor
present their sketches in front of the group. or actress. Make sure you take notes on basic data. If possible,
write a very short plot summary.

151

BRISEC3 TEACH PL10.indd 151 6/27/12 10:21 AM

 Lesson
29

WEEK 29 Day 3

1. You will find in this box some of the things people need to produce a theater play. Label the last four
ACTIVATION – Before the book pictures with the right word. Use a dictionary if necessary.

props theater actors make up

Play “Hangman” with vocabulary related to
theater; you may use words from activity 1 in
order to introduce them to the group.

costumes script director music

PRACTICE – In the book

1. You will find in this box some of

n
the things people need to produce
a theater play. Label the last four

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actors theater props make up
pictures with the right word.
Doing it!

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Use a dictionary if necessary. Ask

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students to match each name with 2. Play “Theater Crossword”. All the answers come from the words in activity 1. You need to find a total of
eight words.
the corresponding picture. Check.

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BRILLIANT GAME!
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2. Play “Theater Crossword.” All the
L
answers come from the words
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in activity 1. You need to find a
total of eight words. Organize the
group in pairs, read the instructions
T

with students to make sure they

understand the rules. Monitor while
da N

Sharing it!
they play and provide them help
when necessary.
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3. What other three words can be related to theater shows? Write them in your notebook. Include the
meaning and check the spelling. Use a dictionary if necessary.
144
CLOSING
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3. What other three words can SBTeens3 PL09.indd 144 9/25/11 5:58 PM

be related to theater shows? Write them in your

notebook. Include the meaning and check the
spelling. Use a dictionary if necessary. Organize the
group in small teams and give them one minute to
think about other words related to theater, encourage
dictionary use. Check and praise the team that writes
the most words.
ro
P

Recommended resources: Website number 5

listed in the Webography on page 249.

152

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 Differences can be Interesting!
11. In order to understand a play, it is essential to understand who the characters are. First, individually, read information from their Reader’s Book;
pages 44 to 49 in your Reader’s Book to complete the missing sections in the chart, as in the examples.
Then, compare and discuss your answers with your classmates. ask different students at random to
Main or Adjectives that may
give the answers in order to check.
Character’s Other (sex, age, dress,
Secondary describe the
Name profession, and more)
Role? character’s personality
Professor Harry Secondary Formal and traditional Older man. Dresses formally, with a suit and a tie.
BRILLIANT TIME!
Brandon Teacher. Performance - Step 1/4
Expositor One Secondary Funny Young female. Dressed in a white skirt and a
white blouse.
Expositor Two Secondary Funny Dressed in a white shirt and white pants, and Student’s own answers The main aim of this product is to have
Teresa Main Student’s own answer 15 years old. Female. From Mexico, and Student’s own answers
students prepare a performance. By doing so
they can:
Isabel Main Student’s own answer 16 years old. Lived in Chicago, in the United

n
States. Will celebrate Sweet Sixteen.

David Main Student’s own answer Young male. From the United States.
Use various comprehension strategies.
‘
Formulate and answer questions about the
‘

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attitude and behaviour of persons.
Brilliant Time! - Performance - Step 1

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Link non-verbal communication with the
‘

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dialogue’s sense.
As in previous lessons, the time has come for you to work on this lesson’s product. You will be working on everything
Read short plays.
‘

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you need to present a theater play! Producing a play is not an easy task, but it is a lot of fun! If you follow the steps, you
should enjoy all the process. Please, read what you have to do in Step 1.

In groups, decide which play all the members in your team would like to present. Use the short play you All of the above has to be done under your
di A
brought for homework or go to a library and select a play in English that you find interesting —no longer
than 5 minutes. If the play is a bit long, you can always choose a scene or section from it. Remember, you can guidance and with your help.

ri
also use the play in your Reader’s Book, or the play in this lesson. Remember that everybody needs a copy
L
of the script.

When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.
Ask students to organize a new team of
su IL
four to six persons in order to work on their
Did you… performance. Tell them to share the plays they
1. Form groups with as many actors as characters in the play? brought for homework and to choose their
T

2. Discuss play choices?

favorite one, or a scene of their favorite play so
3. Select one to perform?
they can work on it for the next four weeks.
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4. Agree on a way so that everybody can have a copy of the script?

5. Use a dictionary?
Finally tell them to tick the activities they could
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145
do during this class.
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SBTeens3 PL10.indd 145 9/25/11 6:01 PM

Day 3

BRILLIANT READING!
Differences can be Interesting!

1. In order to understand a play, it is essential to

understand who the characters are. First, individually,
ro

read pages 44 to 49 in your Reader’s Book to complete

the missing sections in the chart, as in the examples.
P

Then, compare and discuss your answers with your

classmates. Explain students that characters in a play
can be main characters if they are the protagonists and
play a central role in the story, or secondary characters,
if they only have a supporting role and are not really
essential for the development of the play. Tell them
also that it’s very important to identify the main traits
of each character, both physical and psychological, in
order to understand their role in the story. Organize the
group in small teams, tell them to fill in the chart using

153

BRISEC3 TEACH PL10.indd 153 6/27/12 10:21 AM

 Lesson
30 Lesson
Acting It Out!
Acting It Out!
30
WEEK 30 Day 1 1. April Fool’s Day is celebrated every year in the Western World on April 1st. On this day, people tolerate
general foolishness. Look at the kinds of things English-speaking people do on that day. Look up their
definition in a dictionary and write them in your notebook.
ACTIVATION – Before the book
Prank Joke Hoax

Organize the group in teams of three or four. Doing it!

54
Tell them to think about a short joke and plan a 2. Some playwrigths (play writers) prefer to add specific theater directions. Copy each direction below
before the sentence so that it helps an amateur actor/actress to perform or understand the play better.
sketch to present it. Monitor to be sure it is not
page
an offensive one. Give teams time to present it 210
Pointing both index fingers at JOE Jumping like a terrified spring onto the sofa
in front of the class. Shocked Smiling sarcastically With mocking laughter They are chatting

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PRACTICE – In the book It’s April, You Fool!

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ACT I (scene 1)
[STEVE and JOE are friends. They are at JOE’s house sitting on the living room couch. They are chatting.]

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1. April Fool’s Day is celebrated every STEVE STEVE

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year in the Western World on Look! There’s a rat running around on the floor! Yeah… it’s a good way to get some laughter, and
forget that I have cancer…
April 1st. On this day, people

bu
JOE JOE
tolerate general foolishness. Look at [ Jumping like a terrified spring onto the sofa .] [ Shocked .]
Where? Where? You have cancer?
the kinds of things English-speaking
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people do on that day. Look up their
STEVE STEVE

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[ Pointing both index fingers at JOE .] [ With mocking laughter .]
definition in a dictionary and write April Fool! April Fool!
L
them in your notebook. Read the JOE JOE
Oh… I get it. It’s April Fool’s Day…ha… You got me! Not a funny joke man…
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instructions with students and lead STEVE [Two friends of Joe’s suddenly show up
a brief discussion on why they think Yeah. with terrorized faces.]
JOE
foolishness is sometimes necessary. That prank never gets old…
T

Go through the definitions and elicit

answers from students, encouraging
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Sharing it!
the use of a dictionary. 3. What do people do on El Dia de los Santos Inocentes in Mexico? Discuss and write a few of the
bi A

behaviors that Mexicans display on that day. Are they similar or different to the behavior of English-
54 speaking people on April Fools’ Day? Read your ideas out loud to the class and your teacher.
2. Some playwrigths (play writers) 146
prefer to add specific theater
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directions. Copy each direction

below before the sentence so SBTeens3 PL10.indd 146 9/25/11 6:01 PM

that it helps an amateur actor/actress to perform

or understand the play better. Go through the
instructions with students. Organize the group in pairs,
tell them to read the text and then decide which of
the writer’s directions corresponds to each space. You
may refer to the Grammar Reference on page 210. Play
Track 54 to check.
ro

CLOSING
P

3. What do people do on El Dia de los Santos Inocentes

in Mexico? Discuss and write a few of the behaviors
that Mexicans display on that day. Are they similar or
different to the behavior of English-speaking people
on April Fools’ Day? Read your ideas out loud to the
class and your teacher. Organize the group in small
teams; ask them to discuss similarities with April Fools’
Day. Then, you may ask them to plan a joke for next
Day of the Holy Innocents and ask them to share it
with the group. The group can vote for the best joke.

154

BRISEC3 TEACH PL10.indd 154 6/27/12 10:22 AM

 script following last page as a model.
Monitor to check. You may refer to
1. When playwrights write a play, they use very specific formats. Read the script of the second and last
scene of “It’s April, You Fool!” and copy it in your notebooks so that it can be more understandable.
the Grammar Reference on page 209.
Use the script on the previous page as a guide. Check spelling and punctuation (periods, parentheses,
page etc.) and capitalization with your classmates and teacher.
cher.
209
2. Re-read both scenes from “It’s April,
You Fool!” the play (on this page and
It’s April, You Fool! the previous one) and answer the
Act II (scene 2 and last) following questions. Check answers
Steve and Joe are friends. They are at Joe’s house sitting with the class and your teacher. The
on the living room couch. They are chatting.
group continues working in pairs. Give
Joe’s friends- [with horror faces and tone] Have youu them some time to re-read the whole

n
not heard? [to the top of their voices.].]
Run for your lives! play and organize a brief discussion
Joe and Steve- [completely astonished] What? What’t’s the matter?
on it, find out who liked it, who didn’t

ó
One of Joe’s friends- [with a really frantic tone] A tsunami iis approaching
hi our town. R Run now!! G
Get out!!
[Joe faints on the spot.]
Steve- [really frightened] Oh, my God! Oh, my God! What are we gonna do now? Help me get
and why. Then, students answer the

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him out of here! [shouting] Now! [Joe’s suddenly sits up as if nothing happened.] questions with their partner. Check,

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Joe- [smiling sarcastically] April Fool!
Steve- [pushing Joe’s chest angrily with a hand] That was not a funny hoax! reviewing concepts such as main and
secondary characters, setting and plot.

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Doing it!
CLOSING
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2. Re-read both scenes from “It’s April, You Fool!” the play (on this page and the previous one) and answer

ri
the following questions. Check answers with the class and your teacher.
3. What kind of jokes, pranks and
L
a. Who is (are) the main character (s) in the play? Joe and Steve. hoaxes are permitted in Mexico?
su IL
b. Who are secondary or incidental characters in the play? Joe’s friends. Which would be considered crimes
c. Why are Steve and Joe playing tricks on each other? Because it is April Fool’s Day. or could be dangerous? Share your
d. Whose trick is a hoax? Joe’s. ideas with the class and your teacher.
T

e. Where do both scenes take place? In Joe’s house, in his living room. Organize the group in small teams, ask
them to think about jokes they have
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Sharing it!
seen or done on the Day of the Holy
Innocents, including the ones media
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3. What kind of jokes, pranks and hoaxes are permitted in Mexico? Which would be
considered crimes or could be dangerous? Share your ideas with the class and your teacher.
147
does (newspapers, T.V. programs,
magazines or Internet.). Think which of
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these jokes can be dangerous or illegal.

SBTeens3 PL10.indd 147 9/25/11 6:01 PM
Encourage teams to share answers with
WEEK 30 Day 2 the class.

ACTIVATION – Before the book Tell students to read the play or part of a play they
selected in Step 1 as many times as possible so that they
Play “Spelling Bee” with words related to theater. You will can understand it better. Use a dictionary if possible. Ask them to
pronounce the words for students, in turns, and they have to spell take it to next class session [Day 3 (in this lesson)].
them. Students who don’t spell the words correctly will sit down.
ro

You can make as many rounds as necessary to get a winner.

P

PRACTICE – In the book

1. When playwrights write a play, they use very specific

formats. Read the script of the second and last
scene of “It’s April, You Fool!” and copy it in your
notebooks so that it can be more understandable.
Use the script on the previous page as a guide. Check
spelling and punctuation (periods, parentheses, etc.)
and capitalization with your classmates and teacher.
Organize the group in pairs, ask them to rewrite the

155

BRISEC3 TEACH PL10.indd 155 6/27/12 10:22 AM

 Lesson
30

WEEK 30 Day 3

1. An actor or actress’s role is improved by connecting movement to

ACTIVATION – Before the book speech so that the audience can feel or understand what was intended
by the actor, the actress or the director. Look at the following picture.
Read and circle T (true) or F (false).
Play “Tic-tac toe Charades” with emotions. Yes, I am
Write the names of adjectives that express The woman is sure. T F sure about it!

emotions (happy, sad, angry) on small pieces The woman is scared. T F

of paper, fold them and put them in a bag. The woman is lying. T F
Organize the group in two teams and ask one
person from each team to go to the front, Doing it!

take out a paper and act the emotion without 2. Play an “Acting Game!” Make groups of five members. You will need two dice.

n
Decide who will go first. Throw the dice and, according to the number thrown, the player
using words. If the team guesses the emotion in turn must say the word “Oh!” with the face required in that square. If the person does it well, the
correctly in less than 30 seconds, they may person gets a point. After a reasonable time, the winner is the person who gets the most points!

ó
Note: If in total disagreement about a player’s acting, your teacher may act as an external judge.
draw a cross or a naught in the Tic-tac-toe. You

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may ask them to spell the adjective if you want

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to increase the level of difficulty.

bu
PRACTICE – In the book

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1. An actor or actress’s role is

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improved by connecting
L
movement to speech, so that the
su IL
audience can feel or understand
what was intended by the actor,
the actress or the director. Look
T

at the following picture. Read

and circle T (true) or F (false).
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Sharing it!
Draw students’ attention to the
picture and ask them to describe it,
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3. Now that you have finished playing, which expression was the hardest to act out? What can you do to
improve your acting skills? Discuss your ideas with the class and your teacher.
especially focusing on the emotions 148
the woman is transmitting. Then, go
hi ©S

through each of the questions and

elicit answers from the group. SBTeens3 PL10.indd 148 9/25/11 6:01 PM

CLOSING
BRILLIANT GAME!
3. Now that you have finished playing, which
2. Play an “Acting Game!”. Make groups of five expression was the hardest to act out? What can you
members. You will need two dice. Decide who do to improve your acting skills? Discuss your ideas
will go first. Throw the dice and, according to the with the class and your teacher. Organize the group
number thrown, the player in turn must say the in teams of three or four, give them some time to share
ro

word “Oh!” with the face required in that square. If with their classmates which were the most difficult
the person does it well, the person gets a point. After expressions and why. Encourage them to share with
P

a reasonable time, the winner is the person who gets the group in order to compare and give advice.
the most points! Note: If in total disagreement about
a player’s acting, your teacher may act as an external
judge. Make sure instructions are clear. Monitor while
students play and provide help if necessary.

156

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 Differences can be Interesting!
1. In order to understand a play, it is essential to understand the vocabulary included in the dialogs and BRILLIANT TIME!
stage directions. First, read pages 50 to 52, in your Reader’s Book, and make a list of all the words you
could not understand. Then, discuss possible meanings with your partner. Finally, check if your guesses Performance - Step 2/4
were right by looking up the words in a dictionary.

Word or Phrase Possible Meanings Meaning in dictionary Read the paragraph and instructions with
Student’s own answers. Student’s own answers. Student’s own answers. students making sure everybody understands.
Tell them to get with their teams and take
out the play they chose to act out. Monitor
as they identify each part of the play and
give each team some time in order to correct
pronunciation and help them with intonation.

n
Finally tell them to tick the activities they could
Brilliant Time! - Performance - Step 2 do during this class.

ó
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When we read a play, it is important to understand what the set should look like; what the actors and actresses have
to say and with what gestures and movements they will have to act their lines. Read the play you selected with your

st NA
friends and follow the instructions below.
Recommended resources: Website number
6 listed in the Webography on page 249.

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Read or re-read the play you chose in Step 1 and discuss any parts that you found difficult to understand.
Underline all the stage directions in blue and all the actors and actresses’ dialogs in green. Then, select who is
going to play which role and who will be the director of the play (main actor and/or supporting or secondary
characters). Underline your lines in red. Read the play as many times as possible, so you can memorize your

di A
lines. If you do not know how to pronounce something, ask your teacher. You may also use a digital/electronic
dictionary or the Internet.

ri
L
When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.
su IL
Did you…
1. Form groups with as many actors/actresses as there are in your play?
2. Re-read the play aloud and discuss parts that were confusing?
T

3. Distinguish stage directions and actors’/actresses’ lines?

4. Use a dictionary if necessary?
da N

5. Ask your teacher to help you clarify your doubts?

6. Decide who the director will be and who will be playing which role?
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7. Start memorizing your character’s lines?

149
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SBTeens3 PL10.indd 149 9/25/11 6:01 PM

Day 3

BRILLIANT READING!
Differences can be Interesting!

1. In order to understand a play, it is essential to

understand the vocabulary included in the dialogues
ro

and stage directions. First, read pages 50 to 52, in

your Reader’s Book, and make a list of all the words
P

you could not understand. Then, discuss possible

meanings with your partner. Finally, check if your
guesses were right by looking the words up in a
dictionary. Organize the group in pairs. Tell them to
read the assigned pages and to circle every word they
don’t understand. When every pair finishes, go through
some of the words with them and guide them how
to use text’s context in order to find out the meaning
without using a dictionary. Then, ask them to fill in the
first two columns in the chart and then to verify their
answers with a dictionary.

157

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 Lesson
31 Lesson
Social Standards!
Social Standards!
31
WEEK 31 Day 1 1. Good manners are
welcomed everywhere in the
world because, among other
ACTIVATION – Before the book things, they help reduce
conflict among people. Look
at the following pictures.
Organize the group in teams of three. Give Cross out those that most
people would consider
them some time to talk about differences inappropriate. Discuss
correct answers with the
in language when they talk to their friends class and your teacher.
and when they talk to older people like their
Doing it!
friends’ parents or teachers. Ask them to make

n
55
2. In general, being polite and respectful to elderly people is considered a part of standard social behavior
a chart in their notebooks where they record or good manners both in Mexico and in English-speaking countries. Read the first part of “Camilla,”
these differences. Encourage them to share an imaginary English play, and circle the expressions or actions that would help Dylan make a positive

ó
page impression on Mrs. Williams. Use a dictionary. Then, listen and confirm which answers are correct.
with the group. 210

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No, You Won’t!

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Act 1 (scene 1)
PRACTICE – In the book [Dylan is nervously sitting on a sofa in Mrs. Williams’s living room. He is there to declare his love for Victoria.
His friends Charles and Robert are chatting with him.]

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[Mrs. Williams enters.] [Mrs. Williams pours some tea on a cup
1. Good manners are welcomed MRS. WILLIAMS. Hi! / Good evening, gentlemen! You and gently hands it to Dylan.]
must be Dylan. MRS. WILLIAMS. It is a very cold evening, is it not,
everywhere in the world because,
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among other things, they help
DYLAN. Yes, that’s right. Dylan Buck.
What’s up? / How do you do!
Dylan?
DYLAN. Yes, without a doubt! / My body

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[Dylan shakes Mrs. Williams’s hand. / Dylan feels fine.
reduce conflict among people.
L
shakes Mrs. Williams’s hand and kisses her on the cheek.] MRS. WILLIAMS. Well, please, tell me what is it that you
MRS. WILLIAMS. How do you do! Please, sit down. needed so much to let me know?
Look at the following pictures. DYLAN. Thanks. / Okay. DYLAN. Well, I only have these precious
su IL
Cross out those that most people MRS. WILLIAMS. Dear Charly and Bob, have you offered moments to say… [Dylan makes a long
Mr. Buck something to drink? Would pause.] …that I’ve fallen in love with
would consider inappropriate. you like some tea or wine, Mr. Buck? your daughter. Would you allow her to
DYLAN. Oh! Yes, tea. / I’d love some tea, thanks! meet my parents at my house in Surrey?
Discuss correct answers with the
T

class and your teacher. Organize

Sharing it!
the group in pairs. Go through the
da N

3. Discuss the following questions with your friends. Share your ideas with the class and your teacher.
pictures and ask them to comment
if the behavior portrayed in each
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a. How do you feel when people are impolite with you?

b. What kind of attitudes and/or behaviors do you recommend with elderly people in Mexico?
picture is appropriate or not and 150
why. Tell them to cross out the ones
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that are not. Encourage pairs to

share answers and ask some other SBTeens3 PL10.indd 150 9/25/11 6:01 PM

examples of inappropriate behaviors. CLOSING

55 2. In general, being polite and respectful to elderly 3. Discuss the following questions with your friends.
people is considered a part of standard social Share your ideas with the class and your teacher. The
behavior or good manners both in Mexico and group continues working in pairs in order to discuss
in English-speaking countries. Read the first part the questions. You may ask them to think about a
of “Camilla,” an imaginary English play, and circle specific situation in which somebody was impolite
ro

the expressions or actions that would help Dylan with them, and share with the whole group how
make a positive impression on Mrs. Williams. Use a they felt.
P

dictionary. Then, listen and confirm which answers

are correct. Read the instructions with students and
comment briefly how they usually talk to elderly
people. Continue working in pairs and ask them to
read the script and choose the appropriate phrase
to complete the dialogues. Encourage them to share
answers with the whole group and comment. You may
refer to the Grammar Reference on page 210. Finally,
play Track 55, and check.

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BRISEC3 TEACH PL10.indd 158 6/27/12 10:22 AM

 to understand general ideas without
looking at the book. Ask to check.
56 1. Go to page 217. Read scene 2 of the first act of “No, You Won’t!” as you listen. Then, complete each
character’s description with the words or phrases from the box.
Then play Track 56 again, this time let
them follow the reading. Organize the
comes does not mind is will never let has always lived
has been going out found group in pairs and give them some
Mrs. Williams time to work on the activity. Check.
She is a rich woman from upper class London. She has always lived a comfortable life. She does not like

interacting with people from other social classes. She will never let her daughter marry a poor man. 2. Now, read scene 2 of the first act
Dylan Camilla
of “No, You Won’t!” (page 217),
He doesn’t have parents. Somebody found She is an only child from a rich family. She is in love and answer the questions. Check
him in a bag when he was one month old. with Dylan. She does not mind what social you work with your classmates and

n
He has been going out with Camilla for class Dylan comes from or what his family life teacher. Review auxiliaries, you may
use the Grammar Reference (page 210)

ó
two months and is in love with her. was like.

or draw a chart on the board:

Doing it!

ci
st NA
2. Now, read scene 2 of the first act of “No, You Won’t!” (page 217), and answer the questions. Check you
work with your classmates and teacher.
Tense Auxiliary

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page
210
a. Who are the protagonists/main characters in “No, You Won’t!”? Mrs. Williams, Dylan and Camilla.
Simple present do, does
b. Who are the secondary characters? Charles (Charly) and Robert (Bob).

di A
c. Who has always lived a life without money problems? Mrs. Williams. Simple past did

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d. Who is in love with Camilla? Dylan.
Future will
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e. Is Dylan a rich man? No.

f. Does Camilla love Dylan? Yes. Present progressive is, are, am

su IL

g. Did Camilla’s mother/Mrs. William like Dylan at the beginning? Yes.

Past progressive was, were
h. How long have Dylan and Camilla been going out? For only two months.
Present perfect have, has
T

i. Will Camilla’s mother let her daughter marry Dylan? No.

Past perfect had

da N

Sharing it!

3.
3 What do you think of Mrs. Williams’s attitude towards Dylan? Which people in English-speaking
Organize the group in pairs and give them
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countries behave like Mrs. Williams? Do people in Mexico behave like her? Share your answers with the
class and the teacher.
151
some time to work on the activity. Check.
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CLOSING
SBTeens3 PL10.indd 151 9/25/11 6:01 PM

WEEK 31 Day 2 3. What do you think of Mrs. Williams’s attitude

towards Dylan? Which people in English-speaking
ACTIVATION – Before the book countries behave like Mrs. Williams? Do people in
Mexico behave like her? Share your answers with
Play “Word Maze.” Ask students, in pairs, to draw a 12 × 12 square the class and the teacher. Organize the group in small
chart. Each pair writes 10 names of theater-related terms from teams, let them discuss the questions and then share
the unit, in these directions: vertical, horizontal or diagonal. They their opinions with the whole group.
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should only write one letter per square and fill in the rest of
the squares with letters at random. Students exchange puzzles Ask students to read the lines of their characters as
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and solve. many times as possible and think of ways in which they
can match them with actions so that when the play is presented,
PRACTICE – In the book the audience enjoys your acting as much as possible.

56 1. Go to page 217. Read scene 2 of the first act of

“No, You Won’t!” as you listen. Then, complete each Recommended resources: Website number 1 listed in the
character’s description with the words or phrases Bibliography on page 249.
from the box. Ask students if they would like to know
what happened two weeks after Dylan met
Mrs. Williams. Tell them you will play Track 56 for
them to find out; ask them to pay attention and try

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 Lesson
31

WEEK 31 Day 3

1. “Drama Combat” is a TV show about theater plays. People can get really good prizes. Today’s contest is
ACTIVATION – Before the book about Shakespeare’s Romeo and Juliet, the famous love story. This part of the program is a miming game.
The presenter reads a quote (line) character in the play. The competitors mime that quote. If any of their
team members guesses the quote, the team wins points. Match each line to the corresponding picture.
Play “Draw and Guess” with theater props.
ROMEO. JULIET. “But… FRIAR.
Write the name of some props on small pieces “Do you why did you “Where did
of paper, fold them and put them in a bag. love me?” do that?” Romeo go?”

Divide the group in two teams, one person

from each team will go to the front, take out
a paper and draw the prop on the board; they
cannot use any words. If his/her team guesses

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which prop it is, they’ll get a point.

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Doing it!
PRACTICE – In the book

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2. Imagine you are the next contestant in “Drama Combat.” Make groups of four and divide them into
two opposing teams. Decide who will go first. Look at the quotes, choose one and mime it. Your team

st NA
1. “Drama Combat” is a TV show member has to guess which line you are trying to act out. The winner is the team with the most guesses.

about theater plays. People can

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get really good prizes. Today’s
contest is about Shakespeare’s
di A
Romeo and Juliet, the famous love

ri
story. This part of the program
L
is a miming game. The presenter
su IL
reads a quote (line) character in
the play. The competitors mime
that quote. If any of their team
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members guesses the quote, the

team wins points. Match each
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Sharing it!
line to the corresponding picture.
Read instructions with students,
bi A

3. How can we improve our acting skills so that people in the audience can understand what we try to say
with our body? Make a list of ideas. Share it with the group and your teacher.
you may ask them if they know 152
who Shakespeare is and talk a little
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bit about him and his most famous

plays. Then, go through each of the SBTeens3 PL10.indd 152 9/25/11 6:01 PM

pictures, asking students to describe them and match CLOSING

them with the corresponding quote.
3. How can we improve our acting skills so that people
BRILLIANT GAME! in the audience can understand what we try to say
with our body? Make a list of ideas. Share it with
2. Imagine you are the next contestant in “Drama the group and your teacher. Ask students to think
Combat.” Make groups of four and divide them into about common gesture and expressions which stand
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two opposing teams. Decide who will go first. Look for a thought or emotion in our culture. Organize the
at the quotes, choose one and mime it. Your team group in teams of four and ask them to make a list of
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member has to guess which line you are trying to act the ones they think can be useful for improving acting
out. The winner is the team with the most guesses. skills. Encourage them to share with the whole group.
Organize the group in teams of four; make sure
instructions are clear. Monitor while students play and
provide help if necessary.

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 Differences can be Interesting!
1. As you saw in Unit 1, asking or answering questions about a play is another way of getting to understand
time to write their five questions.
it more easily and more accurately. Read from page 53 to page 55, in your Reader’s Book, and make some Then, you can ask each group to read
questions about things you did not understand related to the play in those pages, or in previous pages.
Make sure your questions are clear and well-constructed. Ask your classmates or teacher to tell you the their questions out loud and ask the
answer.
rest of the group to answer or you
Your Questions Answers from Classmates or Teacher may ask two teams to exchange their
Student’s own answers. Student’s own answers. books in order to answer each others’
questions.

BRILLIANT TIME!
Performance - Step 3/4

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Brilliant Time! - Performance - Step 3 Read instructions together with students; make
sure everybody understands what they have

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To present a play, one has to rehearse (practice) as many times as possible, particularly if you do not want to read
the lines from the script. Also, rehearsing is important because the director can see if all the actors and actresses are to do. Tell students to get into their teams

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combining actions and lines in a logical and convincing manner.
and start rehearsing their plays. Tell them they

st NA
First, read the play out loud all together. Then, decide how each line should be said; for example, with which must give respectful feedback to each other in
intention (angrily, happily, and so on). Then, decide how and when each of you will enter or leave the stage. Act
out all the play once and decide what went well and what did not go so well; also, consider (or let the director order to improve; it may include pronunciation,

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do so) how things can get better. Finally, decide when and where each group will perform its play.
body language or volume. They will also decide
When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas. details such as the way they will be dressed,
di A if they will use any kind of music, scenery or

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Did you…
props and who will be in charge of each thing.
L
1. Form groups of four?
2. Read the play out loud?
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Finally tell them to tick the activities they could
3. Agree on how actions and lines should be said?
4. Think of ways in which the acting could be improved?
do during this class.
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5. Rehearse as many times as possible with costumes and or props on?

6. Determine the date and time of each group’s performance?
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Day 3

BRILLIANT READING!
Differences can be Interesting!

1. As you saw in Unit 1, asking or answering questions

about a play is another way of getting to understand
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it more easily and more accurately. Read from page

53 to page 55 in your Reader’s Book and make some
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questions about things you did not understand

related to the play in those pages, or in previous
pages. Make sure your questions are clear and well
constructed. Ask your classmates or teacher to tell
you the answer. Explain to students that questioning is
a reading skill good readers use in order to understand
better. You may review with them that Wh- questions
ask for specific information, and, also tell them they
may write questions related to the reader’s experience
with the text, such as, Have you ever felt like the main
character? Form small groups and give them some

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 Lesson
32

Traveling
WEEK 32 Day 3
India, a country in which a lot
BRILLIANT! MAGAZINE of people speak English, is a
place that has inŇuenced the
Traveling through a Play!
through a
way many BriƟsh people eat.

Play!
First, look at the pictures and
think of manners some people
in India probably follow when
ACTIVATION – Before the book they eat. Then read the scene
from the drama play “Mumbai
is in England” and circle all the
Play “Spelling Bee” with the words from this Indian dishes menƟoned.
unit you consider to be the most difficult for Act III (Scene 2)

PL AY PRO
students to write correctly. [Julian, a teenager from London, is invited to
have dinner at Mira’s house with her family who
are from India. They are siƫng around the food,
which is in the middle of the table.]

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PRACTICE – In the book JULIAN. [Looking at all the food on the table.]
IMPERIAL THEATER Mmmmm, it looks really delicious,

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Mira. What’s all this?
India, a country in which a lot of MIRA. Well, there are diīerent typical Indian
dishes: the one we’ve got here, for

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people speak English, is a place that example, is phokla, which is a starter

st NA
made of semolina Ňower with yoghurt
has influenced the way many British and coriander. We also have pakoras
or fried spinaches. This one over here
people eat. First, look at the pictures is matar kachori or spicy puīed pie,

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and potatoes, which we call pav vada.
and think of manners some people in JULIAN. But, wait a minute. I think you forgot
the forks.
India probably follow when they eat. MIRA. No, I didn’t. In India your Įngers are

di A
Then read the scene from the drama
eaƟng utensils, so we don’t use any
spoon or fork. You take the paratha

ri
like this [She tears the bread with her
play “Mumbai is in England” and circle right hand] and pile the food on it. It
L
tastes beƩer if you add some curry.
all the Indian dishes mentioned. Go [Julian tries to imitate Mira, but using
his leŌ hand.] Before he can eat, Mira
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through the pictures with students and takes his hand.
MIRA. No, Julian! [She whispers on Julian’s
ask them to predict what the theme of ear.] EaƟng with your leŌ hand is
considered unsanitary, because we
the article will be. Then, organize the use it for “toilet” things. Just keep it
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on your lap.
group in pairs and tell them to scan the JULIAN. [Hiding his leŌ hand, and showing
embarrassment.] Oh! I’m really sorry!
text in order to underline all the Indian
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MIRA. Don’t worry. Let’s just start eaƟng. My

grandpa will be the Įrst one because
dishes they can find in 30 sec. When he’s the eldest.
JULIAN. I’m glad you say that. I don’t want
time is over, check which pair has more
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to make mistakes in front of your

parents.
dishes and give them a point. After that, 154
read aloud with students and ask them
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which are their favorite dishes and if

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must also explain how they eat them.

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 Mira describes some tradiƟonal Indian
dishes to Julian. Complete the chart and
then write the name of a Mexican dish and BRILLIANT SONG!
its descripƟon. Compare your informaƟon
with a classmate. Drama Queen

India DescripƟon 57 Now,

N listen to the theme song from
1. Starter made of Ňower the
t musical “Drama Queen.” Listen
1. Phokla
and yoghurt
2. Pakoras matar 2. Fried spinaches
to the song and enjoy! Ask students if
they know what a musical is. Elicit some
3. Kachon 3. Spicy puīed pie Mexico Description
answers and explain it is a play whose
4. Pav vada 4. Potatoes
Student’s own answers. Student’s own answers. action and dialogue is interspersed with
5. Paratha 5. Bread singing and dancing. Let them talk a little
about their experience with musicals

n
(even with movies) encouraging them to
Now, listen to the theme song from the
speak in English providing any vocabulary

ó
musical “Drama Queen”. Listen to the song
and enjoy! they may need. Play Track 57 once for

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57 students to fill in the blanks with the
Drama Queen

st NA
correct words. Check and then play it
I’m a teenage drama queen, you see- Read the scene from the play “Mumbai is
again so students can follow the rhythm

bu
And no one reads as much drama as me. in England” again and underline the lines
that talk about the proper way to eat the and sing.
From New York to Bombay to Waikiki, “Indian way” in England. Then think of
Everyone’s wants to be just like me! table manners that we have in Mexico.

di A Share them with the class and your teacher.

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Shakespeare, Miller, Wilde, and Chaucer,
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Just guess who can answer quesƟons beƩer and faster.
Since I started playing, no one’s beat me- ever!
su IL
I’ll never miss a single episode- forever!
T
da N
bi A

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Mira describes some traditional Indian dishes to

Julian. Complete the chart and then write the name
of a Mexican dish and its description. Compare your
information with a classmate. Students continue working
in pairs and choose some Mexican dishes to complete the
chart. Then they share their descriptions with the group.
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CLOSING
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Read the scene from the play “Mumbai is in England”

again and underline the lines that talk about the proper
way to eat the “Indian way” in England. Then think of
table manners that we have in Mexico. Share them
with the class and your teacher. After students underline
the lines, join two pairs to form teams of four students
and organize a brief discussion about the differences and
similarities between Indian and Mexican manners at the
table. Finally, some of the students can talk about their
conclusions with the whole group.

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 Lesson
32 Product Time

WEEK 32 Day 3

Product Time

Step 4 – Act your play out

Encourage all the teams to go to the front and

perform the plays they’ve been preparing for
the last three weeks. Give positive feedback to
each of them.

n
1. Share and discuss your answers to the
following questions with your teacher and

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your group. Organize the group in teams

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of four, try not to put them together with

st NA
the same teams they worked in for the
product, so they can exchange different

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experiences they had when preparing their
performances. Lead a brief feedback session;
di A
have all the groups share their opinions.

ri
L
Product: Performance. A theater play is a show or performance that is acted in front of a live audience, and based on
a theater script. To produce a play, first a script is usually selected, then the casting (selection) of the actors is carried
out. Later on, the play is rehearsed (practiced) until all the actors have memorized their lines and have developed their
su IL
characters’ roles to their director’s or their own satisfaction. Finally, some general dress rehearsals are carried out. During
these rehearsals all actors must wear their costumes, if any, and do everything as if the play were already being presented
in front of an audience. When everything has been practiced well enough, the play can be presented.
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1. Share and discuss your answers to the following questions with your teacher and your group.

a. Did you read the play you selected from beginning to end? Student’s own answers.
da N

b. Did you use strategies to understand it better? Student’s own answers.

c. Did you present the play in front of your group? Student’s own answers.
d. Do you think that reading plays is a good way to learn about English-speaking people? Student’s own answers.
bi A

e. Do you think perfoming a theater play can help you learn English? Student’s own answers.
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 Do the following activities and answer the questions. When finished, write a tick ()
in the box that shows what you can or can’t do. Enjoy these activities and see for yourself
what you are able to do! If you need help, ask your teacher.

1. Read the following scene from a play called “Ernesto,” by Oliver Wild. Next, copy the stage
directions where they belong. Then, answer the questions. Use a dictionary if necessary.

Angrily. MISS JONES shows him to his chair. Class laughs again.

STUDENTS Good morning, Miss Jones!

MISS JONES Today we have a new student. His name is Ernesto and he comes from
Mexico. [The class starts murmuring things and laughing.] Please, sit next
to Laura, Ernesto. [ Miss Jones shows him his chair. ]
ERNESTO Yes, Margaret. [ERNESTO sinks into his chair next to LAURA.]
MISS JONES Please, Ernesto. Call me Miss Jones.
ERNESTO Yes, Miss Jones… [Putting his palms on his forehead as from
embarrassment] I mean… Miss Jones. [ Class laughs again. ]

n
LAURA [Speaking in a very low but interested voice.] Hi! My name’s Laura.
ERNESTO Hello! Nice to meet you. [He leans towards LAURA and kisses her on the
cheek as he puts his hand on her shoulder. The class starts laughing even

ó
louder than before and makes fun of Ernesto.]
MISS JONES [ Angrily. ] Quiet, quiet everyone! Now, let’s check homework. Who can

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tell me what the Tea Party was during the American Revolution.

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a. In which country does the scene probably take place? Student’s own answers.

bu
b. Who is Miss Jones? The teacher.
c. Where is Ernesto from? He is from Mexico.

di A
d. Who is Laura? His classmate.

ri
e. Why do students laugh and make fun of Ernesto when he kisses Laura hello?
L
Because he kissed Laura.
su IL
I can I can’t
…use several comprehension strategies.
I can I can’t
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…ask and answer questions about the attitude and behavior of persons.
I can I can’t
da N

…relate gestures and actions with the meaning of what someone is saying.
I can I can’t
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…read short plays.

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I Can

Do the following activities and answer the questions. When

finished, write a tick () on the box that shows what you can
or can’t do. Enjoy these activities and see by yourself what you
are able to do! If you need help, ask your teacher. To complete
this page, go task by task. Make sure students know what to do in
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each one, and monitor while they work. Check each task as soon
as it is finished, before going to the next. Have general feedback
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sessions to listen to students’ comments and opinions. This

information will be useful for you to detect and diagnose possible
problems, and to take the necessary actions.

1. Read the following scene from a play called “Ernesto,” by

Oliver Wild. Next, copy the stage direction where they
belong to. Then, answer the questions. Use a dictionary if
necessary.

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 unit
Evaluation A
4
Name Date

1. Complete the following testimonial. Circle the letter of the correct option.

It (1) almost 8 o’clock and I was really sad because until that time nobody has (2) me to
say: “Happy Birthday.” I was all alone at home, so I (3) to cook dinner and (4) T.V. There
were only horrible movies and reality shows so I (5) it off and (6) out a book to read. I was
so depressed I (7) concentrate on my reading. All of a sudden, the bell (8) . It was my best

n
friend Sara! She (9) me a delicious cake. In the next 5 minutes, the rest of the gang (10) with

ó
pizzas, sodas and ice-cream. It was the best birthday ever!

ci
st NA
1. a) is b) was c) were d) be

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2. a) call b) callen c) called d) calls
3. a) decide
di A b) decides c) decided d) was deciding

ri
L
4. a) watch b) watched c) watching d) watches
su IL
5. a) turned b) turns c) turn d) was turning
6. a) take b) taken c) takes d) took
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7. a) can b) can’t c) could d) couldn’t

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8. a) ring b) rings c) rang d) rung

bi A

9. a) brought b) bring c) brings d) was bringing

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10. a) arrive b) arrived c) arriven d) arrives

2. Match the columns.

1. drill a) suddenly fall down.

2. damage b) a person who sees an event take place.
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3. collapse c) a sudden accident or natural catastrophe.

4. witness d) physical harm impairing the function of something.
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5 disaster e) training in emergency exercises.

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 unit
Evaluation B
4
Name Date

Read the following script fragment.

NARRATOR: For a year, they lived happily. But Savitri could never forget that Satyavan’s death drew closer.
Finally, only three days remained. Savitri prayed for three days and nights, not eating or sleeping.
SATYAVAN: My love, prayer and fasting are good. But why be this hard on yourself?
NARRATOR: Savitri gave no answer. The sun was just rising when Savitri at last left the hall. She saw Satyavan
heading for the forest, an ax on his shoulder. Savitri rushed to his side.

n
SAVITRI: I will come with you.

ó
SATYAVAN: Stay here, my love. You should eat and rest.
SAVITRI: My heart is set on going.

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st NA
NARRATOR: Hand in hand, Savitri and Satyavan walked over wooded hills. They smelled the blossoms on
flowering trees, and paused beside clear streams. The cries of peacocks echoed through the

bu
woods.

di A
ri
1. Answer the following questions:
L
su IL
a. How many characters are there?
b. What is the setting of the story?
T

c. How does Savitri feel?

da N

d. What will happen to Satyavan?

bi A

e. For how long did they live happily?

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2. Using the context, write the meaning of the following words.

a. Blossoms
b. Peacocks

3. Taking into account the information you have, answer: What happened to Satyavan when they were in the woods? Give details
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and be sure your verbs are written in past tense.

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 Answer Key

Evaluation A

1. 1. b
2. c
3. c
4. a
5. a
6. d
7. d
8. c
9. a

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10. b

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2. 1. e

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2. c

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3. a
4. b

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5. d

di A
ri
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su IL
T

Evaluation B
da N

1. a. 2
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b. a forest
c. sad, worried
hi ©S

d. he will die soon

e. one year

2. Suggested answers.
a. plant, flower
b. animal, bird

3. Student’s own answers.

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 Let's Talk
Social practices of the language:
about It! 5
3
produce texts to participate in academic events.

Formation and academic environment

Specific activities with the language:
write arguments in favour or against a subject to intervene in a debate.

Learning to do with the language: Learning to be through

Learning to know about the language: the language:
- Revise a topic of interest from various
sources based on contextual clues and Features and types of oral and - Possessive genitive (e.g. - Solve conflicts, propose
with the teacher‘s supervision. written texts world‘s diversity, human‘s foundations for collective work
- Interpret central sense, main ideas and - Subject matter, purpose and features). and promote cooperation.
some details from texts about a topic of intended audience. - Pronouns: personal, reflexive. - Foster understanding and respect.
interest, upon modeled reading and with - Text and graphic - Provide constructive criticism.
the teacher’s supervision. components. Mechanics of writing

n
- Write agreeing and/or disagreeing - Differences between British
arguments about a subject matter of Phonic, syntactic and semantic and American variants:

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interest to take part in a debate, with the elements of texts regular and irregular verbs (e.g.
teacher‘s coordination. - Word repertoire suitable for burned, burnt; spelled, spelt).

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- Edit agreeing and disagreeing arguments this practice of language. - Word endings: -y, -ie, -e.

st NA
with the teacher‘s supervision. - Synonyms. - Punctuation: period,
- Verb forms: passive. semicolon, parenthesis,
- Connectives (e.g. but, while, hyphen, etcetera.

bu
however, yet).

di A
ri
Product: Debate
L
- Can detect and establish links between a personal stance and - Can write up short texts which express agreement or
su IL
information which agrees or disagrees with it. disagreement.
- Can emphasize or clarify agreements and/or disagreements. - Can solve doubts and encourage feedback in order to edit
agreements and/or disagreements.
T

Unit 5: Social practices of the language:

da N

Interpret and convey instructions found in daily life.

bi A

Familiar and community environment

Specific activities with the language:
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understand and offer instructions to plan a field trip.

Learning to do with Learning to know about the language: Learning to be through

the language: the language:
Features and types of oral and - Verb forms: imperative.
- Revise instructions to plan a field written texts - Consistency in the use of a variant. - Foster group interaction.
trip, from context clues and with - Subject matter, purpose and - Syntactic differences between - Plan and organize.
the teacher’s coordination. intended audience. British and American variants: - Strengthen interpersonal
- Interpret central sense, main ideas - Context clues. future tense verb forms (e.g, We connections.
and some details of instructions shall leave, We will leave). - Being aware of mutual
to plan a visit or field trip, with the Phonic, syntactic and semantic responsibility between oneself
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teacher’s coordination. elements of texts and the group.

- Offer instructions for the planning - Word repertoire suitable for this
of a field trip, with the teacher’s practice of language.
- Acoustic features.
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supervision.
- Verbs: modals (e.g. need to, ought
to, may, might).
- Verb tenses: future.

Product: Activity schedule

- Can adjust volume, intonation and tone to emphasize - Can compose instructions.
or clarify instructions. - Can appraise the pertinence of following or not instructions.
- Can offer explanations to clarify instructions.
- Can rephrase instructions to confirm comprehension.

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 Unit
Opener 5
Let 's Talk
Let’s Talk about It!

Activate previous knowledge and raise

about It! 5
students’ expectations by going through the
illustrations on the page. Draw their attention
to the debate that is taking place in order to
introduce them to the theme of the first part
of the unit. Elicit answers to the questions,
encouraging them to use English words they
may know.

n
Look at the picture and answer.

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a. Is it useful to carry out planned

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discussions or debates? Why?

st NA
b. Have you ever participated in a school
debate?

bu
c. In what kind of jobs do people have to
participate in debates?
di A
ri
L
su IL

Look at the picture and answer.

T

a. Is it useful to carry out planned

discussions or debates? Why?
b. Have you ever participated in a school
da N

debate?
c. In what kind of jobs do people have to
participate in debates?
bi A

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 By the end of the unit,
I’ll be able to:
Go through this page with students before
starting the second half of Unit 5.
• Detect and establish links between a
personal stance and information that Activate previous knowledge and raise
agrees or disagrees with it.
• Emphasize or clarify agreements and/ students’ expectations by going through
or disagreements.
• Write up short texts which express
the illustrations. Draw their attention to the
agreement or disagreement. cardboard with excursion places. Elicit answers
• Solve doubts and encourage feedback
in order to edit agreements and/or to the questions, encouraging them to use
disagreements.
• Adjust volume, intonation and tone
English words they may know.
to emphasize or clarify instructions.
• Offer explanations to clarify
instructions. Look at the picture and answer.

n
tructions to confi
• Rephrase instructions con
onfififirm
rm
comprehension. on.
structions.
• Compose instructions. a. What place would you recommend

ó
• Appraise thee pertinence
of following or not for an field trip for your group? Why?

ci
s.
instructions.
b. Have you ever been to a school

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outing?
c. What did you do?

bu
di A
In this unit you can use any of the

ri
books and/or websites included
L
on page 219 for a consultation
help.
su IL

Look at the picture and answer.

T

a. What place would you recommend for

a field trip for your group? Why?
da N

b. Have you ever been to a school

outing?
c. What did you do?
bi A

163
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SBTeens3 PL11.indd 163 9/26/11 9:40 PM

ro
P

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 Lesson
33 Lesson
The Debate!
The Debate!
33
Week 33 Day 1 58
1. Listen to the conversation and circle a) or b) accordingly. Check your work with your group.

ACTIVATION – Before the book 1. The students are going to prepare a….
a) play b) debate
Play “Hangman”, with the following words, 2. A debate is a discussion about….
in order to introduce the lesson: debate, a) common topics b) controversial topics

argument, topic. Give a brief explanation 3. Graffiti and the use of Internet can be…

of each term eliciting students’ previous a) debate topics b) games

4. During a debate people present arguments to…
knowledge.

n
a) persuade others b) please others

PRACTICE – In the book

ó
Doing it!

ci
58 1. Listen to the conversation and circle 58
22. Listen to the conversation again and answer the questions below. Compare your work with a partner.

st NA
a) or b) accordingly. Check your Check your work with your group. Then, discuss with your classmates the meaning of “argument” and
write it in the space provided.
work with your group. Go through

bu
the pictures with the students.
a. What are the students going to do? They are going to prepare a debate.
Organize the group in pairs and
di A
give them some time to discuss the b. What is the meaning of “debate”? A debate is a formal discussion where people say their arguments in favor or against a topic.

ri
following questions: Where are the
L
students? What are they doing? Ask c. What is the purpose of using arguments in a debate? The purpose of a debate is to persuade other people.
su IL
them to share answers and choose
the correct option. Play Track 58 for ‘An argument It is a piece of information given in support of something.

them to check their answers twice

T

and ask them to look up in the 2

dictionary the meaning of “debate”;
da N

Sharing it!
give a point to the first student that 3. Go back to the conversation in activity 1 and discuss with your classmates: What is the main purpose
finds it.
bi A

of a debate? Have you ever had a debate at school? Then, in your notebook, write three topics that you
would like to discuss in a debate. Share your work with your classmates and teacher.
164
58 2. Listen to the conversation again
hi ©S

and answer the questions below.

Compare your work with a partner. SBTeens3 PL11.indd 164 9/25/11 6:04 PM

Check your work with your group. Then, discuss with CLOSING
your classmates the meaning of “argument” and
write it in the space provided. Play Track 58 again and 3. Go back to the conversation in activity 1 and discuss
ask students to answer the questions individually; you with your classmates: What is the main purpose of a
may play the track twice if necessary. Then, organize debate? Have you ever had a debate at school? Then,
the group in pairs in order to compare answers. in your notebook, write three topics that you would
Encourage pairs to share answers with the group and like to discuss in a debate. Share your work with your
ro

ask them to look up in the dictionary the meaning classmates and teacher. Lead a brief talk, guided by the
of the word argument. Guide their attention to the questions above, in order to elicit students’ experiences
P

multiple meanings and ask them to choose the one with debates. Then give them some time to choose
that fits the best with the conversation they heard. three possible debate topics in their notebooks.
Monitor and check.

Recommended resources: Book number 2 listed

in the Bibliography on page 249.

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 chose “Graffiti” as a topic for a debate.
For that reason, they have to search
1. Read the information in the boxes. Complete the sentences using the words “can,” “gives” and “provides.”
Then, write the heading in the corresponding column. Use the words from the box.
for information about it. Organize
the group in pairs and tell them to
Periodicals (newspaper, journals, magazines) Encyclopedias Internet Books
read the words in the box in order to
discuss with their partner what kind of
Encyclopedias Books

‘It can help you answer specific factual questions. ‘In this source you can find information
information they can find in each of
‘It gives you a short general overview of the topic.
written by specialists. the boxes. After that, tell them to fill
‘You can find in this source information written
‘It provides as much in-depth in the blanks with can, give or provide.
information as you can get in one source.
by specialists. Explain the difference between each
of the words: can refers to an ability

n
Internet Periodicals (newspaper, journals, magazines)

‘You find information that you may not find

can ‘You can find local, national and
somebody has, give is to transfer the
possession of something and provide

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somewhere else. international news.
‘It provides the very latest information on particular topics. ‘You can find information on current is to supply or make available for use.
events.

ci
‘It gives opinions from different people and/or Check and finally tell them to write the

st NA
organizations about specific topics. ‘You can find information written by
journalists. correct heading on the corresponding
Doing it! box, based on the discussion they had

bu
2. Go back to the previous activity. Read the statements below and write the corresponding source where in the previous activity.
you can find the information.

di A
a. I can find local news. Periodicals e. I can find national and international news
2. Go back to the previous activity.

ri
b. I can find information in detail on a specific and information about events. Periodicals
Read the statements below and write
L
topic. Book f. I can find reliable information. Book
the corresponding source where you
c. I can find general and basic information on a g. I can find the most concise information on a
su IL
particular topic. Encyclopedia specific topic. Encyclopedia
can find the information. Students
d. I can find information that it is very hard to h. I can read different opinions from people
will continue working with the same
pairs in order to complete this activity;
T

find somewhere else. Internet about a particular topic. Internet

they’ll exchange books with another

Sharing it!
pair in order to compare and finally
da N

33. Work in pairs. Take turns to talk about which sources of information you have consulted and
what information you have obtained from each source. Then, in your notebook, write
check their answers with the whole
group.
bi A

three sources of information and the type of information that you can get from them.
Share your work with your classmates and teacher.
165
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CLOSING
SBTeens3 PL11.indd 165 9/25/11 6:04 PM

Week 33 Day 2 3. Work in pairs. Take turns to talk about which

sources of information you have consulted and
ACTIVATION – Before the book what information you have obtained from each
source. Then, in your notebook, write three sources
Write the following words on the board: icloncypedea, Irnentet, of information and the type of information that
obok, agnazmie, npaewsper and rnojual. Organize the group you can get from them. Share your work with your
in pairs and give them some time to unscramble the letters classmates and teacher. Students continue working
ro

and form the words (encyclopedia, Internet, book, magazine, in pairs in order to share their own experiences when
newspaper and journal). When they finish, check spelling and tell researching different sources of information. Ask them
P

them that all of these are sources of information, let them talk a to write about these experiences in their notebooks
little about their experiences with research work and the use of and share with the group.
each of the sources.
Tell students to choose two possible topics for a debate.
PRACTICE – In the book Also ask them to bring some sources of information
they can use for research, and to read pages 129 to 133 of their
1. Read the information in the boxes. Complete Reader’s Book.
the sentences using the words “can,” “gives”
and “provides.” Then, write the heading in the
corresponding column. Use the words from the
box. Explain to students that Miss York and her class

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 Lesson
33

Week 33 Day 3

1. Work in pairs. Look at the pictures on the board below. Discuss in pairs what kind of information you can
ACTIVATION – Before the book find in each of them. Share your ideas with the rest of your classmates and teacher. Students’ own answers.

Doing it!
You need a soft or paper ball. Tell students
2. Play a game! Work in groups of three. Take turns to throw a dice. Go to the picture with the number
to stand up in a circle and throw the ball to of the dice and mention the information that you can find in those sources. If a player does not
different students while saying a source of mention the information correctly, he/she loses his/her turn. The winner is the first student who reaches
the Finish square.
information from the ones you worked with
over the last session. The student who catches
the ball must answer, quickly, a topic that can
be researched using that specific source.

n
PRACTICE – In the book

ó
ci
1. Work in pairs. Look at the pictures

st NA
on the board below. Discuss in
pairs what kind of information you

bu
can find in each of them. Share
your ideas with the rest of your
di A
classmates and teacher. Organize

ri
the group in pairs and tell them to
L
talk about the type of information
su IL
they may find in each of the sources
from the board. Ask them to share
answers with the group.
T

Sharing it!
BRILLIANT GAME!
da N

3. Work in groups of three or four students. Look at the pictures in the previous activity and write, in your
notebook, a list of sources where you can get information about a controversial topic; for example, you
2. Play a game! Work in groups
bi A

can find news about the advantages and disadvantages of cell phones in newspapers. Ask your teacher
for help if necessary. After you have finished, share your work with the rest of your classmates.
of three. Take turns to throw a 166
dice. Go to the picture with the
hi ©S

number of the dice and mention

the information that you can find SBTeens3 PL11.indd 166 9/25/11 6:04 PM

in those sources. If a player does not mention the CLOSING

information correctly, he/she loses his/her turn. The
winner is the first student who reaches the Finish 3. Work in groups of three or four students. Look at
square. Read instructions aloud with students, making the pictures in the previous activity and write, in
sure they understood them. Monitor while students your notebook, a list of sources where you can get
play; encourage the use of a dictionary and help them information about a controversial topic; for example,
when necessary. you can find news about the advantages and
ro

disadvantages of cell phones in newspapers. Ask your

teacher for help if necessary. After you have finished,
P

share your work with the rest of your classmates. Ask

students to recall the different sources where they can
get information for a debate; as they mention them
write them on the board. Then, organize the group in
teams, go through the pictures of the board game and
elicit the topic each one is portraying. Give them time
to work on the activity and check the lists with the
whole group.

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 The Dialog and The Debate!
1. Based on what you read on pages 129 to 133 from your Reader’s Book, answer and discuss the following Detect and establish links between a
‘
questions with your group and teacher.
personal stance and information that agrees
a. What is the difference between a conversation and a debate?
or disagrees with it.
Student’s own answers.
Emphasize or clarify agreements and/or
‘
b. Why do you think it is important to have political debates?
Student’s own answers.
disagreements.
c. Which kind of debate do you think is the most interesting? Why?
Write up short texts expressing agreement
‘
Student’s own answers.
or disagreement.
Solve doubts and encourage feedback
‘
Brilliant Time! - Debate - Step 1 in order to edit agreements and/or
disagreements.
In addition to practicing communicative abilities that help you express your ideas more clearly, having debates at school

n
can also help you develop persuasive and logic skills. One of the most important things to take into consideration while
participating in a debate is that you have to be well informed.
All of the above has to be done under your
guidance and with your help.

ó
Work in groups of three or four. Select two topics to participate in a debate and write them in the space
provided. Consult different sources of information and take a personal stance regarding the information that
you read. Share your information with the rest of your classmates.

ci
Read the paragraph and instructions together

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with the students. Then tell them they will
decide who they are going to work with, they’ll

bu
form teams of three or four. They will share the
topics they chose for homework and decide, as
di A a team, to work on two of them. Then, they will

ri
use the sources of information they brought
L
to read about those two and take a stance.
su IL
When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas. Monitor while the teams work and make a list
of the topics each one choses.
Did you…
T

1. Form groups of three or four?

Finally tell them to tick the activities they could
2. Select two topics to participate in a debate?
do during this class.
da N

3. Consult different sources of information and take a personal stance?

4. Share your information with the rest of your classmates?
bi A

Recommended resources: Website number

167 8 listed in the Webography on page 249.
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Day 3

BRILLIANT READING!
The Dialog and The Debate!

1. Based on what you read on pages 129 to 133 from

your Reader’s Book, answer and discuss the following
ro

questions with your group and teacher. Ask students

to answer the questions individually; monitor to check
P

that everybody reads them. As soon as they finish, they

get a partner to discuss the answers in detail. Finally,
each pair will share their opinions with the rest of the
group.

BRILLIANT TIME!
Debate - Step 1/4

The main aim of this product is to have students participate in a

debate. By doing this, they will be able to:

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 Lesson
34 Lesson
Is Graffiti an Art?
Is Graffiti an Art?
34
Week 34 Day 1 59
1. Write numbers 1 to 6 to organize the following text. Compare your work with a partner. Listen and check.

ACTIVATION – Before the book Graffiti

2 The first modern appearances of graffiti as art were
found in New York and Philadelphia; some people say
Write the word Graffiti on the board and ask that this movement was linked to Hip-hop culture.

students to brainstorm. Write all ideas on the 5 On the other hand, many people refer to graffiti as
vandalism. They say it can cost property owners and
board and invite some of them to express their government a lot of money to remove the paintings; in
fact, in some places graffiti is punishable as a criminal
opinions about it. offense.

1 Graffiti is a term that describes the painting of public and private walls and property (buildings, public

n
transport, bridges, etc.) using aerosol sprays and/or markers.
PRACTICE – In the book
4 On one hand, some people say that graffiti is an artistic expression; actually, graffiti painters say that their

ó
canvases are subway trains, walls, and billboards, among others.
59 1. Write numbers 1 to 6 to organize 6 Thus, is graffiti a form of art or pure vandalism? What do you think?

ci
the following text. Compare your 3 Since the first appearance of graffiti, there have been contrasting opinions on whether it is art or not.

st NA
work with a partner. Listen and
check. Organize the group in pairs. Doing it!

bu
Draw students’ attention to the 2. Unscramble the words to make coherent sentences. Then, write the number of the paragraph (from 1 to 5)
picture and let them predict what from the previous text that corresponds to each idea. Check your work with your classmates and teacher.

di A
the debate will be about. Read each page
206 has caused / Graffiti / / among / controversy / people

ri
2
paragraph with them and then ask Graffiti has caused controversy among people.
L
them to order the text. Play Track 59 refers / places / to / in / painted / images / different / Graffiti
1
su IL
Graffiti refers to images painted in different places.
for them to check their answers.
of / people / graffiti / are / Some / in favor
3
Some people are in favor of graffiti.
2. Unscramble the words to make
T

against / Some / are / graffiti / people

coherent sentences. Then, write the Some people are against graffiti.
4

number of the paragraph (from 1

da N

Sharing it!
to 5) from the previous text that
corresponds to each idea. Check
bi A

3. Work in small groups. Look at the previous activities. Then, in your notebook, write a short
paragraph about your opinion on graffiti. Share your information with your classmates and teacher.
your work with your classmates 168
and teacher. Students continue
hi ©S

working with the same pairs. First,

they will unscramble the words in SBTeens3 PL11.indd 168 9/25/11 6:04 PM

order to form sentences; check each one with them. CLOSING

Then explain that paraphrasing is an important skill
good readers have to develop in order to summarize 3. Work in small groups. Look at the previous activity.
and have a better understanding of a text. Tell them Then, in your notebook, write a short paragraph
that each of the sentences they form is paraphrasing about your opinion on graffiti. Share your
one of the paragraphs of the previous activity. You may information with your classmates and teacher. Ask
refer to the Grammar Reference on page 206. Ask them students to write their opinions about graffiti in their
ro

to match and check. notebooks; tell them they should back it up with
arguments. Encourage them to share with the whole
P

group.

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 PRACTICE – In the book
60 1. Listen to the debate and complete the chart with the arguments in favor and against graffiti. Check your 60 1.
1 Listen to the debate and complete
work with your group.
the chart with the arguments in
Arguments in favor of graffiti:
‘There are many great painters who are never
favor and against graffiti. Check your
going to get their art shown in a gallery .
work with your group. Draw student’s
‘Graffiti painters fill walls with attention to the picture and ask what
beautiful paintings . the topic of the debate is. Play Track
60 for them to listen to the debate and
Arguments against graffiti:
damage public and private
then complete the chart. Listen again
‘Graffiti painters facilities.
and check.

n
‘Graffiti painters usually paint without permission .

Doing it! 2. The following arguments were used

ó
2. The following arguments were used by the students during the graffiti debate. Complete the statements by the students during the graffiti

ci
with the words “vandalism” and “art.” Then, write a tick () if the argument is in favor of graffiti and
write a cross () if it is against graffiti. Check your work with your classmates and teacher. debate. Complete the statements

st NA
with the words “vandalism” and
“art.” Then, write a tick () if the

bu
 a. It is art because there are schools of graffiti where teachers guide painters to be
argument is in favor of graffiti
well-educated artists.
and write a cross () if it is against
 b. It is

di A
vandalism because it costs so much money for the government to clean bridges,
graffiti. Check your work with your

ri
recreational facilities, public transportation and buildings.
classmates and teacher. Organize a
L
 c. It is art because it is a great way to express people’s emotions and interests.
 d. It is total vandalism because graffiti painters make a dirty environment with paintings brief discussion about graffiti, eliciting
su IL
 that are not useful. students’ experiences with it: if they
e. It is vandalism because graffiti painters do not respect the places that are designated have ever participated in one or if they
for graffiti paintings. They paint wherever they want. had ever been victims. Ask them to
T

choose a stance and defend it with

arguments. Students continue working
da N

Sharing it!
in pairs; they have to read each of the
statements and identify the stance of
bi A

3. Work in small groups. Read the information from the previous activities. Then, in your notebook, write
other arguments in favor and against graffiti. Share your information with your classmates and teacher.
169
the person who wrote it. Check.
hi ©S

CLOSING
SBTeens3 PL11.indd 169 9/25/11 6:04 PM

Week 34 Day 2 3. Work in small groups. Read the information from

the previous activities. Then, in your notebook, write
ACTIVATION – Before the book other arguments in favor and against graffiti. Share
your information with your classmates and teacher.
Organize the group in teams of three. Ask them to create a graffiti Get two pairs together to form teams of four. Ask
design for each of their names. You may show them some designs students to write their arguments in favor and against
like the ones below to give them an idea: graffiti in their notebooks. They may use the ones they
ro

talked about in the previous activity. Encourage them

to share with the group.
P

Ask students to look up for more information about

their debate’s topic, and to read pages 134 to 137 of
their Reader’s Book.

Ask teams to show their work to the group and vote for the
best ones.

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 Lesson
34

Week 34 Day 3

1. Work in pairs. Discuss with your classmate the pros and cons of graffiti. Then, write in your notebook
ACTIVATION – Before the book three arguments in favor of graffiti and three arguments against it. Share your ideas with the rest of your
classmates and teacher. Students’ own answers.

Play a spelling game. Divide the class into Doing it!

teams. Say a word from this lesson you would 2. Play “Snakes and Ladders!”. Work in small groups. Take turns to roll the dice. If someone lands at the tip
like students to revise. For example: vandalism. of the snake’s tail, his/her counter slides down to the square at the snake’s head. If a player lands on a
square that is at the base of a ladder, his/her counter moves to the square at the top of the ladder (note:
Point to one of the groups; the members of to move to the top of the ladder, the player has to give an argument for or against graffiti). The first
player who reaches the finish circle is the winner.
the team spell the word out chorally. If done
correctly, they win a point for their team.
Continue until all teams have participated at

n
least twice.

ó
PRACTICE – In the book

ci
st NA
1. Work in pairs. Discuss with your
classmate the pros and cons

bu
of graffiti. Then, write in your
notebook three arguments in favor
di A
of graffiti and three arguments

ri
against it. Share your ideas with the
L
rest of your classmates and teacher.
su IL
Organize the group in pairs and ask
them to write three arguments in
favor and three against graffiti. Tell
T

them to follow this structure: Graffiti

is… because… Encourage them to
da N

Sharing it!
use a dictionary in order to look 3. Work in groups of three. Look at the activities that you developed in this lesson (34). Then, write
up for adjectives that may describe
bi A

a short text about graffiti; include its meaning, and the pros and cons. If you need help, ask your
teacher. Share your ideas with your group.
graffiti. 170
hi ©S

BRILLIANT GAME!
SBTeens3 PL11.indd 170 9/25/11 6:04 PM

2. Play “Snakes and Ladders!”. Work in small groups. CLOSING

Take turns to roll the dice. If someone lands at the
tip of the snake’s tail, his/her counter slides down to 3. Work in groups of three. Look at the activities
the square at the snake’s head. If a player lands on a that you developed in this lesson (34). Then, write
square that is at the base of a ladder, his/her counter a short text about graffiti; include its meaning,
moves to the square at the top of the ladder (note: and the pros and cons. If you need help, ask your
to move to the top of the ladder, the player has to teacher. Share your ideas with your group. Organize
ro

give an argument for or against graffiti). The first students in groups of three. Tell them to write a short
player who reaches the finish circle is the winner. paragraph using all the information they have about
P

Go through the instructions and the example with graffiti, expressing their own opinions supported by
students. Demonstrate the game and monitor while arguments. Encourage them to share with the group.
they play.

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 Debating - Getting Ready for a Classroom Debate!
1. Based on what you read on pages 134 to 137 in your Reader’s Book, answer and discuss 17
BRILLIANT TIME!
the following questions with your group and teacher.
Debate - Step 2/4
a. Why do you think it is important to have classroom debates?
Student’s own answers.
Ask students to get together with their teams.
b. What benefits can you obtain if you participate in a classroom debate?
Student’s own answers.
They’ll write five arguments in agreement
c. What tips for debating do you consider the most important?
with and five arguments in disagreement with
Student’s own answers.
the topics they chose. Encourage the use of
the dictionary, and monitor to provide help if
Brilliant Time! - Debate - Step 2 necessary.

Why debate? We are all different and we may have different ideas. Debates help us express our ideas about a Finally tell them to tick the activities they could

n
controversial topic. While participating in a debate, we have to express our agreement or disagreement about a topic
using strong arguments; in other words, we have to take a stance and support it.
do during this class.

ó
Work in groups of four. You have already chosen a topic for your debate. Now, take a stance and write the
arguments in favor or against the chosen topic. Ask your teacher for help if necessary.

ci
Recommended resources: Website number

st NA
Student’s own answers.
17 listed in the Webography on page 249.

bu
di A
ri
L
su IL

When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.
T

Did you…
1. Form groups of four?
da N

2. Take a stance?
3. Write the arguments for or against?
bi A

171
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Day 3

BRILLIANT READING!
Debating - Getting Ready for a Classroom Debate!

1. Based on what you read on pages 134 to 137 in your

Reader’s Book, answer and discuss the following
ro

questions with your group and teacher. Ask students

to answer the questions individually and, as soon as
P

they finish, find a partner to discuss the answers in

detail. Finally, each pair will share their opinions with
the rest of the group.

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 Lesson
35 Lesson SocialisNetworks:
That fascinating!
Pros and Cons!
Social Networks: Pros and Cons!
35
Week 35 Day 1 1. Read the text. Choose a title and write it in the space provided.. Now look at the words below the text
and find their synonym in the text. Check your work with your classmates and teacher.

ACTIVATION – Before the book page

210 a) Social Interaction b) Social Networks c) Social Media

Social Networks
Organize the group in teams of three. Tell them
A social network is a place in the Internet where people create a profile (with their
to talk about the Net: Do they use it? What personal information and interests) and build a personal “net” to keep in contact with
do they use it for? Which sites do they visit the other people (classmates, friends, colleagues, relatives and even unknown people). The
most recent statistics show that around 700 million people around the world have a
most? Ask them to share their answers with the profile in a social network site.
Some people think that social networks can be bad for teenagers because they can
group, encouraging the use of English. Then, cause addiction. There are other disadvantages of social networks; for example, it can

n
in order to introduce the passive voice, write foster cyber bullying and sexual harassment. On the other hand, some people say it also
has advantages, for example, they can share files, music and photos with their contacts.
on the board the three most visited sites using

ó
What do you think? Are social networks healthy and safe or not?

the following structure: X, Y and Z are the most

photos think spend

ci
pictures believe waste
visited sites by third graders.

st NA
terrible bad adolescents teenagers get in touch keep in contact

web net friends contact promotes fosters

PRACTICE – In the book

bu
Doing it!
61

1. Read the text. Choose a title and 22. Go back to the previous text. Complete the questions on the left. Listen and check. Then, match the

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write it in the space provided.
questions to the corresponding answers. Check your work with your classmates and teacher.

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page
210
Now look at the words below the
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a. What is a social network ?
‘People can share information like music,
text and find their synonym in b. How many people around the world use a social photos, files, and so on.
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the text. Check your work with network? ‘Teenagers.
‘A place on the Internet where people share
c. Who can become addicted to social networks?
your classmates and teacher. Draw their personal information and interests.
d. What are some disadvantages of social networks? ‘Cyber bullying and sexual harassment.
students’ attention to the picture
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‘More than 700 millions.

e. What are some advantages of social networks?
in order to introduce the theme.
Choose an appropriate title with
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Sharing it!
them. Organize the group in pairs; 3. Work in small groups and take turns to talk about whether you have used a social network or not. Then,
tell them to read the text and share
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in your notebook, answer these questions: Do you use any social network? What do you use it for? If you
don’t use any, would you like to use one? Why? Share your information with your classmates and teacher.
with the group what they read. 172
Then, they have to identify the
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words that are synonyms to that

ones in the chart and to write them SBTeens3 PL11.indd 172 9/25/11 6:04 PM

in the corresponding space. You may refer students to CLOSING

the Grammar Reference on page 210. Check.
3. Work in small groups and take turns to talk about
61 2. Go back to the previous text. Complete the whether you have used a social network or not.
questions on the left. Listen and check. Then, match Then, in your notebook, answer these questions:
the questions to the corresponding answers. Check Do you use any social networks? What do you
your work with your classmates and teacher. Students use it for? If you don’t use any, would you like to
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continue working in pairs. They’ll go through the use one? Why? Share your information with your
questions and scan the text from the previous activity classmates and teacher. Organize the group in teams
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in order to find the answers. Play Track 61 for them of four and give them some time to talk about their
to match the columns. You may refer them to the personal experiences with social networks. Tell them
Grammar Reference on page 210. Check. to write about them in their notebooks and ask some
volunteers to share them with the group.

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 PRACTICE – In the book
62 1. Listen to the conversation and answer the following questions. Check your work with your classmates 62 1.
1 Listen to the conversation and answer
and teacher.
the following questions. Check your
work with your classmates and
a. What is the topic of the debate? teacher. Organize the group in pairs
The topic is social networks.
and give them some time to discuss
b. Why is Ana in favor of social networks? what are students doing and what are
Because she thinks people can keep in touch with others.
they talking about. Play Track 62 and
c. Why is Marco against social networks? let them answer the questions. Play
Because he thinks many people with bad intentions can be met by young people.
Track 62 again and check.

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d. Why does Maribel think social networks can be addictive?
Because she thinks that people waste many hours.
2. The following arguments were used

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by students in a debate about social

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networks. Tick if the statement is

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Doing it!
right or write an “X” and correct
the mistakes. Then, write if it is an

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2. The following arguments were used by students in a debate about social networks. Tick if the statement
is right or write an “X” and correct the mistakes. Then, write if it is an argument in favor or against. Follow
the example. Check your work in groups. argument in favor or against. Follow
page
210 the example. Check your work
exposed
di A in groups. Organize the group in

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 Against
a. Teenagers can be expose to racist, violent or sexual explicit language.
pairs. Ask them to read each of the
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found 
b. Old friends (from primary school, for example) can be find. In favor
developed
c. Computer-related skills can be developing by young people.
 In favor
arguments and correct the mistakes
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received
d. Spam and annoying ads can be receive from time to time.
 Against they have; remind them that when
e. Friend requests from many unknown people can be received.
received  Against writing in passive voice all verbs must
substituted  Against be in past participle form. Then, give
f. Face to face interaction can be substitute by cyber interaction.
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them some time to identify the stance

of each. You may refer to the Grammar
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Sharing it!

3. Work in small teams. Go back to the previous activities. Underline the arguments in
Reference on page 210. Check.
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favor and circle the arguments against social networks. Then, in your notebook, write
two more arguments in favor or against social networks. Share your ideas with your class.
173
CLOSING
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3. Work in small teams. Go back to the

SBTeens3 PL11.indd 173 9/25/11 6:04 PM
previous activities. Underline the
Week 35 Day 2 arguments in favor and circle the arguments against
social networks. Then, in your notebook, write two
ACTIVATION – Before the book more arguments in favor or against social networks.
Share your ideas with your class. Organize the group
Organize the group in teams of three. Tell each team to write a in small teams and ask them to check all arguments
sentence expressing their stance concerning social networks concerning social networks. Let them think of some
–they must use the passive voice. Monitor and check that all others; write them in their notebooks and share them
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sentences are written correctly. They may use the Grammar with the group.
Reference section, on page 210. Then, ask teams to write each
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word of their sentences on pieces of papers, and scramble them. Ask students to bring their arguments for their debate,
They will exchange their set of papers with another team and will and to read pages 138 to 141 of their Reader’s Book.
try to unscramble the other team’s sentence. The first team to
order the sentence will be the winner.

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 Lesson
35

Week 35 Day 3

1. Work in pairs. Look at the pictures below. Write in your notebooks an argument in favor or against each
ACTIVATION – Before the book topic. Share your ideas with the rest of your classmates and teacher.

Play “Spelling Bee” with challenging words, from Doing it!

this lesson, such as: cyber bullying, harassment, 2. Play a game! Work in small groups. Look at the cards below. Take turns throwing a dice. Each player has
advantage. Ask students to stand up. You will to provide an argument in favor or against the topic marked with the number on the dice. For example,
if a player throws a dice and it lands on number four, he/she has to give an argument for or against
pronounce the words for students in turns and violent video games. If the contestant does it correctly, he/she gets a point. The winner is the player who
gets the most points.
they have to spell them. Students who don’t
spell the words correctly will sit down. You can
make as many rounds as necessary to get a

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winner.

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PRACTICE – In the book

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1. Work in pairs. Look at the pictures
below. Write in your notebooks an

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1 2 3
argument in favor or against each
topic. Share your ideas with the
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rest of your classmates and teacher.

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Organize the group in pairs. Tell
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them to look at each of the pictures
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in the board game and think of
arguments to support or refute each
of the topics. Ask pairs to share with 4 5 6
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the group; you may organize a brief

debate for each.
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Sharing it!

BRILLIANT GAME!
bi A

3. Work in small teams. Choose three topics from the previous activity. Take a stance and write two
arguments in favor or against each chosen topic. Share your ideas with your classmates and teacher.
174
2. Play a game! Work in small groups.
hi ©S

Look at the cards below. Take turns

throwing a dice. Each player has SBTeens3 PL11.indd 174 9/25/11 6:04 PM

to provide an argument in favor or against the topic CLOSING

marked with the number on the dice. For example,
if a player throws a dice and it lands on number four, 3. Work in small teams. Choose three topics from
he/she has to give an argument for or against violent the previous activity. Take a stance and write two
video games. If the contestant does it correctly, he/ arguments in favor or against each chosen topic.
she gets a point. The winner is the player who gets Share your ideas with your classmates and teacher.
the most points. Organize students in teams of five Organize the groups in small teams, so they can discuss
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persons, read instructions aloud to be sure everyone each of the topics in this activity. Then, give them some
understands them. Monitor while they play providing time to write arguments in their notebooks and share
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help when necessary. them with the rest of the group.

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 Rules for Academic Debates and Controversial Topics!
1. Based on what you read on pages 138 to 141 in your Reader’s Book, answer and discuss 2
BRILLIANT TIME!
the following questions with your group and teacher.
Debate – Step 3/4
a. What do you think may happen if a debater does not follow the rules while in a debate?
Student’s own answers.
Read the paragraph with students and ask
b. Do you agree with all the rules that you read for a debate? Would you add any other rules? Which one(s)
them to get together with their product’s
and why? Student’s own answers.
c. Write two controversial topics that you would like to debate with your classmates.
teams to review their arguments for the
Student’s own answers.
topics they chose. Ask them to write the
complete paragraph. Monitor and help them
Brilliant Time! - Debate - Step 3 to proofread their texts so they can write their
final versions.
It is important to have a moderator in a debate. He or she will help to keep the organization of the debate. Ask your

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teacher or one of your classmates to participate as the moderator in your debate. Remember that it is very important to
show respect for other people’s opinions.
Finally tell them to tick the activities they could
do during this class.

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Work in groups of four. You have already written your arguments in favor or against the topic of your debate.
Now, write a short text with the agreeing and/or disagreeing arguments. After you have finished, edit your text.
Check spelling and punctuation. Ask your teacher for help if necessary. Then, read the final version of your text

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and get ready for your debate. Decide on the time and place for the debate. Don’t forget to choose a moderator

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and the order in which teams will participate. Recommended resources: Website number
2 listed in the Webography on page 249.

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Student’s own answers.

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When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.

Did you…
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1. Form groups of four?

2. Write a short text with arguments in favor or against?
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3. Edit your text?

4. Read the final version of your text?
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175
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Day 3

BRILLIANT READING!
Rules for Academic Debates and Controversial Topics!

1. Based on what you read on pages 138 to 141 in your

Reader’s Book, answer and discuss the following
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questions with your group and teacher. Ask students

to answer the questions individually; monitor to check
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that everybody reads. As soon as they finish, they get

a partner to discuss the answers in detail. Finally each
pair will share its opinions with the rest of the group.

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 Lesson
36

!
Read the following text and underline all the cognates you can Įnd. Share your work with a partner. Use
Week 36 Day 1 Review 1 your dicƟonary to look up the meaning of unknown words. Then, work with a partner and take turns to
talk about the informaƟon in the text: What is the text about? Do you think it is interesƟng? Do you Įnd it
useful? Share your ideas with the rest of your classmates.
BRILLIANT! MAGAZINE

Debatingis
Debating is Fun!

ACTIVATION – Before the book

fun
Organize the group in teams of four. Tell
Some people ask themselves whether
them to make a list of three advantages they it is a good idea to debate in junior high
think participating in a debate may have for school or not. DebaƟng at school is a
them. Ask one person from each team to go wonderful way to improve your speaking

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to the front and share their opinions with the skills and to build conĮdence in yourself.
rest of the group.

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Here are a few great reasons to join the dialog:

Learn about yourself

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PRACTICE – In the book DebaƟng an issue is a great way to learn more about you. You get

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to see, depending on what side of the argument you support (what
stance you take), what is important for you. The more passionate
your argument, the more likely you are to understand what you truly
Read the following text and underline

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care about.
all the cognates you can find. Share
Builds conĮdence
your work with a partner. Use your ParƟcipaƟng in a high school debate topic is a terriĮc way to build

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dictionary to look up the meaning of your conĮdence; besides, it can help you to realize that you can
speak in public and to recognize your command of the English

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unknown words. Then, work with a language. Once you begin pracƟcing and parƟcipaƟng in debates,
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you will see that conĮdence spill over into other areas of your life.
partner and take turns to talk about
Fosters social interacƟon
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the information in the text: What DebaƟng is an excellent way to interact with others. While debaƟng
is the text about? Do you think it is you learn how to respect others’ opinions (without criƟcizing), to pay
aƩenƟon to what other people say, to respect the turns of
interesting? Do you find it useful? intervenƟons, and so on.
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Share your ideas with the rest of As you have seen, there are several good reasons for debaƟng.
your classmates. Explain to students So, let’s speak up, let’s debate!
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that a cognate is a word that has the

same linguistic derivation as another
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Adapted from: http://teens.lovetoknow.com/High_School_Debate_Topics

(accessed in April, 2011).
(e.g., English father, German Vater, 176
Latin pater). Tell them there are some
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words in English which share the same

linguistic derivation with words in SBTeens3 PL11.indd 176 9/25/11 6:04 PM

Spanish and because of that fact they’re

written similarly. Organize the group in pairs and ask them
to underline all the cognates they can find in the text.
Then give them some time to share opinions guided by
the questions in the Student’s Book.
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 Look at the picture and discuss with your
partner: What is the song about? Read the
American and BriƟsh English have some diīerences song aloud and check your inferences. Then,
regarding pronunciaƟon and spelling of words. Go use the words in the box to complete the song. CLOSING
back to the text. Find the American English words to You can use two words several Ɵmes. Compare
complete the chart. Then, use some of those words to your work with your classmates. Listen and
complete the informaƟon below, use American English. check. Listen to the rhythm you will follow to Work in small teams and take turns
sing the song. Have a great Ɵme and enjoy!
British English American English
to talk about the importance of
burned cool debate discern participating in debates at school.
ear great learned
Dialogue Dialog
parƟcipate rules school wait Then, in your notebook, write some
Criticising Citizing
advantages of debates (school debates,
2 Realise Realize 63

Analyse Analyze
Debating is Cool! politic debates, and so). Share your
3 Practising Practicing Don’t worry, boy! It’s just a debate ,
ideas with the rest of your classmates.
everybody here will see you do just great . Organize the group in teams of four, give
1 Recognise Recognize
Don’t worry, girl! It’s just a debate ,
come on, let’s go! Let’s get on with the debate ! them some time to talk about their own

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Debates can help us to 1 that everybody
may have diīerent opinions. SomeƟmes, debates also Late last night, I dreamed about a debate ,
experiences with debates and the way
help us to 2 that we can be wrong. As any I dreamed it was too late to participate . they help them to develop skills with

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other 3 , the debate requires respect among Just the day before, our teacher told us- Wait!,
the turns of parƟcipaƟons of the speakers. Cool down, guys, it will be just great . the language. Tell them to write in their

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Don’t worry, boy! It’s just a debate ,
notebooks about them and encourage

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everybody here will see you do just great . some volunteers to share with the rest of
Don’t worry, girl! It’s just a debate ,
come on, let’s go! Let’s get on with the debate ! the group.

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You know what? That morning I happily learned
Debates are the way to learn without geƫng burned . BRILLIANT SONG!
di A To gain from others, to share our ideas, to discern,
To respect what others say, and respect to earn. Debating is Cool!

ri
L
Don’t worry, boy! It’s just a debate ,
everybody here will see you do just great . 63 Look at the picture and discuss with
Don’t worry, girl! It’s just a debate ,
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come on, let’s go! Let’s get on with the debate ! your partner: What is the song about?
Early that morning we were at school . Read the song aloud and check your
Three of my friends were very conĮdent and cool , inferences. Then, use the words in the
T

We all debated how graĸƟ is against the rules .

Finally, we decided that debaƟng is cool in school . box to complete the song. You can
Work in small teams and take turns to talk about the use two words several times. Compare
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importance of parƟcipaƟng in debates at school. Then,

in your notebook, write some advantages of debates your work with your classmates. Listen
(school debates, poliƟc debates, and so). Share your and check. Listen to the rhythm you
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ideas with the rest of your classmates.

177
will follow to sing the song. Have a
great time and enjoy! Play Track 63 for
hi ©S

students to follow the song and fill in

SBTeens3 PL12.indd 177 9/25/11 6:06 PM
the blanks using the words from the box.
Week 36 Day 2 Check answers and play the track again.
Invite students to follow the rhythm
American and British English have some differences while they sing along.
regarding pronunciation and spelling of words. Go
back to the text. Find the American English words to
complete the chart. Then, use some of those words to
complete the information below, use American English.
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Explain that the spelling of some words may be different

depending on the country. Draw students’ attention to
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the words in the chart, elicit answers to fill it in. You may
wish to direct students’ attention to the American-British
English section on pages 204 and 205 and have them
find and explain the differences they find between the
styles. Check. You may ask them if they can find similar
cases in Spanish that is, words that have different spelling
depending on the region or country.

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 Lesson
36 Product Time

Week 36 Day 3

Product Time

Step 4 – Share with your classmates your

experiences with your debate

Read the paragraph about the product with

students. Go picture by picture and ask them
to share the challenges they face in each step
and how they felt when they finally finished the

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product.

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1. Work in small groups. Answer the

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following questions. Then, share your

st NA
answers with your teacher and your group.
Students answer the questions in their

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groups. Lead a brief feedback session; have
all the groups share their opinions.
di A
ri
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Product: Debate. A debate is an activity where people take a stance and defend their ideas using strong arguments. The
su IL
most important thing is to communicate your ideas clearly in order to persuade others to accept your opinions.

1. Work in small groups. Answer the following questions. Then, share your answers with your teacher and your
group.
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a. What do you think about your debate? Student’s own answers.

b. Was it useful to practice your English? Student’s own answers.
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c. Did you enjoy participating in a debate with your classmates and teacher? Student’s own answers.
bi A

178
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SBTeens3 PL12.indd 178 9/25/11 6:06 PM

ro
P

186

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 Read the following activities and answer the questions. When finished, write a tick () in the
box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are
able to do! If you need help, ask your teacher.

1. Look at the picture and discuss with a partner what the information is about.
Read the title and check your inferences. Then do the activities below.

Pros and cons of Social Networks

You can keep in touch with your friends.
You can become a victim of cyber-
bullying.
You can find old friends (from primary
school, for example).
You can develop computer-related skills.
You can receive friend requests from

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many unknown people. You can communicate with your friends
whenever you want.
You can become an isolated person
because social networks avoid face to You can interact with others who share

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face socializing. the same interests.
a. Go back to the information above and tick () the sentences in favor and cross () the

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sentences against social networks. Check your work with your classmates and teacher.

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I can I can’t
...detect and establish links between a personal stance and information that agrees or

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disagrees with it.

b. Take a stance about social networks and write two arguments in favor or against them.

di A
ri
I can I can’t
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…express agreements and/or disagreements clearly.
su IL
c. Use the information you wrote above and, in your notebook, write a short text with
your arguments in favor or against social networks.
I can I can’t
…create short texts with arguments in favor and/or against a topic.
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d. Go back to the text you wrote in your notebook and edit it. With the help of your
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teacher, check for spelling and/or punctuation mistakes.

I can I can’t
…edit my text in order that it follows conventions of spelling and punctuation.
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179
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Day 3

I Can

Read the following activities and answer the questions. When

finished, write a tick () in the box that shows what you can
or can’t do. Enjoy this activity and see for yourself what you are
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able to do! If you need help, ask your teacher. To work with this
page, go task by task. Make sure students know what to do in
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each one, and monitor while they work. Check each task as soon
as it is finished, before going to the next. Have general feedback
sessions to listen to students’ comments and opinions. This
information will be useful for you to detect and diagnose possible
problems, and to take the necessary actions.

1. Look at the picture and discuss with a partner what

the information is about. Read the title and check your
inferences. Then, do the activities below.

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 Lesson
37 Lesson
Yes! Let’s Go There!
Yes! Let’s Go There!
37
Week 37 Day 1 1. A field trip is a school excursion with a learning objective. Look at some places many students go to in
Mexico and write what the students may do and learn in each case, as in the example.

ACTIVATION – Before the book

Organize the group in teams of four; draw

students’ attention to the title of this lesson
and ask them to write a list of places they think
a. Students see heroes of Mexico. a. Student’s own answers. a. Student’s own answers.
could be interesting to visit on a field trip. Give b. Student’s own answers. b. Student’s own answers. b. Student’s own answers.
them two minutes to make their lists and when

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Doing it!
they finish, ask students to share them with
the group giving arguments to support their 64 22. Miss Lopez, a teacher from Chihuahua City, in Chihuahua, is organizing a field trip to a Mennonite farm,

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so that her students can learn how those immigrants live in Mexico today. The teacher is reading the
choices. field trip’s itinerary or activity schedule to her students. Number the places they will visit in the order the

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teacher mentions them, as you listen.

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PRACTICE – In the book

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1. A field trip is a school excursion
with a learning objective. Look
di A
at some places many students go

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3 Mennonite Cheese Factory 2 Mennonite Museum 5 House of a Mennonite family
to in Mexico and write what the
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students may do and learn in each
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case, as in the example. Organize
the group in pairs and give them
some time to work on this activity,
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encourage the use of modals with 6 Mennonite School 1 Departure 4 Mennonite Plantation

phrases such as: Students can see…,

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Sharing it!
Students may learn… Check. 3. Have you ever been on a field trip? Discuss which places you have been to on field trips or say where you
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would like to go to, in case your school organized one. Share your answers with your classmates and your
64 teacher.
2. Miss Lopez, a teacher from 180
Chihuahua City, in Chihuahua,
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is organizing a field trip to a

Mennonite farm, so that her SBTeens3 PL12.indd 180 9/25/11 6:06 PM

students can learn how those immigrants live CLOSING

in Mexico today. The teacher is reading the field
trip’s itinerary or activity schedule to her students. 3. Have you ever been on a field trip? Discuss which
Number the places they will visit in the order the places you have been to on field trips or say where
teacher mentions them, as you listen. Continue you would like to go to, in case your school organized
working in pairs, tell them to look at the pictures and one. Share your answers with your classmates and
share their impressions about it. Ask them to predict your teacher. Lead a discussion based on the questions
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the order of the itinerary. Play Track 64 for them suggested in the Student’s Book, avoiding the use of
to check. Spanish. Provide vocabulary and any help they need in
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order to share their thoughts in English.

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 Keep a dictionary at hand and look
up the meaning of those words.
64
11. Read the talk Miss Lopez gave her students before going on their field trip to the Mennonite community as Compare your definitions with your
you listen. Circle all the words you can’t understand even after using the text context. Keep a dictionary at
hand and look up the meaning of those words. Compare your definitions with your classmates.
classmates. Play Track 64 for students
page
207 so they can follow the reading.
Organize the group in pairs and tell
Miss Lopez: OK, class, please pay attention. Today is Monday 11th. Remember next Friday 23rd we will
go on a field trip to a Mennonite community near Cuauhtemoc City, only about an hour them to circle the words they cannot
from here.
Girl student: Excuse me, Miss Lopez. Where were the Mennonites from?
understand. Monitor to help them
Miss Lopez: Germany. Now, look at the activity schedule I am handing out. The day of the excursion use the context, in order to find out
you have to be at school at 7:00 in the morning. We will be leaving at 7:30 so, be on time.
At about 9:00 o’clock, we will be arriving in a Mennonite museum to get a general idea the meaning of each of the words;
of Mennonite history and customs. Later on, at 10:30, we will be leaving the museum to
go to a Mennonite cheese factory. We have to be there at 10:45. The Mennonites make
if they couldn’t, tell them to use the

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wonderful cheese because they apply the same procedure their ancestors used hundreds dictionary and share their findings
of years ago. Then, at 11:30, we’ll be leaving the cheese factory to go to a Mennonite
plantation, just 10 minutes away from the factory. After the plantation, at about 12:30 in with the rest of the group. Make a

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the afternoon, we’ll be visiting one of the many families in town. You’ll be able to go inside
a Mennonite house and see with your own eyes how these families live. I’m sure you’ll be
list on the board for them to start
very hungry by then, so we’ll have a short picnic lunch outside this family’s house, at 1:00 a glossary in their notebooks. You

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o’clock in the afternoon.

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Boy student: What time are we going to come back? may refer students to the Grammar
Miss Lopez: Oh, you’re right! We will be back as soon as we finish lunch, at about 2:00 in the afternoon
so we can be in Chihuahua City at 4:00. Do not forget to tell your parents about our arrival Reference on page 207.

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time back in the city, please.

2. Read the conversation one more time.

Doing it!
di A Fill in the itinerary or activity schedule

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with the appropriate times or places,
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2. Read the conversation one more time. Fill in the itinerary or activity schedule with the appropriate times
or places, as in the example. as in the example. Organize the group
su IL
7:30 am Leave for Mennonite town 11:30 Leave cheese factory 13:30 Leave to Mennonite school in pairs, give them some time to read
9:00 Arrive Mennonite museum 11:40 Arrive at plantation 14:30 Return the text again and circle the word they
Leave Mennonite museum 12:30 pm Visit Mennonite family 16:00 Arrive in Chihuahua City
10:30 consider key vocabulary for writing
T

10:45 Arrive cheese factory 13:00 Have lunch

an itinerary (leave, arrive, visit, have
lunch). Tell them to share and compare
da N

Sharing it!
answers. Then, ask them to fill in the
blanks, with the correct imperative
bi A

3. Why do you think Mennonites continue their old traditions and behaviors? Write a few ideas in
your notebook. Then, compare them with the rest of your classmates and your teacher.
181
phrase and time, according to the
itinerary from the previous activity.
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Week 37 Day 2 CLOSING

ACTIVATION – Before the book 3. Why do you think Mennonites continue their old
traditions and behaviors? Write a few ideas in your
Play “Simon Says” to review imperatives. One student takes the notebook. Then, compare them with the rest of your
role of “Simon” and issues instructions related to activities they classmates and your teacher. Organize the group in
may do on a field trip to the other student, who have to mime teams of four; tell them to share their opinions on the
ro

the activities. Students should only follow the instructions if fact of preserving Mennonite traditions. Encourage
preceded by the phrase “Simon says”; for example, Simon says them to share with the group comparing the teams’
P

eat your lunch. Players are eliminated from the game by either answers.
following instructions that are not immediately preceded by the
trigger phrase or by failing to follow an instruction that does Tell students to think of their favorite subject at school.
include “Simon says”. Ask them to think of possible field trips you can
organize to learn more about that subject. Ask them to mention
PRACTICE – In the book at least two reasons on why going to this place would be a good
learning experience. They should also read pages 57 to 61 of their
64 1. Read the talk Miss Lopez gave her students Reader’s Book.
before going on their field trip to the Mennonite
community as you listen. Circle all the words you
can’t understand even after using the text context.

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 Lesson
37

Week 37 Day 3

1. Look at the pictures related to Mennonites below and discuss with your partner which things you both
ACTIVATION – Before the book can name. Write the name of all those objects in your notebooks. Students’ own answers.

Doing it!
Play “Hangman” with vocabulary related to
2. Play “Sentence Tic-Tac-Toe”. Make two opposing groups (Os and Xs) of two players each. “O” players
Mennonites; you may use words from activity 2 choose a square and make a sentence using the word/phrase the image illustrates. If the word is used
in order to introduce them to the group. correctly, “O” players mark the square with a big “O.” If the word/phrase is used incorrectly, “X” students
mark the square with an “X.” Repeat the first stage, but with “X” students choosing the square and
making a correct sentence. The game continues until either “O” students or “X” students have won three
squares in a row, as in a Tic-Tac-Toe game.
PRACTICE – In the book

1. Look at the pictures related to

n
Mennonites below and discuss
with your partner which things you

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both can name. Write the name of

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all those objects in your notebooks.

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Organize the group in pairs. Ask
students to look at the pictures and

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write as many names they can of
the objects portrayed in the next
di A
activity. Give them one minute to

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do it. Check and give a point to the
L
pair that has more names written
su IL
correctly.

BRILLIANT GAME!
T

2. Play “Sentence Tic-Tac-Toe”. Make

da N

Sharing it!
two opposing groups (Os and Xs)
of two players each. “O” players
bi A

3. Work in groups of three or four students. Talk about your community. How do you live? Is there any
special tradition you have? Compare it with your classmates and report to the class.
choose a square and make a 182
sentence using the word/phrase
hi ©S

the image illustrates. If the word

is used correctly, “O” players mark SBTeens3 PL12.indd 182 9/25/11 6:06 PM

the square with a big “O.” If the word/phrase is used

incorrectly, “X” students mark the square with an
“X.” Repeat the first stage, but with “X” students
choosing the square and making a correct sentence.
The game continues until either “O” students or “X”
students have won three squares in a row, as in a
Tic-Tac-Toe game. Organize the group in two teams,
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read the instructions with students to make sure they

understand the rules. Monitor while they play guiding
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them when necessary.

CLOSING

3. Work in groups of three or four students. Talk about

your community. How do you live? Is there any
special tradition you have? Compare it with your
classmates and report to the class. Organize the
group in small teams and give them one minute to
think about the questions in this activity. Check and
compare answers.

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 An Unusual Field Trip
1. Based on what you read on pages 57 to 61 in your Reader’s Book, answer and discuss the following BRILLIANT TIME!
questions with your group and teacher.
Activity Schedule - Step 1/4
a. In which year does the story probably take place?
Student’s own answers.
The main aim of this product is to have
b. What does the teacher probably look like and what is his/her name?
Student’s own answers.
students prepare an instructive list to plan a
c. What kind of transport do the teacher and her students use?
field trip.
Student’s own answers. .
d. What subject of study is the trip probably planned for? By doing so they can:
History.

Adjust volume, intonation and tone to

‘
emphasize or clarify instructions.

n
Brilliant Time! - Activity Schedule - Step 1 Offer explanations to clarify instructions.
‘
Rephrase instructions to confirm
‘

ó
Have you ever thought of learning about your school subjects away from school? In this second part of Unit 5 you will
be working together to plan an activity schedule for a field trip. As you have seen, field trips are excursions that help comprehension.

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you learn things, away from your classroom and school, in a meaningful way, especially because on a field trip you go
through personal experiences that are not easy to forget. An itinerary for a field trip basically contains activities and Compose instructions.
‘

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times to be completed during the excursion. Appraise the pertinence of following or not
‘
Work in groups of three or four. Talk about field trips that may help you learn more about a specific subject, for following instructions.

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example, Biology, Spanish or even English! Choose one place you would all like to go to (a place in or near your
city or town). Then, go to the library and find as much information as possible about that place and about the
things that you may learn by going there, and make a list of ideas. You may also get information from a reliable All of the above has to be done under your
Internet site.

di A guidance and with your help.

ri
When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.
L
Did you…
Ask students to organize a new team of three
su IL
1. Form groups of three or four?
or four persons in order to work on their
2. Talk about field trips? activity schedule. Tell them to share opinions
3. Choose one you would like to organize? about places they think could be good to visit
T

4. Make a list of things you may learn by going on that trip? and learn new things. They will choose one
and make a list of important information they
da N

5. Write and share your information with the members of your group?

should know to plan a visit there.

bi A

183
Finally tell them to tick the activities they could
do during this class.
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SBTeens3 PL12.indd 183 9/25/11 6:06 PM

Day 3 Recommended resources: Book number 6

listed in the Bibliography on page 249.
BRILLIANT READING!
An Unusual Field Trip

1. Based on what you read on pages 57 to 61 in your

Reader’s Book, answer and discuss the following
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questions with your group and teacher. Ask students

to answer the questions individually and, as soon as
P

they finish, they get a partner to discuss the answers in

detail. Finally, each pair will share their opinions with
the rest of the group.

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 Lesson
38 Lesson
Learning by Going!
Learning by Going!
38
Week 38 Day 1 1. A teacher and her students are
planning a field trip. Look
at the pictures and predict
ACTIVATION – Before the book where they will go.

Play “Hangman” with names of animals. Be sure

to include: lizard, kangaroo and koala. Doing it!
65
22. Read the conversation an Australian teacher had with his students while planning the field trip. As you
PRACTICE – In the book listen, fill in the blanks. Check your answers with the rest of the class. Then, answer the questions. Discuss
the correct answers.
page

n
207
1. A teacher and her students are Student 1: So… Where are we going?
planning a field trip. Look Teacher: Well… Everybody would like to go to the zoo, right?

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Students: Yes!!! May we go the last Friday of the month?
at the pictures and predict where Teacher: Yes, but you must get permission before that day, so take this letter and have it signed

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they will go. Go through the

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by your parents or guardians before the trip. You could be sick or you could be
pictures with students and ask them allergic to something, and I need to know that.

to predict what the text on activity Students: Are we going in the morning?

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Teacher: Well, I think we should leave at 8 a.m. or we might not be able to see the entire zoo.
2 will be about. Encourage them to Students: How are we going to get there? Is there an entrance fee?
share and compare answers.
di A Teacher: Well, we will hire a special bus to take us there. Can any of the groups investigate how
much the bus transportation would cost and how much the entrance fee per person is?

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65 2. Read the conversation an Students: We can do that!
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Australian teacher had with his
su IL
Which words from the blanks that you have just filled mean:
students while planning the
field trip. As you listen, fill in a. Permission? may, can c. Probability? could, might
b. Obligation? must, should d. Possibility? can
the blanks. Check your answers
T

with the rest of the class. Then,

Sharing it!
answer the questions. Discuss the
da N

3. Have you ever been to a zoo? Write a list of some of the animals you might find in a zoo near your city
correct answers. Go through the or town and write two facts about each animal. Share your work with the rest of your classmates and
instructions with students. Tell them
bi A

your teacher.

to read the text and then play Track 184

65 for them to fill in the blanks.
hi ©S

Organize the group in pairs, explain

that the words they use to fill in the SBTeens3 PL12.indd 184 9/25/11 6:06 PM

blanks are called modals, and that each of them has a

different function. Tell them to answer the questions
by taking into account the context in which each of
them is used. You may refer students to the Grammar
Reference on page 207. Check answers.

CLOSING
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3. Have you ever been to a zoo? Write a list of some of

P

the animals you might find in a zoo near your city or

town and write two facts about each animal. Share
your work with the rest of your classmates and your
teacher. Ask students to recall the last time they went
to a zoo and make a list of their favorite animals. They
must write two facts about each animal concerning its
physical characteristics, the environment where it can
be found and, maybe, the importance it may have for a
specific culture. Encourage them to read these lines to
the rest of the group.

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 8 PRACTICE – In the book

1. If your teacher and your classmates organized a field trip, there are basic things you would have to take
into account. Fill in the blanks with the words from the box. Use a dictionary. Check your answers with
1.
1 If your teacher and your classmates
page the rest of your classmates. organized a field trip, there are basic
210

itinerary emergency name tags fee field arrangements

things you would have to take into
purpose money chaperones purpose conduct signatures
account. Fill in the blanks with the
a. Collect money for trip e. Design permission letter and get i. Obtain information about the words from the box. Use a dictionary.
(transportation, entrance parents’ signatures . place (entrance fees, regulations, Check your answers with the rest
fee , etc.). f. Create a list of all students’ names and so on). of your classmates. Organize the
b. Make arrangements for and home phone numbers to j. Discuss the purpose of the group in pairs, and ask them to use
transport (bus, train, etc.). use in an emergency . field trip and how it relates to a a dictionary to fill in the blanks with

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c. Create an itinerary . g. Select an appropriate place to subject at school.
the correct word from the box. Give
d. As a group, make a set of visit. k. Get formal permission from
an extra point to the pair that finishes

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standards of conduct for the h. Prepare name tags for school principal and get enough
chaperones
first. Check answers with the whole
trip and discuss appropriate students and chaperones (adults to look after students.

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group. You may refer them to the

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clothing to wear for the trip, responsible for students during l. Assign students “specialists” roles
including items in case of rainy or the trip). in one aspect of the topic they
Grammar Reference on page 210.

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cold weather. will be studying during the
field trip. 2. Look at the actions from activity 1,
above, to plan a field trip and discuss
Doing it!
di A in which order they should be carried

ri
out. Put them in the correct order.
L
2. Look at the actions from activity 1, above, to plan a field trip and discuss in which order they should be
carried out. Put them in the correct order. Note: There are several possible orders. Note: There are several possible
page
su IL
210
First Next Later
One or Two Days orders. Get two pairs to work together
before the Field Trip
in order to form groups of four. Give
1. j 4. c 7. a 10. l
them some time to re-read the text
T

2. g 5. k 8. b 11. d
3. i 6. e 9. f 12. h
from activity 1 and decide the possible
order of the activities mentioned.
da N

Sharing it!
Check by asking students their reasons
for deciding that order. Note: There are
bi A

3. Work in groups of three. Decide which of the actions from activity 1, above, need to be done by an adult
and which can be done by you. Give reasons and share your ideas with the class and your teacher.
185
several possible orders, these are only
suggested answers. You may refer them
hi ©S

to the Grammar Reference on page 210.

SBTeens3 PL12.indd 185 9/25/11 6:06 PM

Day 2 CLOSING

ACTIVATION – Before the book 3. Work in groups of three. Decide which of the actions
from activity 1, above, need to be done by an adult
You need two wet paper balls for this game. Write modals from and which can be done by you. Give reasons and
the previous session on the board. Say a word and point to it. share your ideas with the class and your teacher.
Students repeat. Form two teams, A and B. A member of each Organize the group in small teams; ask them to decide
ro

team comes to the front and faces the group, so they can’t see the which activities can be performed by adults and which
board. Say a sentence that includes a modal, but instead of saying can be performed by them. Encourage teams to share
P

it make a pause, e.g.: We… see monkeys in the zoo (can). Students answers with the class, explaining the arguments for
turn around quickly and throw the wet paper ball at the modal their choices.
that correctly completes the sentence. The student who answers
correctly wins a point for his/her team. Ask students to get as much information about the
place they chose in Step 1 (the site for which they
would like to make an activity schedule for a field trip). Make
photocopies if necessary. If possible, they can check on the
Internet. Do not forget to investigate costs (such as entrance fees
and transportation) for going to that place, if any. They should
also read pages 62 to 66 of their Reader’s Book.

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 Lesson
38

Week 38 Day 3

1. Which three places would it be wonderful for you to go to, on a school field trip? Write them in your
ACTIVATION – Before the book notebook. Then, compare your answers with your class and your teacher. Students’ own answers.

Play “Tic-Tac-Toe Charades” with activities that Doing it!

may be done on a field trip. Write the names 2. Play “Where are You?”. You need a dice. Make groups of three or four. Decide who will go first and get
of activities on small pieces of paper, then, fold a chip for each player. When a player lands on a square, he/she has to guess where he/she is, by using
the context and the field trip clues in the center of the board. If correct, the player stays on that square,
them and put them in a bag. Organize the if not, he/she has to go back to the previous position. The winner is the first player to reach the Finish
square.
group in two teams and ask one person from
each team to go to the front, take out a paper
and mime the activity; if the team guesses the

n
aquarium Teotihuacan theater zoo
activity correctly, in less than 30 seconds, they
may draw a cross or a naught in the Tic-tac-toe.

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farm

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PRACTICE – In the book

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museum of modern art
milk factory
1. Which three places would it be

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wonderful for you to go to, on a park
Mexico City

school field trip? Write them in

di A
your notebook. Then, compare planetarium caverns

ri
your answers with your class and
L
your teacher. Ask students to think television studio basilica
su IL
about three places they would like
to go on a school field trip. Tell them caverns wax museum monarch sanctuary botanic garden museum of modern art

it doesn’t need to be a possible

T

place, but just their ideal place.

Tell them to share their choices by
da N

Sharing it!
asking them in which way it could
be useful to learn something new.
bi A

3. Go back to the previous activity. What places were difficult to guess? Think of the reasons and share
them with the class and your teacher. How could you guess more times in the future?
You may ask them which school 186
subject(s) their choices can be linked
hi ©S

to. Encourage them to use modals in

their sentences. SBTeens3 PL12.indd 186 9/25/11 6:06 PM

CLOSING
BRILLIANT GAME!
3. Go back to the previous activity. What places were
2. Play “Where are You?”. You need a die. Make groups difficult to guess? Think of the reasons and share
of three or four. Decide who will go first and get a them with the class and your teacher. How could you
chip for each player. When a player lands on a square, guess more times in the future? Organize the group in
he/she has to guess where he/she is, by using the teams of three or four; give them some time to share
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context and the field trip clues in the center of the with their classmates which were the most difficult
board. If correct, the player stays on that square, if places to guess and why. Encourage them to share with
P

not, he/she has to go back to the previous position. the group in order to compare and give advice.
The winner is the first player to reach the finish
square. Make sure instructions are clear. Monitor while
students play and provide help if necessary.

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 An Unusual Field Trip
1. Based on what you read on pages 62 to 67 of your Reader’s Book, answer and discuss the following BRILLIANT TIME!
questions with your group and teacher.
Activity Schedule - Step 2/4
a. How did the students hide so the people would not see them?
Student’s own answers.
Read the paragraph and instructions with
b. What did the students learn by going to Iraq? Write two things.
Student’s own answers.
students, making sure everybody understands.
Tell them to get with their project teams and
c. Can you explain —step by step— how Egyptians embalmed important people?
take out the information they researched for
Student’s own answers. their activity schedules. Ask them to think
about some activities they can do in the
place they chose and to rank them in order of
Brilliant Time! - Activity Schedule - Step 2 importance. They may also decide what time is

n
the best to do each of the activities. Monitor as
Originally, the word “itinerary” comes from the Latin word iter which means “way or journey” and the word ire which they work and provide any help needed.

ó
means “to go.” So, itinerary is a word used to refer to the places that one will visit on a trip. Itineraries for field trips
usually contain two things: the activities to be carried out and the specific times in which each activity will begin (and/

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or finish). An itinerary for a field trip covers only one day, but it is very important to let the reader know whether the
activities will be done in the morning or a.m. (ante meridian) or in the afternoon or p.m. (post meridian), or during both Finally tell them to tick the activities they could

st NA
times of the day. An “Activity Schedule” is a synonym for “Itinerary.” do during this class.

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Work in groups of three or four. Read the information that you found in the library or the Internet, and
underline the main ideas in each text. Then, share the information with your classmates and write, in your
notebooks, five or six activities you could do there, so you can learn more about the subject for which you are
planning your field trip. Rank them in order of importance. Ask your teacher for help if necessary. Share your

di A
information with the rest of your classmates.

ri
When the class ends, write a tick () next to the steps you followed. Use the box below to jot down ideas.
L
Did you…
su IL
1. Form groups of three or four?
2. Read the information about the places for which you would
like to organize a field trip?
T

3. Underline main ideas?

4. Share the information with your group classmates?
da N

5. Write a list of activities and rank them in order of importance?

6. Share your ideas with your class and your teacher?
bi A

187
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SBTeens3 PL12.indd 187 9/26/11 9:36 PM

Day 3

BRILLIANT READING!
An Unusual Field Trip

1. Based on what you read on pages 62 to 67 of your

Reader’s Book, answer and discuss the following
ro

questions with your group and teacher. Ask students

to answer the questions individually; monitor to check
P

that everybody reads. As soon as they finish, they get

a partner to discuss the answers in detail. Finally, each
pair will share their opinions with the rest of the group.

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 Lesson
39 Lesson
That
Itineraries
is fascinating!
Itineraries
39
Week 39 Day 1 1. When students go on a field trip, they usually learn something about the place they visit. Can you name
the animals in the pictures? Look at the following pictures of a tide pool and answer the questions.

ACTIVATION – Before the book

Play “Hangman” with vocabulary related to the

beach and the ocean: tidepool, crab, starfish, sea
urchin, snail.
a. Have you ever been to a tide pool? c. What animals may live in a tide pool?
b. How much do you know about tide pools?
PRACTICE – In the book Doing it!

n
66
22. After planning everything for a field trip to a beach with tide pools, a teacher asked one of her students
1. When students go on a field trip, to present the activity schedule in front of the class. Look at the activity schedule and number the

ó
activities, as you listen. Then, copy in your notebook the activity schedule in the appropriate order. Read
they usually learn something about the activity schedule carefully and answer the questions.

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the place they visit. Can you name

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tide pools field trip itinerary
the animals in the pictures? Look at
the following pictures of a tide pool 9:30 am Arrival at beach 10:00 am Searching for tide pool animals

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2
and data collection (handout) 4
and answer the questions. Organize 3:00 am Arrival at school 8
12:00 am Walking back to beach to
2:00 pm Departure from beach
the group in teams of three or four, 7 have lunch 5

di A
and go through the pictures and 8:00 am Departure from school 1 9:45 am Walking to tide pool 3

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1:00 pm Free time for swimming 6
ask them to share their experiences
L
in tide pools using the questions in a. What is wrong with the order in which the activities have been planned?
su IL
their Student’s Books. Encourage Swimming should be done before lunch or students may get sick!

them to use the vocabulary they’ve b. How can we check if an itinerary and its activities are reasonable to follow? Students’ own answer.
just learned. Monitor and provide c. What can we do if we listen to unreasonable instructions? Make speaker see that it may be wrong or even dangerous to do that.
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help when needed.

da N

Sharing it!
66
2. After planning everything for a 3 In case your class went on a field trip to the beach, what two risks may the class go through? Discuss
3.
field trip to a beach with tide pools,
bi A

with your classmates and write in your notebook the necessary instructions, so that those risks can be
avoided. Read your instructions to the class and your teacher. Are they relevant? Why?
a teacher asked one of her students 188
to present the activity schedule
hi ©S

in front of the class. Look at the

activity schedule and number the SBTeens3 PL12.indd 188 9/25/11 6:06 PM

activities, as you listen. Then, copy in your notebook CLOSING

the activity schedule in the appropriate order.
Read the activity schedule carefully and answer the 3. In case your class went on to a field trip to the beach,
questions. Play Track 66 for students to order the what two risks may the class go through? Discuss
activities in the activity schedule. You may pause after with your classmates and write in your notebook
each paragraph to give them time to write, and check the necessary instructions, so that those risks can be
their answers. Tell them to copy the activity schedule avoided. Read your instructions to the class and your
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in their notebooks and, as they do it, ask them to think teacher. Are they relevant? Why? The group continues
whether the order of the activities is logical or not; also, working in pairs in order to discuss the questions, they
P

if they would change anything, and why. Organize the should think about some different situations (besides
group in pairs to share opinions based on the questions swimming after eating) that can be risky during a field
from their Student’s Books. Encourage them to share trip to the beach. Encourage pairs to share with the
and lead a brief discussion on the importance of being whole group and compare answers.
critical when following instructions.

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 to follow the reading. Organize them
in pairs and tell them they should
67 1. Listen to the following questions and statements from the itinerary presentation you heard in the
previous lesson; discuss what they have in common. Underline the word that is repeated in the questions
identify the word that is repeated..
and in the first statement. Discuss with your classmates and teacher if the word has the same meaning in Check and emphasize that clarity
the questions.
is very important when writing an
Questions
activity schedule because everyone
Does that mean that if we’re late you will not wait for us? who reads it must know exactly what
Do you mean we don’t have to take the handout?
to do, carry or expect, in order to
Restatements
avoid possible problems.
You must be punctual means that if you are late, I’m afraid we will not be able to wait for you.
Correct. Do not take the handout but take a small notebook and a plastic bag to prevent it
from getting wet. 2.
2 Match the questions to the

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restatements. Then, read them out
Doing it! loud with the proper intonation and

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2. Match the questions to the restatements. Then, read them out loud with the proper intonation and rhythm to the class and your teacher.

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rhythm to the class and your teacher. Emphasize the words in italics.
Emphasize the words in italics.

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page
207 Questions Answers Organize the group in pairs and give
Do you mean we have to go back at one Not really. That means you only have to use the
them some time to match questions

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o’clock or later? information you consider useful; that’s all.
Does that mean we have to use all of the The handouts means the photocopy with questions and answers. Ask pairs of students, in
information? that you will have to complete after the field trip. turns, to read each of them with the
di A
What do you mean by the handouts? Well…at one o’clock means one o’clock sharp, proper intonation. Tell students who are

ri
neither before nor after.
reading the answers they must sound
L
Sharing it!
polite but firm. You may refer them to
su IL
3. Look at the following itineraries. First, each one of you chooses an itinerary. Then, fill the Grammar Reference on page 207.
in the missing times with reasonable hours. Take turns presenting your itinerary,
orally, to your classmate. Ask for clarification (Do you mean…?) if necessary.
Student’s own answers.
CLOSING
T

Tottenham Soccer Club Trip Itinerary Milk Factory Trip Itinerary

9:15 a.m. Departure 3:00 p.m. Leaving
3. Look at the following itineraries. First,
da N

: Breakfast with soccer players and coach : Guided tour of factory

: :
Visit to the Tottenham Soccer Museum Snack break each one of you chooses an itinerary.
: Playing soccer game with players : Going to the animal farm
Then, fill in the missing times
bi A

: Going back to school : Back to school premises

189
with reasonable hours. Take turns
presenting your itinerary, orally, to
hi ©S

your classmate. Ask for clarification

SBTeens3 PL12.indd 189 9/26/11 9:38 PM
(Do you mean…?) if necessary.
Week 39 Day 2 Organize the group in pairs. Let them fill in the
chart with reasonable hours and then present their
ACTIVATION – Before the book itinerary to his/her partner. Tell students they must
clarify anything they do not understand. Monitor and
Play “Word Maze”. Ask students, in pairs, to draw a 12 × 12 square provide them help when necessary.
chart. Each pair writes 10 names of excursion-related terms from
the unit using these directions: vertical, horizontal or diagonal. Ask students to think of the order in which the
ro

They should only write one letter per square and fill in the rest of activities in Step 2 could be best carried out. Also, to
the squares with letters at random. Students exchange puzzles think about how much time they may need in order to complete
P

and solve. each activity. When they finish, they must write a first draft of
the possible itinerary. Ask them to read pages 67 to 69 of their
PRACTICE – In the book Reader’s Book.

67 1. Listen to the following questions and statements

from the itinerary presentation you heard in the
previous lesson; discuss what they have in common.
Underline the word that is repeated in the questions
and in the first statement. Discuss with your
classmates and teacher if the word has the same
meaning in the questions. Play Track 67 for students

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 Lesson
39

Week 39 Day 3

1. Can you name these fish? Have

ACTIVATION – Before the book you ever seen one alive?

Play “Draw and Guess” with sea animals. Write

clown fish marlin fish
the name of some sea animals (including clown
fish and marlin) on small pieces of paper; fold Doing it!

them and put them in a bag. Divide the group 2. Play “Spot the Differences!”. Within a reasonable time, find out all the differences between both pictures
and write them in your notebooks. Use a dictionary if necessary. The winner is the team who can name
in two teams, one person from each team will the most differences.
go to the front, take out a paper and draw
the animal on the board. They cannot use any Picture A Picture B

n
words. If his/her team guesses which animal
it is, they’ll get a point. Encourage the use of a

ó
dictionary whenever they don’t know the name

ci
in English.

st NA
PRACTICE – In the book

bu
1. Can you name these fish? Have you
di A
ever seen one alive? Ask the two

ri
questions aloud to the whole group
L
and let students talk about their
su IL
experiences seeing sea animals.

BRILLIANT GAME!
T

2. Play “Spot the Differences!”. Within

da N

Sharing it!
a reasonable time, find out all the 3. Can you think of any possible threats to the Mexican tide pools and coasts? Which three concrete
differences between both pictures
bi A

actions can we take to avoid causing damage when we visit these areas? Discuss the answers with your
classmates and write them in your notebooks. Share ideas with the class and your teacher.
and write them in your notebooks. 190
Use a dictionary if necessary. The
hi ©S

winner is the team who can name

the most differences. Organize the SBTeens3 PL12.indd 190 9/25/11 6:06 PM

group in pairs; make sure instructions are clear. Monitor

while students play and provide help if necessary.

CLOSING

3. Can you think of any possible threats to the Mexican

tide pools and coasts? Which three concrete actions
ro

can we take to avoid causing damage when we

visit these areas? Discuss the answers with your
P

classmates and write them in your notebooks. Share

ideas with the class and your teacher. Explain the
word threat to students, giving and eliciting examples
such as: A cat is a threat to a mouse. Organize the
group in small teams and let them talk about the
threats Mexican coasts and tide pools are facing
nowadays, and how to prevent them. Students should
write a short paragraph, in their notebooks, expressing
these ideas. Encourage them to share with the rest
of the group.

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 An Unusual Field Trip
1. Based on what you read on pages 67 to 69 in your Reader’s Book, answer and discuss the following BRILLIANT TIME!
questions with your group and teacher.
Activity Schedule - Step 3/4
a. What is the relationship of Olympia and the Olympic Games? Student’s own answers.
b. Which competitions were held during the original Olympic Games? Student’s own answers.
Read the instructions together with students,
c. What was the students’ itinerary for the Unusual Field Trip? Fill in the blanks.
and make sure everybody understands what
Unusual Trip Itinerary
Year Name of Place now and then Activities at each place
they have to do. Tell students to get into their
3011 AD* Departure Collect air samples, record teams and check their activity schedules are
13700000000 BC** Beginning of the universe film , take pictures , observe written following a logical order and easy to
3000 BC Iraq (Sumer)
2050 BC Egypt (Gyza)
and take notes . understand. Tell them to rewrite sentences
———— Lunch on ship that need clarification, by using the phrase: It
776 BC Greece (Olympia) means that… Ask them to proofread every

n
776 BC Return
* AD = After Christ ** BC = Before Christ
sentence. Monitor while they work and provide
them help. When they finish, ask each team to

ó
Brilliant Time! - Activity Schedule - Step 3 present their activity schedule and tell the rest

ci
of the group they must ask questions to the

st NA
As you saw in this lesson, an itinerary or activity schedule has a very specific format. team in the front to promote communication
between both parts.

bu
Work in groups of three or four. Use the activities you wrote in Step 2, and turn them into an activity schedule;
make sure the activities and/or instructions are mentioned in an appropriate sequence. Check that they follow
spelling and punctuation. Write some sentences that will help you explain the itinerary in front of the class.
Check pronunciation. Ask your teacher for help if necessary. Finally, give a presentation in front of the class and Finally tell them to tick the activities they could
di A
be ready to clear any doubts or answer any questions about it.
do during this class.

ri
When the class ends, write a tick () next to the steps you followed.
L
Did you…
su IL
1. Form groups of three or four?
2. Design an activity schedule for your possible field trip?
3. Check that the order of activities and instructions was logical?
T

4. Check spelling conventions?

5. Compose some instructions to present the activity schedule to your classmates?
da N

6. Check the pronunciation of those sentences?

7. Present your activity schedule and answer any questions or doubts?
bi A

191
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Day 3

BRILLIANT READING!
An Unusual Field Trip

1. Based on what you read on pages 67 to 69 in your

Reader’s Book, answer and discuss the following
ro

questions with your group and teacher. Ask the

questions in the book to different students at random,
P

to check that all of them have read the assigned pages.

Students discuss the answers in detail in pairs. Check.

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 Lesson
40

Week 40 Day 1

BRILLIANT! MAGAZINE Read the Įrst part of a

The History of
tattoos
travel brochure about
The History of Tattoos – The Maori the Maori, a tribe from
New Zealand. Prepare
three quesƟons
about the text. Use a
ACTIVATION – Before the book dicƟonary if necessary.
Then, ask your
quesƟons to another
Read the first part of a travel brochure group of classmates
and kindly correct
about the Maori, a tribe from New your classmates if their Read the second part of the brochure and complete the chart with
Zealand. Prepare three questions answers are not right. informaƟon related to the Maori. Then, answer the quesƟons.

about the text. Use a dictionary if Many people consider

n
necessary. Then, ask your questions taƩoos a horrible thing,
however, only a few
to another group of classmates and

ó
people can tell about their
kindly correct your classmates if their origin. It is believed that
taƩoos were brought

ci
answers are not right. Go through from Polynesia by the

st NA
Maori. Higher status
the pictures with students and ask individuals almost always
them to predict what the theme of wore the taƩoos and

bu
lacking such marks meant
the article will be. Then, organize the
group in small groups and tell them to The Maori that a person probably
belonged to a lower social
order or grouping. Men and

di A
prepare three comprehension questions women were given taƩoo

ri
designs on diīerent parts
about the text. This would be a great of their bodies. For men,
L
the designated places for a
opportunity to review Wh- questions. The Maori are an indigenous people naƟve to taƩoo were face and thighs.
Women wore taƩoos on
su IL
When groups finish writing the New Zealand. They have a disƟnct culture and
it is said that they were the Įrst seƩlers coming their lips and chins. The
questions they will exchange them with from East Polynesia, between New Zealand and taƩoo ritual is associated
Hawaii. These Polynesian people seƩled the land with the life of the Maori.
another group. and later became known as the Maori. Their TaƩooists were viewed
T

culture includes a unique emphasis on sports and as sacred individuals in

performance arts. Along with these acƟviƟes, the society of the Maori.
PRACTICE – In the book Maori TaƩoo Designs of face and body is another These arƟsts were called
da N

common cultural pracƟce. This pracƟce is called tapu. The tapu are held
moko and actually started by carving permanent in high esteem within
designs into the skin. the tradiƟonal Maori
Read the second part of the
bi A

culture.
brochure and complete the chart 192
with information related to the
hi ©S

Maori. Then, answer the questions.

Before reading the second part of the SBTeens3 PL12.indd 192 9/25/11 6:06 PM

brochure, lead a brief discussion in which students express

their opinions about tattoos. Then, read the second
part aloud. Organize them in pairs and let them fill in
information from the chart. Check.
ro
P

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 Maori Tapu Tattoos

This is a group naƟve There are taƩoo arƟ sts

artists They are marks
designs overface and body.
to NewNewZealand.
Zealand They in the society of the They come from Polynesia.
Polynesia BRILLIANT SONG!
come from Polynesia
East Polynesia in Maori. They are held Higher
Higher status individuals wore them.
Asia. in high esteem in Men have taƩoos on their faces face and The Field Trip
Their culture includes an tradiƟMaori
onal culture.
culture thighs.
thighs
emphasis on sports and
Sports and Women have taƩoos on their lips lips and
performance
performance artsarts. chins.
chins 68 Listen to the song and cross out the
If you lived in New Zealand, would you like to go on a Įeld
words that do not belong as in the
trip to a Maori community? Why? Listen to the song and cross out the words example. Play Track 68 once for students
that do not belong to it, as in the example
Student's own answers. to identify words that do not belong. Play
68
The Field Trip it again pausing after each word in order
Mama says: "Wake up, it'sKate" to write the correct one. Then play it for
late
I say I'd rather stay in pet . third time so that students follow the
bed
Feeling bored, washing TV,
rhythm and sing.

n
watching
right now I Įll half dead!
feel

ó
I go to school and guess what?

The Įeld trip’s coming, I’m glad!

ci
st NA
Where might we go, what shall we eat?

Will it taste good or bad?

bu
'Cause whenever comes a feel trip,
Įeld
we plan eat , and we dream,

di A it
That every Ɵme we're in the bus,

ri
on
L
There’s plenty of ice cream!
su IL
T

In Mexico, taƩoos are considered a negaƟve and harmful

pracƟce for many people. Write two advantages and
da N

two disadvantages of geƫng a taƩoo. Then, discuss

what serious illnesses you may get in case you got one in
an unhygienic taƩoo place; for example, oī the street.
bi A

Compare your answers with the class.

193
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Day 2

CLOSING

In Mexico, tattoos are considered a negative and

harmful practice for many people. Write two advantages
and two disadvantages of getting a tattoo. Then, discuss
ro

what serious illnesses you may get in case you got one
in an unhygienic tattoo place; for example, off the
P

street. Compare your answers with the class. Organize

the group in small teams and give them some time to
talk about the advantages and disadvantages of tatoo.
Monitor and check they give arguments to support their
opinions. Encourage some of them to share with the
whole group.

201

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 Lesson
40 Product Time

Week 40 Day 3

Product Time

Step 4 – Share with your classmates your

experiences with your activity schedule for a
field trip

Read the paragraph about the product with

students. Go picture by picture and ask them
to share the challenges they face in each step

n
and how they felt when they finally finish the
product.

ó
ci
1. Work in small groups. Answer the

st NA
following questions. Then, share your
answers with your teacher and

bu
your group. Organize the group in teams of
three or four, try not to put them together
di A
with the same teams they worked with on

ri
the product, so they can exchange different
L
experiences they had when preparing their Product: Activity schedule for a field trip. It is a chart in which all the activities that will be carried out during an
su IL
itineraries. Lead a brief feedback session; academic excursion or visit to a place are mentioned.

have all the groups share their opinions. 1. Work in small groups. Answer the following questions. Then, share your answers with your teacher and
your group.
T

a. Why is it important to make an itinerary for a field trip? Student’s own answers.
b. What do you think about your itinerary? Student’s own answers.
da N

c. Did your classmates understand your itinerary’s presentation? If they didn’t, what can you do so they can
understand you a bit better the next time you give an oral presentation? Student’s own answers.
bi A

d. Is it useful to make an itinerary for a field trip to learn English? Student’s own answers.
194
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ro
P

202

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 Read the following activities and answer the questions. When you have finished, write a 1. Look at the following itineraries for
tick () on the box that shows what you can or can’t do. Enjoy this activity and see for
yourself what you are able to do! If you need help, ask your teacher. field trips. Each one of you will choose
1. Look at the following itineraries for field trips. Each one of you will choose a
a different itinerary. First, read and
different itinerary. First, read and understand the itinerary; you will have to understand the itinerary; you will have
present it orally (out loud) to your classmate. Prepare some sentences to help
you present it and write them in the box. to present it orally (out loud) to your
Anthropology Museum Chapala Lake
classmate. Prepare some sentences to help
Field Trip Itinerary Field Trip Itinerary you present it and write them in the box.
7:00 a.m. Departure from school 7:30 a.m. Leaving downtown
Guided tour of exhibits of Collecting water samples, walking
9:00 a.m. 10:00 a.m.
Mexico’s indigenous groups and taking pictures around the lake 2. Present the itinerary, orally, to your
1:00 p.m. Lunch 1:00 p.m. Lunch classmates. Change your explanations
1:30 p.m. Free time in Chapultepec park 2:00 p.m. Free time
or pronunciation of instructions in

n
3:30 p.m. Going back to school 4:00 p.m. Return to school
case something was not clear for your
classmates, or in case they need to

ó
Student's own answers.
understand your instructions more clearly.

ci
st NA
bu
di A
ri
2. Present the itinerary, orally, to your classmates. Change your explanations or
L
pronunciation of instructions in case something was not clear for your classmates,
or in case they need to understand your instructions more clearly.
su IL
I can I can’t
…change my pronunciation so that I can emphasize or explain instructions (for a field trip).
I can I can’t
T

…change instructions to check if I was understood.

I can I can’t
da N

…write and read instructions for a field trip.

I can I can’t
bi A

…say if carrying out the instructions I listen to are okay or not.

195
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Day 3

I Can

Carry out the following activities and answer the questions.

When finished, write a tick () on the box that shows what you
can or can’t do. Enjoy these activities and see by yourself what
ro

you are able to do! If you need help, ask your teacher. To work
with this page, go task by task. Make sure students know what to
P

do in each, and monitor while they work. Check each task as soon
as it is finished, before going to the next. Have general feedback
sessions to listen to students’ comments and opinions. This
information will be useful for you to detect and diagnose possible
problems, and to take the necessary actions.

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 unit
Evaluation A
5
Name Date

1. Match the words with the correct definition.

1. debate a. an important topic for debate

2. stance b. a formal discussion
3. argument c. opinion towards a particular theme

n
4. issue d. a set of reasons given in support of something

ó
5. confidence e. a positive feeling arising from an appreciation of one’s own abilities

ci
st NA
2. Complete the following debate topics to change to the passive voice.

bu
1. Teenagers should read more books.
More books should be
di A by teenagers.

ri
L
2. Men must learn cooking recipes.
su IL
Cooking recipes must be by men.
3. Students should always follow instructions.
T

Instructions should be by students.

da N

4. The teachers must always explain the lessons.

bi A

The lessons must always be by the teachers.

hi ©S

5. Nobody should drive drunk.

Cars should not be by someone who is drunk.

3. Complete the chart writing the past participle of each verb.

Verb Past participle

ro

draw
P

write

see

send

read

Photocopiable Material
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 unit
Evaluation B
5
Name Date

1. Complete the following sentences with words from the box.

shouldn’t can’t may ought to could

1. This trip is amazing; last year, we see the whales.

n
2. You pay the fee for the trip before next Friday.

ó
3. You stand up in the bus.

ci
4. You bring a swimsuit if you want to swim.

st NA
5. You eat right before you swim.

bu
2. Write the name of the animal under its picture.
di A
ri
L
su IL
T
da N
bi A
hi ©S
ro

3. You’re organizing a beach field trip for your class, write five things you would include in your itinerary. Use gerunds. Follow the
P

example: 8:00 a.m. Meeting at the bus station.

1.
2.
3.
4.
5.
Photocopiable Material
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 Answer Key

Evaluation A

1. 1. b
2. c
3. d
4. a
5. e

2. 1. More books should be read by teenagers.

2. Cooking recipes must be learned by men.
3. Instructions should be followed by students.

n
4. The lessons must always be explained by the teachers.
5. Cars should not be driven by someone who is drunk.

ó
ci
3. drawn

st NA
written
seen

bu
sent
read
di A
ri
L
su IL
T

Evaluation B
da N

1. 1. could
bi A

2. ought to
3. can’t
hi ©S

4. may
5. shouldn’t

2. Sea urchin Starfish Clown Fish Snail Crab

3. Student’s own answers.

ro
P

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 Reading Comprehension Strategies
A “reading comprehension strategy” is a tactic or plan that you can use so that you can read and understand a text more easily,
especially when the text is more technical or more abstract, just like when you read an instruction manual or a theater play. There
are many different strategies, but here are a few of the most common:

1. Associating and creating mental images

Every time you read something, you can make free word or picture associations that may help you remember or understand the
text better.

2. Deciding what is important and what is not

Ignore unimportant words or phrases that are not necessary to understand in order to do what you are asked to do. Simply keep
on reading. This is a great way to read literary texts that are very long!

n
3. Considering the context

ó
When we read in English or in any other language we usually find many unknown words; so, it is important to try to guess the

ci
meaning of unknown words from the context.

st NA
4. Using the dictionary

bu
It is a good idea to use a dictionary to look up the meaning of unknown words that you think are really important to understand.
However, you should have in mind that words usually have different meanings. Thus, you have to check the meaning that fits the
context.
di A
ri
L
5. Analyzing the format of the text
su IL
Before reading a text, look at the title, subtitle, typography, images, charts and carrier. Answer questions such as: what kind of text
is it? Where can I find a text like this? What information can I get from the images?
T

6. Asking questions in case a word or part of the text is important

Ask a classmate or your teacher to tell you the meaning of the the words you do not understand. The following are some of the
da N

usual fixed questions.

bi A

If you want to ask about You may use these questions

hi ©S

Meaning What does mean? / What’s the meaning of ?

Spelling How do you spell ?

Pronunciation How do you pronounce ? What’s the pronunciation of ?

Grammar information Is a noun, a verb (or both)? Is an adjective?

ro

Use How do you use in a sentence? Is formal or informal?

7. Writing questions about the information in the text

P

If you are reading a piece of news or a historical text, it would be a good idea to write questions about the text; for example: What
happened? When did it happen? Where did it happen? How it happened? Who participated? Those questions will help you to
remember key information.

8. Predicting and/or anticipating what will come or happen next

In a well-written text, all sentences are connected in logical ways. When you predict or anticipate when reading, make sure your
guesses are possible, just like when you put pieces together in a jig-saw game.

9. Finding main and secondary ideas of the paragraph

While you are reading, try to get the topic of the text and it will help you to find the main idea. Then, underline or circle secondary
ideas. Remember that secondary ideas support the main idea of the paragraph (give details).
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 American and British English
American English British English

69
flavor n Apartment Flat
\´"pA…rt.m´nt\ \flœt\
\æfleìv„\ Candy Sweet
\"kœn.di\ \swi…t\

Cellphone Mobile

n
honor n \"sel.f´Un\ \"m´U.baìl\

ó
Centered Centred

ci
st NA
\æAÜ.n„\ \"sen.t 3„d\ \"sen.t´d\

bu
Color Colour
\"køl.„\ \"køl.´r\
di A
ri
Cookie Biscuit
L
\"kUk.i\ \"bìs.kìt\
su IL

Criticizing Criticising
\"krìt 3.ì.saì.zìN\ \"krìt.ì.saìz.ìN\
T
da N

Dialog Dialogue
\"daì.´.lA…g\ \"daì.´.lÅg\
bi A

Elevator Lift
hi ©S

\"el.´.veì.t„\ \lìft\
Eggplant Aubergine
\"eg.plœnt\ \"´U.b´.Zi…n\
French fries Chips
\"frent S.fraìz\ \tSìps\
ro

Guy Bloke
\gaì\ \bl´Uk\
P

Hors d’oeuvre Starter

\ÆO…r"d‰±…v\ \"stA….t´r\
Laboratory Laboratory
\"lœb.r´.tO…r.i\ \"l´"bÅr.´.tri\

Movie Film
\"mu….vi\ \fìlm\

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 American English British English

70
Football American football
\"fUt.bA…l\ \´"mer.ì.k´n"fUt.bO…l\

Neighbor Neighbour
\"neì.b„\ \"neì.b´r\

Never Never

n
\"nev.„\ \"nev.´r\

ó
Principal Headmaster

ci
st NA
\"prìnt.sì.p´l\ \Æhed"mA….st´r\

bu
Program Programme
\"pr´U.grœm\ \"proU.grœm\
di A
ri
Realize Realise
L
\"ri….´.laìz\ \"ri´.laìz\
su IL

Recognize Recognise
\"rek.´g.naìz\ \"rek.´g.naìz\
T
da N

Restroom Toilet
\rest.ru…m\ \"tOì.l´t
bi A

Rubber Rubber
hi ©S

\"røb.„\ \"røb.´r\

Sneakers Trainers
\"sni….k´rz\ \"treì.n´z\

Soccer Football
\"sA….k„\ \"fUt.bO…l\
ro

Teacher Teacher
\"ti….tS„\ \"ti….tS´r\
P

Theater Theatre
\"Ti….´.t 3„\ \"Tì´.t´r\

TV Telly
\ti…"vi…\ \"tel.i\

Zucchini Courgette
\zu…"ki….ni\ \kO…"Zet\

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 Grammar Reference
UNIT 1

Modal verbs
Modal verbs are auxiliary verbs. They do not need an additional auxiliary to form negatives or questions. We use them
the same with all nouns and pronouns. Some modal verbs are:

‘Can: it is used to express ability in the present; informal requests; permission in the present or future.
E.g. I can dance.
‘Could: it is used it to express ability in the past; polite requests; present or future probability. E.g. I could run
20 miles when I was young.

n
‘Would: it is used to ask for permission; to make polite requests; to make arrangements; to make invitations;
to express preferences. E.g. I would like to go to the theater.

ó
‘Should: we use this modal to give advice. Note: in British English advice in the present or future is expressed with

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the modal “ought to”. E.g. You should/ought to see a doctor.

st NA
‘May: it is used to talk about present or future probability and to ask for permission. E.g. We may arrive at 2 p.m.
‘Must: it is used to express present or future obligation. E.g. You must arrive on time.

bu
‘Have to: it is used to express strong present or future necessity. Note: in British English strong necessity in the
present or future is expressed with the modal “have got to.” E.g. We have (got) to study.
di A
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Conditionals
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Sentences with If are called conditionals. The if… clause is the condition and the other part of the sentence is the result.
su IL
There are different types of conditionals:

‘We use the first conditional (If + subject + simple present, subject + will/won’t + complement) to talk about
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something that is likely to happen in the future. E.g. If you keep it, I will not be responsible for what happens.
‘We use the second conditional (If + subject + simple past, subject + would + verb in simple form +
da N

complement) to talk about things that are unlikely to happen in the future. E.g. If I won the lottery I would buy
a house.
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‘We use the third conditional (If + subject + had + verb in past participle, subject + would + have + verb in
past participle + complement) to talk about unreal situations in the past. E.g. If I had known,
hi ©S

I would go to another hospital.

Simple present
We use the simple present to refer to habitual actions, and situations that are generally true and facts that are always
true. E.g. He likes ice cream.

Affirmative Interrogative Negative

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He likes ice cream. Does he like ice cream? He doesn’t like ice cream.
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Simple past
We use the past tense to refer to events that started and ended at some time in the past.

Affirmative Interrogative Negative

I went to the movies Did he go to the movies I didn’t go to the movies
yesterday. yesterday? yesterday.

Simple future
We use the auxiliary verb will to give or ask for information about future in general terms and to make predictions
about the future. Will is usually shortened in speech and informal writing to ’ll (e.g. I’ll…/she’ll…/we’ll…), and the form
will not (negative) is contracted as won’t.
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 Affirmative Interrogative Negative
Will you go to the movies I won’t go to the movies
I will go to the movies tomorrow.
tomorrow? tomorrow.

Adverbs of time and degree

An adverb is a part of speech that describes or modifies a verb, an adjective, another adverb, clause, or sentence.
Adverbs of time answer the question “When?” Definite time adverbs state when exactly the event happened.
E.g. now, last week, tomorrow, etc. Indefinite time adverbs refer to an unspecific time. E.g. already, just, yet, etc.
Adverbs of degree define the extent with which something was done. E.g. very, quite, too, relatively, etc.

n
Connectives

ó
We use connective words to join ideas in a sentence. Connective words can establish the order of ideas, show
consequence and/or contrast of ideas; add, summarize and define ideas. Some connective words are: and (addition);

ci
st NA
or, either… or (alternative); but, although, however, whereas, on the one hand, on the other hand (contrast,
comparison or concession); where (place); so that…, -in order- to (purpose); so, so… that, such… that (result);

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first(ly), second(ly), third(ly), finally (sequence); while, before, after, as soon as, when (time); if, unless (condition).

Sentence types
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‘Declarative: a declarative sentence makes a statement. It ends with a period. E.g. Graffiti is vandalism.

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‘Interrogative: an interrogative sentence asks a question. It ends with a question mark. E.g. Is graffiti vandalism or art?
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‘Exclamatory: an exclamatory sentence is a statement that shows strong emotion. It usually ends with an
su IL
exclamation mark. E.g. It was a horrible earthquake!
‘Imperative: an imperative sentence gives a command. Most of the times the subject of an imperative sentence
(you) is understood. E.g. Don’t use the elevator during an earthquake.
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Comparative adjectives
da N

We use comparatives to compare two things. E.g. One syllable: (cheap = cheaper/large = larger): This dictionary is
cheaper than that one. (big = bigger): Your sweater is bigger than mine. (pretty = prettier): The black jacket is prettier
bi A

than the red one. Two or more syllables: When we use adjectives with two or more syllables to make comparisons, we
use more + the adjective + than (more expensive/more colorful): This dress is more expensive than that one. There
hi ©S

are some irregular forms in comparative adjectives. They are: good = better than/bad = worse than. E.g. This dictionary
is better than the small one.

Superlative adjectives
We use superlatives to compare one thing in a group with all the others. That is to say, to indicate that one of a
group is outstanding in particular way. E.g. One syllable: (fast = fastest/late = latest). E.g. This is the fastest car. (big =
biggest): This is the biggest university in the city. (heavy = heaviest): This backpack is made of the heaviest material. We
use the most + the adjective with superlative adjectives with two or more syllables: (the most expensive/the most
comfortable): E.g. These shoes are the most comfortable. There are some irregular forms in superlative adjectives. They
are: good = the best/bad = the worst. E.g. This is the best decision that you can make.
ro

Reflexive pronouns
Reflexive pronouns are used to refer that the person who does the action is the same person who receives it. Reflexive
P

pronouns are myself, yourself, himself, herself, ourselves, yourselves, themselves. E.g. I did the homework myself.
You don’t need help, you can do it yourself.

UNIT 2

Adverbs of sequence and frequency

Adverbs of sequence are used to refer to the order in which events happened. E.g. after, firstly, then, next, etc.
Adverbs of frequency are adverbs that state how often something happens or someone does something.
E.g. always, twice, often, usually, never, etc.

Simple present (see page 210).

Sentence types (see page 211).
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 Grammar Reference
Prepositional phrases
A prepositional phrase is a group of words including a preposition. They are used to connect, explain and show the
relationship between ideas and things. E.g. instead of, at last. He decided to eat a salad instead of a hamburger.

Modal verbs need and don’t need to

The modal need to is use to express present or future necessity. E.g. You need to take this situation seriously.
Don’t need to expresses lack of necessity in the present or future. E.g. You don’t need to bring anything to class
tomorrow.
Note: in British English lack of necessity in the present or future is expressed with the modal “needn´t”.

UNIT 3

ó n
Present perfect
The present perfect describes past events which are connected to the present. It is formed with have + verb in past

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participle. E.g. I have felt terrible! (since last Saturday and I feel terrible now).

st NA
bu
Past perfect
We use past perfect to refer that one past event happened before another past event. Note: we use the past perfect for
the previous event. It is formed with had + verb in past participle. E.g. I had learnt how to sing and dance by the time I
di A
was 5. (I learnt how to sing and dance before I turned 5 years old).

ri
L
Past perfect progressive
su IL
Past perfect progressive is used to refer that a situation or activity happened over a period of time before something
else happened. We form the past perfect progressive with had + been + verb in –ing. E.g. Women had been waiting
to participate in the Olympic Games for hundreds of years, when they finally competed at the Olympic Games in 1900, in
T

Paris, France.
da N

Future perfect
The future perfect is used to mention an action that will be done before a moment in the future. It is formed with will
bi A

+ have + verb in past participle. E.g. Emma will have traveled to more than 50 countries by the end of her world tour.
hi ©S

Simple past (see page 210).

Past progressive
We use the past progressive to refer to an action that was in progress in the past. E.g. I was reading a book this
morning.

Verb forms
They are the different changes a verb may suffer. Note: Do not confuse verb forms with verb tenses.
ro

Verb form Verb tense

I have written many books. I have written many books.
P

(past participle verb form) (Present perfect tense)

‘Infinitives: Necessary after certain verbs. Sometimes they do not carry the preposition “to” as in example
“b” below.
a) I don’t want to work next Sunday!
b) She helped me (to) do my homework.
‘Gerunds: Have an -ing form after certain verbs or prepositions.
a) I like dancing.
Note: A gerund can also be the subject in a sentence. E.g. Skating is hard. A gerund can be the object in a
sentence, too. E.g. I hate working on weekends.
‘Past: Used to express past tense.
a) She went to the store in order to buy a computer.
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 ‘Past participles: Normally used with present perfect, past perfect, future perfect tenses, and the passive voice.
a) I have never seen a ghost.
b) America was discovered in 1521.

Auxiliaries do-don’t/did-didn’t
The auxiliary verb Do is used to make questions with ordinary verbs and in short answers. In the past we use Did.
E.g. Do you like sports? Did you go to the movies?
Don’t/Doesn’t is an auxiliary verb used to express the negative form. In the past we use Didn’t. E.g. She doesn’t like
soda. I don’t like sugar. He didn’t come to school.

Double genitive

n
The double genitive is used to express possession by the preposition “of” + the possessive form of a noun or pronoun.
E.g. A friend of mine. / A friend of Lucy’s.

ó
ci
Sentence types (see page 211).

st NA
Adverbs: time, sequence, frequency (see page 211).

bu
Connectives: when, while

di A
When and while are connectives that refers to the time in which something happen. E.g. When women made their

ri
Olympic debut only two sports were open to them: tennis and golf. It is very important to write the correct sequence of
L
events while writing historical texts.
su IL
Punctuation marks
Punctuation is the system of symbols (. , ! - :) that we use to separate sentences and parts of sentences in a text to
make meaning clearer.
T
da N

Punctuation mark Name Example

. Period or full stop I study English.
bi A

, Comma I read English, Chinese and Spanish.

hi ©S

; Semi-colon I don’t like apples; I prefer pears.

: Colon You have two opportunities: one today and one tomorrow.
- Hyphen Put on a T-shirt, please!
! Exclamation mark I love you! (There is only one closing mark in English.)
? Question mark Where is she now? (There is only one closing mark in English.)
“” Quotation mark “I need some water,” the man said.
’ Apostrophe This is Silvia's dress.
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Parenthesis
() Look in books (textbooks, dictionaries, etc.)
Plural: pareååntheses
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… Ellipsis My brother said: “Don’t listen to him… but I did.”

The following always begin with capital letters: The first word
of a sentence or fragment, days of the week, months of the
A, B, D Capital letter
year, proper names, languages, countries, nationalities, historical
periods, holidays and religious events.

UNIT 4

Qualifying adjectives
Qualifying adjectives are used to describe the characteristics of someone or something. E.g. She is happy.
It is funny.
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 Grammar Reference
Reported Speech
We use reported speech (or indirect speech) when we want to tell somebody what other person said. It is usually
introduced by phrases such as: He said (that)… She told me (that)… In reported speech, the main verb changes:
present changes to past; past to past perfect. E.g. Direct speech: My building was damaged by the earthquake.
Reported speech: Robert said that his building had been damaged by the earthquake.

Superlative adjectives (see page 211).

Adverbs of place (see other adverbs on page 211).

The adverb where indicates the place in which something is located or where an action occurs. E.g. Where were the

n
students? They were in the auditorium.

ó
Greetings, courtesy and farewell expressions
We use greeting expressions when we see someone for the first time during the day. E.g. hello, hi, good morning.

ci
We use farewell expressions when we leave or when someone leaves. E.g. bye, goodbye, see you later.

st NA
We use courtesy expressions when we ask for something or when we want to be polite. E.g. please, thank you, excuse me.

bu
Imperative
The imperative is used to ask someone to do something; to make suggestions; to give advice or instructions.

di A
It is form with the verb in simple form (without “to”). E.g. Stop! Close the door!

ri
L
Simple present (see page 210).
su IL
Present progressive
We use the present progressive to refer to an action that is in progress in the present. It is formed with
the verb to be + verb in –ing. E.g. I am reading this book.
T

Present perfect (see page 212).

da N

Simple past (see page 210).

bi A

UNIT 5
hi ©S

Synonyms
Synonyms are words that have different written form but same meaning. E.g. adolescent-teenager, web-net.

Passive voice
We use passive voice when we want to emphasize the thing affected by the action. It is form with the verb
to be + verb in past participle. It can be used in present, past or future tenses. E.g. Computer-related skills can be
developed by young people. The movie was produced in the USA. I will be printed in Mexico.

Connectives (see page 211).

ro

Possessive genitive
The possessive genitive is used to express possession (ownership). E.g. While debating you learn how to respect others’
P

opinions (without criticizing).

Personal pronouns
Personal pronouns are used to replace someone or something that has already been mentioned. They can be subject
(I, you, he, she, it, we, you, they) or object (me, you, him, her, it, us, you, them) personal pronouns.

Reflexive pronouns (see page 211).

Modal verbs (see pages 210).

Simple future (see page 210).

Imperative (see page 214).

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 Scripts

UNIT 1 I went to the dentist and the nurse just said

Track 1 Copyright the dentist wasn’t there and I had to wait.
Track 2, Lesson 1, Page 12, Activity 1 I felt so bad, my tooth was killing me,
Doctor: Come in, Cecilia, what’s the matter? but there wasn’t a dentist, poor, poor me!
Cecilia: I have a stomachache and a headache. I talked to the boss to file a complaint,
Doctor: Do you have diarrhea? I felt really bad, I thought “I’m going to faint.”
Cecilia: Yes, and I feel sick. The boss told me she couldn’t do anything,
Doctor: Do you feel nauseous? and I was just there with my tooth hurting.
Cecilia: Yes, I feel like vomiting. And I feel dizzy, too. I felt so bad, my tooth was killing me,
Doctor: When did the symptoms start? but there wasn’t a dentist, poor, poor me!
Cecilia: This afternoon. I looked for another dentist in my town,
Doctor: Please, lie down there. my tooth was killing me and I felt down.
Cecilia: OK. Suddenly, I found another dentist,
Doctor: Tell me if it hurts when I do this. but he was just an apprentice.
Cecilia: Ouch! It hurts there. I felt so bad, my tooth was killing me,

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Doctor: Mmm... It’s just indigestion. I’ll give you a prescription. but there wasn’t any dentist, poor, poor me!
Cecilia: Thank you, doctor. I was so tired –just walking around,

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Track 3, Lesson 1, Page 13, Activity 1 and then, there was a dentist that I finally found.
Erick’s mom: Erick, what’s the problem? Track 10, Lesson 5, Page 29, Activity 1

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Erick: I think I have a fever. Glenn: So, what do you think? Should I read this one?
Erick’s mom: Let me check. Maggy: I don’t know. Look! I like this title. “Who … is …My … Boyfriend?” It was

st NA
Erick: I feel so bad. published only in 2005.
Erick’s mom: You should stay in bed. Glenn: Is it a love story?

bu
Erick: Yes, I can’t get up. Maggy: No! It’s a suspense story. It’s about a woman and her husband.
Erick’s mom: Oh, you have a fever. Does your throat hurt? Glenn: What happens in the story?
Erick: Yes, it hurts a little. Maggy: They have problems because she realizes he did not buy the ring he’d given

Track 4, Lesson 2, Page 16, Activity 1

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Erick’s mom: We should go to the doctor. her 25 years earlier, you know, so that he could marry her. It sounds very
romantic!

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Secretary: Good morning! Can I help you? Track 11, Lesson 6, Page 32, Activity 2
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Robert: Yes. I need to see the dentist. “The Monkey’s Paw - Part 1”
Secretary: I’m so sorry. Dr. Stevens is not here at the moment. Could you come later? Mrs. White: “What was that you started telling me the other day about a monkey’s
Robert: Oh, no! I have a terrible toothache. I need to see him now. paw or something, Morris?”
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Secretary: Well, he is not available at the moment. Morris: “Nothing…” said the Sergeant-Major. “Nothing… really important,” he added.
Robert: But I called him one hour ago. He told me that he was going to be here! Mrs. White: “A monkey’s paw?” said Mrs. White curiously.
Secretary: Well, he is in a meeting now. Morris: “It’s just an ordinary, but magic little paw,” said the Sergeant-Major as he took
T

Robert: He should have told me that before. I’m going to see another dentist, now! it out of his pocket.
Track 5, Lesson 2, Page 17, Activity 1 Narrator: Mrs. White made a scary expression, but her son, taking it, examined it
Dr. Watts: Dr. Stevens, one of our patients filled out a complaint against you. He said intriguingly.
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that he called you to make an appointment, but when he arrived, you were in Mr. White: “And what is there special about it?” asked Mr. White as he took it from his
a meeting. son’s hand.
Dr. Stevens: Yes, Dr. Watts. I didn’t know anything about the meeting when he called Morris: “An old Fakir put a spell on it so men could ask for three wishes with it. He was
bi A

me. a very holy man who wanted to show that destiny controls people’s lives,” said
Dr. Watts: Well, you should ask the secretary to call Mr. Smith back. the soldier.
Dr. Stevens: You are right. I want to offer him my apologies. Herbert White: “Well, why don’t you have three wishes, sir?” said Herbert, cleverly.
hi ©S

Dr. Watts: OK. And we will also offer him a free dental check-up. Morris: “I have,” he said quietly, but his face went white.
Dr. Stevens: Great! Mrs. White: “And has anybody else wished with the paw?” asked the old lady
Track 6, Lesson 3, page 20, Activity 1 inquisitively.
Patient: Good afternoon, Dr. Snow. I had an appointment with Dr. Reynolds at 12:00 Morris: “The first man had his three wishes,” he explained. “I don’t know what the first
p.m., it’s 2:00 p.m. and I’m still waiting for the doctor. two were, but on the third he wished for… death. That is how I got the paw,”
Dr. Snow: Oh! I’m sorry. Dr. Reynolds can’t see you now. He didn’t come today. said solemnly. “And I truly regret it.”
Patient: Can I see any other doctor? Track 12, Lesson 6, Page 33, Activity 2
Dr. Snow: I’m sorry, two doctors didn’t come today. There are many patients waiting “The Monkey’s Paw - Part 2”
for a doctor. Can you come back next week? Mr. White: “If you don’t want it, Morris,” said Mr. White, “give it to me.”
Patient: No, I can’t. Can you see me? I feel terrible! I can hardly move! Morris: “Better let it burn,” said the soldier and threw it to the fire.
Dr. Snow: Oh, you just have a cold. Take an analgesic and that’s it. Narrator: Mr. White took the paw out with one of his own hands before it was
Patient: I can’t believe it. Isn’t this a place where doctors are supposed to look after damaged.
their patients? Morris: “If you keep it, I will not be responsible for what happens,” said Sergeant-Major
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Track 7, Lesson 3, Page 21, Activity 1 Morris.

Anne: Excuse me, sir, I need this medicine. Narrator: Mr. White examined his possession closely.
Clerk: I’m sorry. We ran out of it. Can you come back next week? Morris: “How do you make a wish?” he asked.
Anne: How come? I need it now! My arm is hurting a lot! Morris: “If you must wish,” Sergeant-Major Morris added brusquely, “wish for
P

Clerk: Well, you can buy it in another drugstore. something reasonable.”

Anne: But, this is a public hospital! You are supposed to have everything prescribed by Mr. White: “I don’t know what to wish for,” Mr. White said slowly. “I’ve got all I want.”
the hospital’s doctors! Mrs. White: “Why don’t you wish for 200 pounds?” asked Mrs. White.
Clerk: That’s right, but we ran out of this medicine since last week. Narrator: Her husband, feeling idiotic, took the paw and said clearly,
Anne: Oh, no! This is the worst experience I have ever had. Mr. White: “Okay. Okay. I wish for 200 pounds.”
Track 8, Lesson 3, Page 21, Activity 2 Narrator: A noise was heard immediately. Scared, his wife and son ran quickly to him.
Lady: Could you vaccinate my baby against influenza? Herbert White: “Well, I don’t see the money,” said Herbert, “and I never will.”
Nurse: I’m sorry we ran out of vaccines. Narrator: The next morning during breakfast, the Whites were disappointed because
Gentleman: Could you cover my wound? there was no sign of the 200 pounds.
Nurse: I’m sorry, we ran out of bandages. Herbert White: “Well, don’t spend the money before I come back,” said Herbert
Lady: Oh! It hurts! sarcastically as he left for work. His mother laughed, and following him to the
Dentist: I’m sorry, we ran out of anesthesia. door, watched him walk away down the road. In the afternoon a very elegantly
Track 9, Lesson 4, Page 25, Brilliant Song! dressed stranger knocked at the Whites’ door.
“A Terrible Toothache” Man: “I… was asked to visit you. I come from Maw and Meggins”, he said.
Yesterday I had a terrible toothache, Narrator: Mr. and Mrs. White had a sudden bad feeling.
it was so horrible that it even kept me awake. Mrs. White: “Is anything wrong?” Mrs. White asked anxiously. “Has anything happened

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 Scripts

to Herbert?” Track 16, Lesson 8, Page 41, Brilliant Song!

Track 13, Lesson 6, Page 34, Activity 1 “I Wish These Feelings Could Go Away”
“The Monkey’s Paw - Part 3” I was feeling fine Back to feeling fine
Man: “I’m afraid your son was caught in the machinery and… died,” interrupted the I was feeling peaceful. back to the life I had.
visitor in a low voice. Now suddenly emotions Instead of this bad dream!
Mrs. and Mr. White: “Caught in the machinery? Nooo!” repeated the Whites in despair. rush to my face. I wish these feelings
They could not believe their son was dead! Bringing feelings could go away.
Man: “In consideration to your son’s services, the company would like to give you 200 I didn’t comprehend. And let me go back
pounds in compensation,” said the man apologetically. Bringing memories to feeling nothing.
Narrator: After a week of misery, feeling devastated, Mrs. White abruptly and I once locked away. Back to feeling fine
frenetically told her husband, I wish these feelings back to the life I had.
Mrs. White: “The paw! Immediately, go get the paw! We could wish for our son to be could go away. Instead of this bad dream!
alive!” And let me go back
Narrator: After a little while, Mr. White, quite uncertain, held the paw in his hand and to feeling nothing.
said,

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Mr. White: “I wish my son alive again.” UNIT 2
Narrator: Immediately, he thought something horrible would happen again. A sudden Track 17, Lesson 9, Page 50, Activity 1

ó
noise was heard at the door. The woman ran to it, but her husband stopped Mr. Brown: Good morning, guys!
her. Students: Good morning, teacher!

ci
Mrs. White: “Let me go. It’s my boy; it’s Herbert! I must open the door.” Mr. Brown: As I told you last class, we’ll do an experiment today.
Julie: Yes, “the blowing up balloon!”

st NA
Mr. White: “For God’s sake, don’t let him in!” cried the old man, trembling.
Mrs. White: “I’m coming, Herbert; I’m coming, son,” Mrs. White cried. Ricky: We need a balloon.
Narrator: Mrs. White ran to the door, but before his wife could open it, Mr. White Mr. Brown: Right, what else?

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took the monkeys’ paw and had his third and last wish. Julie: We need water.
Track 14, Lesson 7, Page 36, Activity 2 Mr. Brown: Yes, we need four spoons of water. What else?
“The Open Window - Part 1” Ricky: A plastic bottle and a straw.

meantime, you must tolerate me.”

di A
Vera: “My aunt will be back soon, Mr. Nuttel,” said a young lady of fifteen; “in the Mr. Brown: Yeah, anything else?
Luis: Yes, we also need a lemon and baking soda.

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Narrator: Framton Nuttel’s sister had insisted that visiting people in the country would Mr. Brown: Very good. We need the juice of a lemon and a teaspoon of baking soda.
L
help his poor health. Good!
Vera: “Do you know many of the people around here?” asked the girl, when she Julie: We have everything here, teacher.
thought that they had had sufficient silence. Mr. Brown: OK. So, are you ready to do the experiment?
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Framton Nuttle: “Not one, I’m afraid,” said Framton. Students: Sure!
Vera: “Then you know practically nothing about my aunt, right?” said the self- Track 18, Lesson 9, Page 51, Activity 2
confident young lady. “The Blowing up Balloon”
T

Narrator: He was trying to guess if Mrs. Sappleton was married or widowed. Steps:
Vera: “Her great tragedy happened just three years ago,” said the child abruptly. First, pour the water into the plastic bottle.
Framton Nuttle: “Her tragedy?” asked Framton. Then, add the teaspoon of baking soda into the plastic bottle.
da N

Vera: “You may wonder why we keep that window open in October,” said the niece, Next, stir the mixture up using the straw.
pointing to a large window that opened on to a garden. After that, pour the lemon juice in and quickly put the balloon over the mouth of the
Framton Nuttle: “Is the window related to the tragedy?” plastic bottle.
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Vera: “Well… out through that window, three years ago, her husband and her two Finally, observe how the chemical reaction blows the balloon up!
young brothers went off hunting. They never came back. Poor aunt always Track 19, Lesson 10, Page 54, Activity 1
thinks that they will come back someday, they and the little brown spaniel dog Mr. Brown: Good morning!
hi ©S

that was lost with them. That is why she keeps the window open every evening Students: Good morning, Mr. Brown!
till it is quite dark.” Mr. Brown: Guys, we are going to prepare a Science Fair. Does anybody know what a
Narrator: Suddenly, Framton felt excited to see the aunt going into the house with a Science Fair is?
thousand apologies. Julie: Yes, teacher, a Science Fair is a competition where participants present a Science
Mrs. Sappleton: “I’m terribly sorry I was late. Mr. Nuttel. I hope Vera has been nice to project.
you?” she said. Ricky: That’s right, Julie.
Framton Nuttle: “She has been very interesting,” said Framton looking at Vera directly Luis: And, why is it a competition?
to her eyes. Mr. Brown: Well, it is a competition because there are many participants and
Mrs. Sappleton: “I hope you don’t mind the open window,” said Mrs. Sappleton; “my everybody is trying to present the most amazing Science project. Then, the
husband and brothers will be home directly from shooting, and they always winner is the person who presents the best Science project.
come in this way.” Julie: Wow! I want to be the winner!
Track 15, Lesson 7, Page 37, Activity 2 Mr. Brown: Fine, you just have to find information about a Science project and you
“The Open Window - Part 2” have to work on the corresponding experiment.
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Narrator: Mrs. Sappleton spoke cheerfully about her husband and brothers. To Track 20, Lesson 10, Page 55, Activities 1 and 2
Framton it was horrible to see that Mrs. Sappleton had gone mad after her Mr. Brown: Welcome to our Science Fair. The first participant is Ricky. Ricky, can you
husband and brothers’ death, so he changed the topic abruptly. tell us the name of your experiment?
Framton Nuttle: “The doctors agree in ordering me complete rest,” said Framton. Ricky: Sure! It’s called “The Baking Soda Volcano.”
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Suddenly, some steps were heard outside. Mr. Brown: Very good, Ricky. What materials are needed to do the experiment?
Mrs. Sappleton: “Here they are at last!” she cried. “Just in time for tea, and are they not Ricky: Red food coloring, modeling plasticine, a spoon of baking soda and 100 mL of
dirty as can be?” vinegar.
Narrator: Framton trembled a bit and turned towards the niece with a look intended Mr. Brown: OK, Ricky. Can you explain your experiment, please?
to show sympathy for Mrs. Sappletton. The child was looking out the open Ricky: Yeah! First, we have to make the shape of a volcano using modeling plasticine;
window with horror in her eyes! In a shock, Framton moved his head and then, we have to make a well inside the volcano as well. After that, we pour
looked in the same direction. In the dusk three figures were walking across the a spoon of baking soda in the volcano’s well. Next, we put a few drops of red
grass towards the window, they all carried guns under their arms. A tired brown food coloring in the well. Finally, we pour the vinegar on top of the baking soda
spaniel dog followed them. Framton immediately took his stick and hat; and and the food coloring, and stand back!
ran across the hall door and the front door. Mr. Brown: And, what is the result?
Mr. Sappleton: “Here we are, my dear. Who was that who ran away when we arrived?” Ricky: As we can see, the mix of baking soda and vinegar produces carbon dioxide.
said Mr. Sappleton. The carbon dioxide simulates the eruption of the volcano.
Mrs. Sappleton: “A most extraordinary man, a Mr. Nuttel,” said Mrs. Sappleton; “he Mr. Brown: Great experiment, Ricky! Congratulations!
could only talk about his illnesses, and left without a goodbye. One would Ricky: Thank you, teacher.
think he had seen a ghost.” Track 21, Lesson 11, Page 58, Activity 1
Vera: “I think it was the dog,” said the niece laughing calmly; “he told me he was afraid Mr. Brown: Now let’s award our best Science projects. The third place is for “The Lava
of dogs.” Lamp” by Luis Martinez.

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Luis: Oh! Thank you, teacher! you just have to use your common sense.
Mr. Brown: What materials do you need to do your experiment? Track 25, Lesson 13, Page 66, Activity 2
Luis: We need a plastic bottle, vegetable oil, water, food coloring, a measuring cup and Alex: Come on, Fernando! You can do homework later on. Let’s watch “Extra-alien!”
a funnel. Fernando: That science fiction show about a hot girl who actually is an alien?
Mr. Brown: Good! What are the steps of your experiment? Alex: Yes!
Luis: First, wash the plastic bottle. Then, use the funnel to fill the bottle, about ¾ full, Fernando: What? No, please… that show is for children!
with vegetable oil. After that, fill the measuring cup with water and add a few Alex: I prefer sitcoms. How about the “Big Gossip Boom”?
drops of food coloring. Next, fill the bottle to the top with the colored water Fernando: OK, OK, yes. I also love sitcoms. The actors are all very funny. And by the
and wait for a few minutes. Later, turn the “lava lamp” upside down a few times way, I like Dan, he’s really hilarious, too! Do you remember when Dorothy
and then place it on the table. We will see the blobs of colored water move covered Dan with strawberry cake?
through the oil. If we want to give a true lava lamp effect, we should shine a Alex: Yes, but Dan deserved it.
flashlight through the bottom of the bottle. Track 26, Lesson 14, Page 70, Activity 1
Mr. Brown: And, we have a “lava lamp”! Good job, Luis! Interviewer: Thank you for giving me a few minutes, Mr. President!
Luis: Thank you, teacher! President: I’m glad to be with you.
Track 22, Lesson 11, Page 59, Activity 1 Interviewer: Thanks! I know we have only very little time for this interview so… Could

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Mr. Brown: The second place is for “The Colored Flower” by Linda Ross. What are the you tell me what do you think about the presentation of the president of
materials to do your experiment? Brazil?

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Linda: The materials are water, scissors, food coloring, a jar or test tube and a white President: Well… She is a very intelligent woman, so her words were very smart, too.
carnation. Interviewer: Great! I see your daughter is accompanying you… Could I ask her a

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Mr. Brown: Can you tell us the steps? question?
Linda: First, fill the jar with water. Then, add a few drops of food coloring. After that, President: Please, do!

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cut the end of the stem. Finally, put the flower in the water. We will see that the Interviewer: Hi, Mindy. Do you enjoy travelling with your dad to so many cool places?
flower will start to change in color. Mindy: No… Not really.

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Mr. Brown: Wow! It’s a great Biology experiment. Congratulations, Linda! Interviewer: Oops! Why’s that, sweetheart?
Linda: Thank you, teacher! Mindy: I’m... I’m not your sweetheart. Dad, can we go now?
Mr. Brown: And, finally, we have the first place of our Science Fair! The first place is for President: I am afraid we have to go now.

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“Invisible Ink” by Julie Medina. What are the materials to do the experiment?
Julie: The materials are half a lemon, water, a spoon, a bowl, a cotton bud, white paper
Track 27, Lesson 14, Page 71, Activities 1 and 2
Hocus-Pocus, Abracadabra!

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and a lamp. I command my homework to do itself. Homework, do yourself!
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Mr. Brown: Can you tell us the instructions of your experiment? Rats!
Julie: Of course! First, squeeze some lemon juice into the bowl and add a few drops Track 28, Lesson 15, Page 74, Activity 1
of water. Then, mix the water and lemon juice with the spoon. After that, dip Albert Einstein was born in 1879 in Ulm, Germany. Einstein’s parents, Hermann and
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the cotton bud into the mixture and write a message on the white paper. Next, Pauline, were middle-class Germans. His sister remembered the concentration with
wait for the juice to dry, so it becomes completely invisible. Finally, if you want which he would build up really high “houses” of cards. One story that Einstein liked
to show the secret message to someone else, heat the paper by holding it close to tell about his early life was that of a “wonder” he received when he was four or five
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to a lamp. years old: a magnetic compass. The object, guided by an invisible force, impressed the
Mr. Brown: Excellent experiment! Congratulations, Julie! child quite deeply. The boy’s thinking skills were encouraged by his uncle, an engineer,
Julie: Thank you, Mr. Brown. and by a medical student, who ate dinner once a week at the Einsteins’. The compass
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Mr. Brown: Well, thank you everybody for participating in our first Science Fair. I hope convinced him that there was something behind things, something surreptitious.
you liked it! Even as a small boy Einstein was independent and lost in thought.
Track 23, Lesson 12, Page 62, Brilliant! Magazine Track 29, Lesson 15, Page 74, Activity 2
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Never work in a laboratory unless a teacher is present. When Einstein was a teenager… he was 15 years old then… nobody ever imagined
Never bring food or drinks into the laboratory. that he was going to get the Nobel Prize for his extraordinary discoveries on Physics.
Always wear a lab coat. What is comical is that many people do not know that he did not like his school
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Always wear plastic or rubber gloves. very much. He generally got good grades, and was exceptional in Mathematics! But
Track 24, Lesson 12, Page 63, Brilliant Song! Einstein did not enjoy his high school in Munich, Germany, where he was required
“Laboratory Safety Rules” to memorize and respect his excessively strict teachers. So, he preferred to study at
The lab is a wonderful place. home with books on Mathematics, Physics, and Philosophy. One day… very likely
I love it when I work with acid and a base. after a confrontation… one of his teachers suggested that Einstein should leave school
In the lab you have to follow some rules, because his presence was a bad example. The fifteen-year-old boy actually left the
especially if you handle some tools. school, before the term was over, to see his parents, who were living in Italy.
Safety is your best defense, Track 30, Lesson 15, Page 75, Activity 2
you just have to use your common sense. In about one minute the traditional lighting of the Christmas tree will be carried out.
When I come into the lab, Lots and lots of people have gathered to see the beautifully ornamented Christmas
I feel my mind boggles, tree that every year the people from Rockefeller Center put up, so we can all enjoy
my teacher always says, Hey! this wonderful season. They tell me that after the tree lights are lit, many artists will be
Don’t forget your goggles! singing Christmas carols, and world skating champions will be performing their best
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When I heat dangerous steps. It surely will be a delightful evening. Oh, the countdown has started! So let’s
liquids in a flask, listen! 10, 9, 8, 7, 6, 5…
my teacher always says, Track 31, Lesson 16, Page 78, Brilliant! Magazine
Please! Use a mask! “Need You Watch the Telly?”
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Safety is your best defense, Narrator: Can we be influenced by the programmes we watch? When you watch a TV
you just have to use your common sense. program… How do you feel? Glad, joyful, motivated or inspired? Or perhaps
You have to be careful when scared, vexed, or stressed? We asked several people whether they fancied
using a microscope, watching the telly and this is what they said…
‘cause if it gets broken, the Reporter: Do you watch TV?
teacher wouldn’t cope! Man: Oh, yes!
You have to be cautious Reporter: Why do you watch the telly?
when using a beaker, Man: There are several shows that have positive influences. For example, I genuinely
‘cause the teacher could fancy “Britain’s Next Top Executive” because although I reckon you may think it
tell you that you don’t care. is superficial ‘cause it’s about business, the producer drives several empowering
Safety is your best defense, messages through the show. First, the host is a woman! She often stresses the
you just have to use your common sense. importance of inner and outer success, a cool reminder in the image-centred
You have to be careful when using a funnel, world today. She also welcomes plus-sized soon-to-be tycoons and people
if you use it properly it will work very well. from Asia or Africa, making a statement against the television industry’s narrow
You have to be careful and always wear a lab coat, definition of what a successful person should look like. Some American shows
these are all the safety rules that our teacher just wrote. are empowering shows too. I say this based on the few episodes I’ve caught on
Safety is your best defense, and off, like Winston, Karen and Guadalupe. This last one is hilarious!

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Reporter: Well, as you can see, any mass media has advantages and drawbacks. I like Track 36, Lesson 19, Page 96, Activity 2
Newton N. Minow’s quote on this issue, “When television is good, nothing is Interviewer: Ladies and gentlemen… Emma Bennet! It must feel great to know what a
better. When it’s bad, nothing is worse.” positive role model you are for millions of young kids out there.
Track 32, Lesson 16, Page 79, Brilliant Song! Emma Bennet: It’s pretty wild! But in my shows I try to let my fans know that I am a
“I Needn’t Watch TV” regular girl, you know? During my childhood, I went to elementary and high
I needn’t watch TV! Happiness is cheap! school like all of them!
It wastes my time. I needn’t watch TV! Interviewer: Have your parents helped you all along?
It slows my brain I have more friends Emma Bennet: My parents have always been around me, and it’s actually the coolest
It makes me rude! I have more brains! thing because I feel safe and protected and loved. However, I have also studied
I needn’t watch TV! And best of all acting and singing all my life. As a matter of fact, since I was a kid.
The shows lack worth I don’t feel alone! Interviewer: When did you know you wanted to try acting or singing?
Oh and the ads! Emma Bennet: Always! My mom took me to dancing classes when I was 6 years old,
They’re all a lie! but I had actually learnt how to sing and dance by the time I was 5.
I needn’t watch TV! Interviewer: You’ve done so many things! Can you believe it? Emma will have been in
Reality looks better live concerts in more than 50 countries by the end of her world tour! Wow! Is

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Love seems too easy there a place you still would like to visit?
Track 37, Lesson 20, Page 101, Brilliant Song!

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UNIT 3 “Have You Ever Been This Happy?”
Track 33, Lesson 17, Page 89, Activity 1 I really feel so good

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Chloe: Okay. Let’s play Loteria. I have done my homework
Tom: Loh-teh… what? I’ve done the dishes as I should

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Chloe: Loh-teh-rih-ah! It’s a Mexican game, similar to Bingo, but instead of numbers I have walked my dog, and you?
on the calling deck of cards, they have images. Every image has a name, for Have you ever been this happy?

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example, la palma, which stands for “the palm,” or la mano, which means “the It really feels so good
hand.” Each player chooses one tabla, which is a cardboard that has a table with I have seen my love today
16 squares of different pictures each. I’ve talked to my friends as I should

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Tom: Where did you learn to play that? How can you win?
Chloe: In Cuernavaca. When I was learning Spanish! When the caller shouts a word
I’ve not fought my parents, and you?
Have you ever been this happy?

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from the deck of cards that matches any of the images in your board or When you find it, don’t let go
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tabla, you place a chip on that square. You win when you have four chips in a When you feel it’s there, then take it
horizontal, vertical, or diagonal row. That’s when you have to shout “Loteria!” When you see it, then you’ll know
Very much like Bingo! Happiness isn’t forever, is it?
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Tom: It sounds like fun. Let’s play it! It really feels so good
Track 34, Lesson 18, Page 92, Activity 2 I have seen my love today
“The Emperor’s New Clothes – Part 1” I’ve talked to my friends as I should
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Once upon a time there lived an Emperor whose only worry in life was to dress in I’ve not fought my parents, and you?
elegant clothes. Two criminals heard of the Emperor’s vanity and decided to become Have you ever been this happy?
rich by taking advantage of that. Track 38, Lesson 21, Page 104, Activity 1
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The next day, they went to the doors of the palace with a plan. “We are two “The History of the Olympic Games”
very good tailors. After many years of research, we have invented an extraordinary The Olympic Games began over 2,700 years ago in Olympia, in southwest Greece. The
method. We can make a cloth so light and superior that it looks invisible only to Games were part of a religious festival. The first recorded date of these games is 776
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anyone who is too stupid and incompetent.” B.C. The Greeks gathered in the serene Valley of Olympia to offer sacrifices to their
The Emperor was informed of the incredible news and decided to see the two many gods. In time, the event came to include games and contests, which eventually
scoundrels. came to be known as the Olympic Games.
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“Your cloth will be woven in colors and patterns especially designed for you,” The Games were held in honor of Zeus, king of the gods, and were staged every
said the criminals in front of the King. four years at Olympia, a valley near a city called Elis. People from all over the Greek
The Emperor thought, “I am going to get a new extraordinarily elegant suit and world came to watch and take part in them. The ancient Olympic Games ended in
I will discover which of my subjects is ignorant and incompetent.” So, he gave the two 393 A.D. when the Roman Emperor outlawed the games and the festivities.
men a bag of gold coins for them to start working immediately. Track 39, Lesson 21, Page 105, Activity 1
A few days later, the King told the prime minister, “Go and see the progress and In 1894, Pierre de Coubertin, a baron from France, founded the International Olympic
come back to let me know.” Committee (IOC) in Paris. The new committee set itself the objective of organizing
“We need a lot more gold thread. Here, Excellency! We have not finished yet. the first Olympic Games of modern times.
But admire the colors, feel the softness!” The first modern games were held in April 1896, attracting athletes from the
“I can’t see anything,” he thought nervously. “The King will think I’m stupid!” So, United States, Great Britain, and 11 other nations.
he said, “What a most wonderful suit! I’ll inform the Emperor.” The Olympic Games of 1912 in Stockholm, Sweden, were the first ones to boast
The two criminals rubbed their hands excitedly. They had almost become rich! the presence of national delegations from the five continents. After those games, the
Track 35, Lesson 18, Page 93, Activity 1 universality of the Olympic Games was assured.
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“The Emperor’s New Clothes – Part 2” Track 40, Lesson 22, Page 108, Activity 1
After a few days, the Emperor received the announcement that his suit was ready. “Winter Olympic Games”
“Here it is, the result of our work,” the scoundrels said. “Look!” The first attempt to host a winter version of the Olympic Games took place in 1908,
The Emperor did not see or feel anything! He panicked. But no one could see when figure skating appeared as a sport during the so called Summer Games, in London.
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his new suit either, so he felt better. “Yes, the suit looks very good on me,” the Emperor The first Winter Olympic Games were held in France, in 1924. It was an event
said trying to look comfortable. “You did an excellent job.” that lasted 11 days. It included Nordic skiing, speed skating, figure skating, ice hockey,
“But, Your Majesty,” the prime minister said, “the people have heard about and bobsledding.
this extraordinary suit and they are anxious to see you in it.” The Emperor was Seventy years after those first winter games, the 17th edition of the Winter
unconvinced, but after all, no one could know about it except the ignorant and the Olympics took place in Lillehammer, Norway, in 1994. Since then, the winter games
incompetent. “All right, I will show it to them.” and the summer games alternate every two years.
All his subjects had gone to the main plaza to see the King’s clothes! As soon Track 41, Lesson 22, Page 109, Activity 2
as they saw the King, everyone said, “Look at the Emperor’s new clothes. They’re “The Paralympic Games”
beautiful! And the colors! I have never seen anything like it in my life!” In 1948, in Stoke Mandeville, England, Sir Ludwig Guttmann organized a sports
Nobody admitted their stupidity and incompetence. But a child, who saw competition involving World War II veterans with spinal cord injury. Four years later,
things as a child does, went near the King and shouted, “The Emperor is nude! The competitors from the Netherlands joined the games and an international movement
Emperor is nude!” was born.
“Shut up, you fool!” his father told the child. But the boy’s comment was Olympic style games for athletes with a disability were organized for the first
repeated and everyone cried, “The Emperor is nude! It’s true!” time in Rome in 1960. These Olympic Games are now called Paralympics.
The Emperor realized that the people were right but could not admit it. He In Toronto in 1976, the idea of merging together different disability groups for
thought it better to continue the procession under the illusion that anyone who was international sport competitions was born. During the same year, the first Paralympic
unable to see his clothes was either stupid or incompetent. Winter Games took place in Sweden.

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The Paralympics emphasize the participants’ athletic achievements rather than Alex: We were watching the match and after 40 minutes we noticed some flames in
their disabilities. The British city of London will host the next Paralympic Games in one of the corners of the stadium. The flames went bigger and bigger very fast.
2012, whereas Rio de Janeiro will be the host of the 2016 Paralympic Games. It was horrible.
Track 42, Lesson 23, Page 112, Activity 1 Track 48, Lesson 26, Page 131, Activity 1
“Mexico in the Olympic Games (from 1924 to 1948)” Teacher: Guys, yesterday the Rochester Soccer Stadium was on fire.
The first time that Mexico participated in the Olympic Games was in 1924, in Paris. Yuri: That’s right! I was watching the news and a reporter said that the fire lasted
The second time was in Amsterdam, in 1928. around three hours.
It was until the Olympic Games of Los Angeles, in 1932, that Mexico competed John: Yes. A reporter said that some people have died. It was very sad.
successfully. Mexico won its two first medals (both silver medals) thanks to Francisco Teacher: Yes. I was very sad. It is very important to know what to do in case of fire.
Cabañas (flyweight boxer) and Gustavo Huet Bobadilla (shooter). That’s why we are having a fire drill.
After that, Mexico won bronze medals in basketball, polo and boxing at Alex: A fire drill? Here at school?
the Olympic Games of Berlin, in 1936. Twelve years after, at the Olympic Games of Teacher: Yes, because we have to be ready to prevent any disaster. So, let’s check some
London, in 1948, Mexico won its first gold medals in equestrian individual jumping, steps to follow in case of fire.
and equestrian team jumping. At these games, Mexico also obtained a silver medal in Track 49, Lesson 27, Page 134, Activity 1
equestrian individual jumping and diving. Dear diary,

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Track 43, Lesson 23, Page 113, Activity 1 Yesterday we celebrated the annual Mother’s Day Festival at school. Our class
“Mexico in the Olympic Games (from 1952 to 1968)” prepared a musical show. Lillian was very upset because her mom could not be there.

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At the Olympic Games in Helsinki, in 1952, Joaquin Capilla Perez won a sole medal for Everything was ready for our show. My mom was just in front of me. Lillian saw me
Mexico (silver in platform diving). and started to cry. I felt sad. We started to play when suddenly Lillian’s mom came

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He also won the gold medal for platform and bronze medal in the springboard into the auditorium. Lillian’s face changed completely. She was really happy. When we
at the Olympic Games in Melbourne, in 1956. finished our musical piece, Lillian went to hug her mom. They hugged each other and

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Later, in Rome 1960, Juan Botella Medina was the only Mexican athlete to win a everybody in the auditorium applauded. It was a nice day! Love, Yuri.
medal (bronze in 3 m springboard). Track 50, Lesson 28, Page 139, Brilliant Song!

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Juan Favila Mendoza was the only Mexican to win a medal (bronze in boxing), “A Horrible Tremor”
in Tokyo 1964. I was in high school,
Four years later, Mexico hosted the Olympic Games, in 1968. At these games, I was in high school.

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Mexico won nine medals: one gold medal in swimming, two gold medals in boxing;
silver medals in diving, fencing and 20 km walk; two bronze medals in boxing and one
I was with my classmates and teacher,
and we all were reading a book.

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in swimming. It was very cool, my day, my day it was really cool.
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Track 44, Lesson 24, Page 117, Brilliant Song! Then, I looked above;
“Sports Are Good for You” the ceiling was moving and creaking,
Move your body like I do, and I thought: what’s happening here?
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remember, sports are good for you! I felt a tremor.
Move your body, take a run! Oh, no!
Move your body, and have some fun! It was a horrible tremor.
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Move your body like I do, We know that it’s true,

remember, sports are good for you! unexpected situations happen.
Rugby, tennis or baseball. Yes, they do!
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Let’s play together! Take the ball! So we have to make sure that we
Move your body, be healthy! know what to do, when sudden
move your body- Come on buddy! things happen,
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Move your body like I do, when sudden things happen,

remember, sports are good for you! when sudden things happen.
Football, hockey- Hit the lockers. Track 51, Lesson 29, Page 142, Activity 2
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Invite your friends and play some soccer! “Commitment Act I”

Move your body, and exercise! Emily: You know? I think we should break up…
Move your body, even your eyes! William: Why? What is the matter? Did I do something wrong?
Move your body like I do, Emily: No, you haven’t done anything wrong. You just have done nothing… That’s the
remember, sports are good for you! problem.
Swimming, dancing or skating. William: What do you need?
Maybe you prefer to go jogging. Emily: You need to commit.
Move your body like I do, William: Come on! In Europe, lots of couples just stay together, just like we’re doing…
remember, sports are good for you. without ever committing.
Emily: Yeah? Well… this is America.
UNIT 4 William: Europe is awesome. They also have universal health care. Maybe that’s why
Track 45, Lesson 25, Page 127, Activity 1 people don’t get married there.
Reporter: We are broadcasting from the most damaged zone. Excuse me, sir, what Emily: You think people get married for the health care benefits? This is it! I am leaving
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happened? you. Never call me again!

Robert: My building was damaged by the earthquake and it is partially collapsed. William: But Emily!
There are some people trapped in the basement. Track 52, Lesson 29, Page 143, Activity 2
Reporter: What were you doing when the earthquake stroke? “Commitment Act II”
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John: I was in the stadium with my friends. We were watching a soccer game when Emily: Tell Will it’s over. Tell him!
I felt the terrible tremor. On the street I saw some buildings falling off like Emily’s friend: Emily says it’s over, William! She says, “What part of ‘It-is-over!’ can you
dominoes. not understand?”
Track 46, Lesson 25, Page 127, Activity 2 William: No, it’s not, not from my part!
Robert said that his building had been damaged by the earthquake, and that it Emily: Tell him he has always been very ridiculous.
was partially collapsed. He mentioned that there were some people trapped in the Emily’s friend: She says you’ve always been very silly.
basement. William: Yes, I am. So?
John said he had been in the stadium with his friends. He mentioned that they Emily: Tell him he never committed.
had been watching a soccer game when he had felt the terrible tremor. He said that Emily’s friend: She says you never said how you felt about her, or about your
on the street he had seen some buildings falling down like dominoes. relationship.
Track 47, Lesson 26, Page 130, Activity 1 William: To be honest, she never said anything about that either.
Reporter: Good afternoon! We are broadcasting from the Rochester Soccer Stadium. Emily’s friend: She didn’t?
The stadium is on fire. The firefighters arrived one hour ago, but they haven’t William: Nope.
been able to put out the fire. Let’s listen to some testimonials of witnesses. Emily’s friend: Wait a second, William. He says he’ll be here in 5 minutes if you won’t
What’s your name? talk to him.
Alex: My name is Alex. Emily: Give me that phone! I am only gonna talk if you tell me how you feel about me.
Reporter: Alex, what happened in the stadium? William: But you brought up the subject first, so you go first!

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Emily: I can’t go first. Just guess who can answer questions better and faster.
William: Why not? Since I started playing, no one’s beat me- ever!
Emily: Because my answer depends on your answer! Listen! I don’t want to go on with I’ll never miss a single episode- forever!
this silly conversation. Bye!
Track 53, Lesson 29, Page 143, Activity 3 UNIT 5
“Commitment Act III” Track 58, Lesson 33, Page 164, Activities 1 and 2
Narrator: William visits Emily to talk to her. He is at Emily’s front door, knocking. She Miss York: Good morning, guys!
opens the door. Students: Good morning, teacher!
Emily: What do you want? Please, go. Miss York: Today, we are going to prepare a debate.
William: Okay. Okay. I’ll say it... But I’ll only say it this one time I... love... you! Alice: A debate?
Emily: You do? Miss York: Yes, who can tell me what a “debate” is?
William: Yes, from the bottom of my heart. Jerry: A debate is like a discussion?
Emily: Oh, William, my William. That’s all I needed to hear. I… love… you… too. Miss York: Yes, a debate is a formal discussion where people present their arguments
William: Could we go out again? to persuade others.
Emily: Yes. Yes! Alice: And the discussion is usually on controversial topics, right?

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Track 54, Lesson 30, Page 146, Activity 2 Miss York: That’s right, Alice. Well, first we have to choose the topic of our debate. Is
“It’s April, You Fool! Act I [scene 1]” that OK?

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Narrator: Steve and Joe are friends. They are at Joe’s house sitting on the living room Students: Yes!
couch. They are chatting. Track 59, Lesson 34, Page 168, Activity 1

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Steve: Look! There’s a rat running around on the floor! Graffiti is a term that describes the painting of public and private walls and property
Joe: Where? Where? (buildings, public transport, bridges, etc.) using aerosol sprays and/or markers.

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Steve: April Fool! The first modern appearances of graffiti as art were found in New York and
Joe: Oh… I get it. It’s April Fool’s Day… Ha! You’ve got me…! Philadelphia; some people say that this movement was linked to Hip-hop culture.

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Steve: Yeah. Since the first appearance of graffiti, there have been contrasting opinions on
Joe: That prank never gets old… whether it is art or not.
Steve: Yeah… It’s a good way to get some laughter, and forget that I have cancer… On one hand, some people say that graffiti is an artistic expression; actually,
Joe: You have cancer?
Steve: April Fool!
di A graffiti painters say that their canvases are subway trains, walls, and billboards, among
others.

ri
Joe: Not a funny joke man… On the other hand, many people refer to graffiti as vandalism. They say it can
L
Narrator: Two friends of Joe’s suddenly show up with terrorized faces. cost property owners an government a lot of money to remove the paintings; in fact,
Track 55, Lesson 31, Page 150, Activity 2 in some places graffiti is punishable as a criminal offense.
“No, You Won’t! Act 1 (scene 1)” Thus, is graffiti a form of art or pure vandalism? What do you think?
su IL
Mrs. Williams: Good evening, gentlemen! You must be Dylan. Track 60, Lesson 34, Page 169, Activity 1
Dylan: Yes, that’s right. Dylan Buck. How do you do! Miss York: OK, guys. The first argument is in favor of graffiti. Please, Alice, can you
Mrs. Williams: How do you do! Please, sit down. start?
T

Dylan: Thanks. Alice: Sure! There are many great painters who are never going to get their art shown
Mrs. Williams: Dear Charly and Bob, have you offered Mr. Buck something to drink? in a gallery. So, I think painting graffiti is the only way of showing their amazing
Would you like some tea or wine, Mr. Buck? painting abilities. It is definitely art.
da N

Dylan: Oh! I’d love some tea, thanks! Miss York: Jerry, what do you think about it?
Mrs. Williams: It is a very cold evening, is it not, Dylan? Jerry: Yes, there might be good painters; however, they damage public and private
Dylan: Yes, without a doubt! facilities. So, I think it is vandalism.
bi A

Mrs. Williams: Well, please, tell me what is it that you needed so much to let me Miss York: Marco, do you agree?
know? Marco: Well, I disagree. I think graffiti is art because graffiti painters fill walls with
Dylan: Well, I only have these precious moments to say… that I’ve fallen in love with beautiful paintings and that’s what our city needs to be, colorful!
hi ©S

your daughter. Would you allow her to meet my parents at my house in Surrey? Miss York: Maribel, do you agree with Marco?
Track 56, Lesson 31, Page 151, Activity 1 Maribel: No, I disagree. Graffiti is vandalism because graffiti painters usually paint
“No, You Won’t! Act 1 (scene 2)” without permission.
Mrs. Williams: Hi, Dylan. I thought you were with your parents in your country house Miss York: Ana, what do you think about it?
in Surrey! Ana: I think it is art, because there are many places designated to paint graffiti; besides,
Dylan: I’ve only come up to London to ask for Camilla’s hand in marriage. We love it could improve the creativity of street painters.
each other! Track 61, Lesson 35, Page 172, Activity 2
Mrs. Williams: What?! Are you out of your mind? Falling in love is okay, but getting a. What is a social network?
married is another story! You will not marry my daughter just now! I do not b. How many people around the world use a social network?
even know your parents! c. Who can become addicted to social networks?
Dylan: I… I’m sorry Mrs. Williams, but I have no parents. d. What are some disadvantages of social networks?
Mrs. Williams: But you yourself asked me to let Camilla meet them two months ago. e. What are some advantages of social networks?
Dylan: I am very sorry, but I lied. Track 62, Lesson 35, Page 173, Activity 1
ro

Mrs. Williams: I beg your pardon? Are you kidding me? Miss York: Guys, let’s start with our debate about social networks. Ana, can you start,
Camilla: Oh, hi, baby! Mom, what is the matter? Is there a problem? please?
Mrs. Williams: As a matter of fact, yes, there is problem! I want the truth about this Ana: Sure! I’m in favor of social networks because it is a great way to keep in touch
gentleman. with your friends, relatives and classmates.
P

Dylan: I was found in a bag in Victoria Station when I was only one month old. Miss York: Marco, do you agree?
Mrs. Williams: But… Marco: I’m against social networks, especially because many people with bad
Camilla: I’m sorry, mom. I was going to tell you. I know you have always wanted me to intentions can be met by young people.
marry a rich guy and… Miss York: Jerry, what do you think about them?
Mrs. Williams: Is Dylan not from Surrey? Does he not come from a fine family? Jerry: I think social networks are fine because many files, photos, music and videos
Camilla: I just know I am in love with him and we want to live together. can be shared through them. The key is to accept only the invitations of people
Mrs. Williams: Oh, no! You won’t! I will never let my only daughter to marry a bastard that we know.
from a lower social class. Miss York: Maribel, what’s your opinion about them?
Camilla: Well, we are going to get married and I am leaving this house, right now! Do Maribel: What Jerry said is right; however, I think that many hours can be wasted by
not try to stop me! millions of people because social networks can be addictive for most of them.
Track 57, Lesson 32, Page 155, Brilliant Song! Miss York: Great guys, we will continue with our debate after the break.
“Drama Queen” Track 63, Lesson 36, Page 177, Brilliant Song!
I’m a teenage drama queen, you see- “Debating is Cool!”
And no one reads as much drama as me. Don’t worry, boy! It’s just a debate,
From New York to Bombay to Waikiki, everybody here will see you do just great.
Everyone’s wants to be just like me! Don’t worry, girl! It’s just a debate,
Shakespeare, Miller, Wilde, and Chaucer, come on, let’s go! Let’s get on with the debate!

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 Scripts

Late last night, I dreamed about a debate, Boy student 1: You’re right. I suggest you take a small notebook, maybe in a plastic bag
I dreamed it was too late to participate. ‘cause remember you’ll need to write or draw certain things.
Just the day before, our teacher told us- Wait!, Girl student 2: Do you mean we don’t have to take the handout?
Cool down, guys, it will be just great. Boy student 1: Correct. Do not take the handout but take a small notebook and a
Don’t worry, boy! It’s just a debate, plastic bag to prevent it from getting wet.
everybody here will see you do just great. Boy student 1: After lunch, at one in the afternoon, we will have some free swimming
Don’t worry, girl! It’s just a debate, time!
come on, let’s go! Let’s get on with the debate! Track 67, Lesson 39, Page 189, Activity 1
You know what? That morning I happily learned Questions
Debates are the way to learn without getting burned. Does that mean that if we’re late you will not wait for us?
To gain from others, to share our ideas, to discern, Do you mean we don’t have to take the handout?
To respect what others say, and respect to earn. Restatements
Don’t worry, boy! It’s just a debate, You must be punctual means that if you are late, I’m afraid we will not be able to wait
everybody here will see you do just great. for you.
Don’t worry, girl! It’s just a debate, Correct. Do not take the handout but take a small notebook and a plastic bag

n
come on, let’s go! Let’s get on with the debate! to prevent it from getting wet.
Early that morning we were at school. Track 68, Lesson 40, Page 193, Brilliant Song!

ó
Three of my friends were very confident and cool, “The Field Trip”
We all debated how graffiti is against the rules. Mama says: “Wake up, it’s late”

ci
Finally, we decided that debating is cool in school. I say I’d rather stay in bed.
Feeling bored, watching TV,

st NA
Track 64, Lesson 37, Page 180, Activity 2, and Page 181, Activity 1
Miss Lopez: OK, class, please pay attention. Today is Monday 11th. Remember right now I feel half dead!
next Friday 23rd we will go on a field trip to a Mennonite community near I go to school and guess what?

bu
Cuauhtemoc City, only about an hour from here. The field trip’s coming, I’m glad!
Girl student: Excuse me, Miss Lopez. Where were the Mennonites from? Where might we go, what shall we eat?
Miss Lopez: Germany. Now, look at the activity schedule I am handing out. The day Will it taste good or bad?

di A
of the excursion you have to be at school at 7:00 in the morning. We will be
leaving at 7:30 so, be on time. At about 9:00 o’clock, we will be arriving in a
‘Cause whenever comes a field trip,
we plan it, and we dream,

ri
Mennonite museum to get a general idea of Mennonite history and customs. That every time we’re on the bus,
L
Later on, at 10:30, we will be leaving the museum to go to a Mennonite cheese There’s plenty of ice cream!
factory. We have to be there at 10:45. The Mennonites make wonderful cheese Track 69, American and British English, Page 204
because they apply the same procedure their ancestors used hundreds of years
su IL
American English British English
ago. Then, at 11:30, we’ll be leaving the cheese factory to go to a Mennonite
plantation, just 10 minutes away from the factory. After the plantation, at about Apartment Flat
12:30 in the afternoon, we’ll be visiting one of the many families in town. You’ll Candy Sweet
T

be able to go inside a Mennonite house and see with your own eyes how these Cellphone Mobile
families live. I’m sure you’ll be very hungry by then, so we’ll have a short picnic Centered Centred
lunch outside this family’s house, at 1:00 o’clock in the afternoon.
da N

Boy student: What time are we going to come back? Color Colour
Miss Lopez: Oh, you’re right! We will be back as soon as we finish lunch, at about 2:00 Cookie Biscuit
in the afternoon so we can be in Chihuahua City at 4:00. Do not forget to tell Criticizing Criticising
bi A

your parents about our arrival time back in the city, please. Dialog Dialogue
Track 65, Lesson 39, Page 184, Activity 2
Student 1: So… Where are we going? Eggplant Aubergine
hi ©S

Teacher: Well… Everybody would like to go to the zoo, right? Elevator Lift
Students: Yes!!! May we go the last Friday of the month? French fries Chips
Teacher: Yes, but you must get permission before that day, so take this letter and have Guy Bloke
it signed by your parents or guardians before the trip. You could be sick or you
Hors d’oeuvre Starter
could be allergic to something, and I need to know that.
Students: Are we going in the morning? Laboratory Laboratory
Teacher: Well, I think we should leave at 8 a.m. or we might not be able to see the Movie Film
entire zoo. Track 70, American and British English, Page 205
Students: How are we going to get there? Is there an entrance fee?
Teacher: Well, we will hire a special bus to take us there. Can any of the groups American English British English
investigate how much the bus transportation would cost and how much the Football American football
entrance fee per person is? Neighbor Neighbour
Students: We can do that! Never Never
ro

Track 66, Lesson 39, Page 188, Activity 2

Boy student 1: As you can see in the activity schedule to the beach tide pool, we Principal Headmaster
will leave at eight in the morning. As our teacher said, we must be punctual Program Programme
because the bus leaves at 8:00 o’clock sharp. Realize Realise
P

Girl student 1: Does that mean that if we’re late you will not wait for us? Recognize Recognise
Boy student 1: That’s right, you must be punctual means that if you are late, I’m afraid
we will not be able to wait for you. Restroom Toilet
Girl student 1: I understand. Thanks! Rubber Rubber
Boy student 1: OK… now… we will be arriving at the beach at nine thirty in the Sneakers Trainers
morning. After a 15-minute break to stretch your legs and grab your notebooks Soccer Football
and water, we’ll walk for about 15 minutes to get to the tide pools, which are
near the beach. Teacher Teacher
Boy student 2: Why doesn’t the bus get right to the tide pools so we don’t have to Theater Theatre
walk? TV Telly
Boy student 1: Well… you see… The beach is only sand and water, but a tide pool is Zucchini Courgette
not only sand and water, but also rocks so buses cannot run on those rocks.
Boy student 2: Oh… I see.
Boy student 1: Let me continue… When we get to the tide pools, we’ll be looking
for animals that live in the tide pools. Here’s the handout that you have to
complete during your search there, so please take it to the tide pools.
Girl student 2: But everything there is humid, if we take the handout, it might get wet.

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 Picture Dictionary
1
A B

ó n
ci
st NA
bu
bibliographic card • noun
(phrase)
analgesic • noun di A attack • verb A card containing basic information

ri
L
A type of medicine that helps To be violent with someone with an about a book (title, author,
relieve pain. intentional purpose. publishing date and house, and
su IL

I was in a lot of pain, so the Some dogs are trained to attack details about the text).
doctor prescribed me an criminals. I made bibliographic cards on
T

analgesic. I feel better now. all the books that I read.

da N

C
READER'S BOOK
VOCABULARY
bi A
hi ©S
ro
P

blood • noun check-up • noun cold • noun

A red liquid that circulates in our A periodic medical examination to A common infection in which the
body, carrying oxygen and carbon prevent major illnesses. nose and throat become inflamed,
dioxide. It is very important to go to the causing a runny nose and sneezing.
When you donate blood, you dentist twice a year for general I feel bad, I have a cold.
help save lives. cleaning and a check-up.

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 H

ó n
ci
st NA
bu
complain • verb di A curious • adjective headache • noun

ri
L
To say that something is wrong or The feeling or state of being A pain someone feels inside his/her
not satisfactory. interested in something or someone. head.
su IL

If you don’t receive a good I was curious, but I didn’t have I couldn’t sleep last night,
health care, you have to the courage to ask. so I woke up with a terrible
T

complain. headache.
da N

L P
READER'S BOOK
VOCABULARY
bi A
hi ©S
ro
P

league • noun
An association or club whose
hobby • noun members spend their time paw • noun
An activity which is done for doing what they find useful or The soft foot of an animal that has
satisfaction or relaxation, but not as entertaining. claws or nails.
a profession. The National Football League A tiger uses its paws and teeth
The most popular hobby in the will be playing 20 games this to hunt.
world is reading. season.

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 Picture Dictionary
1

ó n
ci
st NA
bu
plot • noun di A pound • noun prescription • noun

ri
L
The main sequence of events in a Currency (money) used in Great A piece of paper on which a doctor
play, movie or novel. Britain (England). It is divided into writes the medicine that the patient
su IL

The plot of that movie begins 100 pennies or pence. needs.

with a murder but finishes with A pound is worth more than a I went to the doctor and he gave
T

a happy ending. dollar or a peso. me this prescription.

da N

R S
READER'S BOOK
VOCABULARY
bi A
hi ©S
ro
P

READER'S BOOK VOCABULARY

rescuer • noun
A person who sets another free, as robbery • noun shopkeeper • noun
from danger or imprisonment. The action of taking something from A person who is in operation and
When I was in trouble someone by force or violence. usually in possession of a small store.
swimming, a lifesaver ran, swam The thief took a million dollars When I went to the bookstore,
and took me out. He was a in the bank robbery! the kind shopkeeper helped me
wonderful rescuer! choose this wonderful book!

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 READER'S BOOK
VOCABULARY

ó n
ci
st NA
READER'S BOOK

bu
VOCABULARY

surgery • noun
skull • noun di A stomachache • noun A medical treatment that involves

ri
L
The bones of the head that cover A pain in the stomach or abdomen. cutting open the body and either
the brain. She has a stomachache because removing or repairing the damaged
su IL

“Trepanation” was a primitive she ate too much chocolate. part.

skull surgery. Egyptians performed the first
T

recorded surgery.
da N

T
bi A
hi ©S
ro
P

syrup • noun title • noun toothache • noun

A thick and sweet liquid that can Name given to a fictional story, A pain caused by something being
contain medicine. novel or book. wrong with a tooth or teeth.
My son had a cough and the The title of that story is “The Yesterday, I was suffering from
doctor prescribed him this Adventures of Ana the Fisher.” a toothache, so I went to the
syrup. dentist.

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 Picture Dictionary
2
A B
READER'S BOOK
VOCABULARY

ó n
ci
st NA
bu
beaker • noun
alien • noun
di A attitude • noun A glass container with a lip for

ri
A creature from another planet or Feeling, manner, position, or posture pouring liquids, used to create and
L
outer space. regarding a person or thing. measure approximate amounts of
su IL
They say that aliens will visit our Having a respectful attitude is liquid.
planet in the near future! essential for a waiter or waitress. Mix the water with the vinegar
in the beaker.
T
da N

READER'S BOOK READER'S BOOK

bi A

VOCABULARY VOCABULARY
hi ©S
ro
P

body language • noun

(phrase) boil • noun botanical garden • noun
Expressions or messages people To cook something by immersion in A place where plants and flowers
send through the use of unconscious boiling water. are grown for scientific study.
body postures or movements. The first step of our experiment You can study and learn science
Why are you crossing your is to boil an egg. in a botanical garden.
arms? Are you not sure?

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 D E F

ó n
ci
st NA
bu
distillation flask • noun
di A erlenmeyer flask • noun flask • noun

ri
A glass container used to separate A graduated conical container used A conical or spherical glass
L
liquid mixtures by distillation. specially for mixing and measuring container narrowed towards the
su IL
See how the water in the liquids. outlet.
distillation flask is separated Put 100 mL of alcohol in the Be careful while holding hot
from the alcohol. Erlenmeyer flask. liquids in a flask.
T
da N

G
bi A
hi ©S
ro
P

funnel • noun gas burner • noun gladly • adverb

A tool that is wide at the top and A small gadget that is fueled by Carried out in a happy and cheerful
narrow at the bottom, used for gas to produce a flame for heating manner.
pouring liquid into a small opening. chemical products. He did the dishes gladly!
Use the funnel to pour the Heat the mixture with the gas
honey into a test tube. burner.

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 Picture Dictionary
2
I M N

ó n
ci
st NA
READER'S BOOK
VOCABULARY

bu
natural disaster • noun
(phrase)
intonation • noun di A match • noun Tragedy or catastrophe, usually

ri
The rise and fall in speech that A short piece of flammable from a natural source, such as a
L
differentiates sentences and their material (wood or cardboard) used flood, a hurricane or a tsunami.
su IL
meanings. to light a fire. The city of New Orleans reflects
“Would you marry me?” he We need some matches to carry the aftermath of many natural
T

asked with a cheerful intonation. out our experiment. disasters.

da N

P
bi A
hi ©S
ro
P

READER'S BOOK VOCABULARY Nobel prize • noun (phrase)

newscast • noun A Swedish honor given in pipette • noun
A television or radio transmission of recognition of cultural and scientific A small glass tube with a rubber
the news. advances. bulb at one end, used for measuring
Many newscasts include both In 2010, Mario Vargas Llosa out drops of liquid.
national and international news. received the Nobel Prize in Use the pipette to add three
Literature. drops of vinegar.

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 R S
READER'S BOOK
VOCABULARY

ó n
ci
st NA
bu
predict • verb di A role • noun sitcom • noun

ri
To state, tell about, or make known The acting job or character a person Situation comedy or comedy of
L
in advance. plays on a TV show, theater play or situations.
su IL
The fortune teller predicted that radio program. I love sitcoms because they are
he would have 10 children! In Victorian England, men usually very funny.
T

played the role of women.

da N

T W
bi A
hi ©S
ro
P

test tube holder • noun test tube • noun wash bottle • noun
A utensil made from steel, used to A cylindrical glass tube closed at A plastic container that is used
handle test tubes containing hot or one end, used to conduct chemical especially for cleaning equipment
dangerous liquids. experiments in small quantities. such as test tubes, flasks, etc.
Be careful! Pick it up with the Put three drops of blue food Wash the dropper with the wash
test tube holder. coloring in the test tube. bottle.

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 Picture Dictionary
3
A B
READER'S BOOK VOCABULARY

ó n
ci
st NA
bu
board game • noun
di A
ago • adjective (usually after archery • noun (phrase)

ri
a noun) A sport that involves shooting with
L
Games in which a thick sheet,
(Period of time) gone or past. a bow and arrows. usually made out of plastic or
su IL

I went to the Cancun five years Australia won a gold medal in cardboard, is used.
ago! archery. I like board games because they
T

integrate people!
da N

C
bi A
hi ©S
ro
P

bobsledding • noun chip • noun. Also token

A sport where people race on a card games • noun (phrase) A small piece of synthetic material
bobsled (a long sled equipped with Games played with cards. or wood, usually in color, used to
runners, a brake and a protective In Las Vegas, you can play card differentiate players during a board
shell). games and win thousands of game.
Bobsledding is a winter Olympic dollars. My chip is the red one. Will you
sport. move it for me?

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 E F
READER'S BOOK VOCABULARY

ó n
ci
st NA
bu
equipment • noun
di A equestrian • noun fencing • noun

ri
A set of tools or clothing needed for A sport where people ride a horse A sport involving fighting with
L
a particular sport. and jump or do other activities. blunted (not sharp) swords.
su IL
American football players wear Mexico won two gold medals in Mexico won a silver medal in
very heavy equipment. equestrian jumping in 1948. fencing in 1968.
T
da N

H J
READER'S BOOK
VOCABULARY
bi A
hi ©S
ro
P

for • preposition helmet • noun javelin • noun

Used to indicate amount, extent, A protective device used to cover A long, light spear that is thrown in
or duration. someone’s head. a competitive sport.
We walked for 20 hours before You have to wear a helmet when Julian is an expert at throwing
we found a place to stay! riding a bicycle. the javelin.

231

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 Picture Dictionary
3
M R

ó n
ci
st NA
bu
memory game • noun
(phrase) READER'S BOOK VOCABULARY

di A
Card game in which all of the cards round table • noun rowing • noun

ri
are put face down and two cards An assembly where people meet in A sport that consists of travelling by
L
are turned face up, on each turn, to order to discuss a topic. propelling a boat.
su IL
find matching pairs. Some people decided to hold Liz was part of the Mexican
The memory game is good for a round table to discuss which rowing team in 2000.
T

the brain. sport is best.

da N

S
bi A
hi ©S
ro
P

READER'S BOOK VOCABULARY

spinal cord • noun
since • preposition (usually A group of nerve fibers that is successful • adjective
before a noun) enclosed in the spine and connected Doing very well or feeling victorious,
Continuously from a moment in the to the brain usually from hard work.
past; the moment an action or state Guttmann organized a Sandra is a successful doctor; she
began. competition involving World has operated on the most difficult
They have been friends since War II veterans with spinal cord cases in this hospital, and none
they were in elementary school. injuries. of her patients has died!

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 T V

ó n
ci
st NA
bu
tic-tac-toe • noun
di A
Game in which two players draw tycoon • noun verb • noun

ri
naughts (0) and crosses (X) until Extremely successful businessperson, Word that people use to describe or
L
one is able to draw three in a row. economically speaking. express when an action or state is
su IL
I like to play tic-tac-toe because Bill Gates is a technology done or happens.
you only need a sheet of paper tycoon. The verb in that sentence is in
T

and a pencil. past tense.

da N

W
bi A
hi ©S
ro
P

weave • verb wheelchair • noun wrestling • noun

To put many threads together so A vehicle used for people who A sport where two people try to
that a piece of fabric or clothing is cannot walk or for whom it is throw or immobilize each other
the result. difficult to walk. by grappling.
I bought a woven carpet in Wheelchair racing is one of the Wrestling was a discipline of the
Tlaxcala. Paralympic sports. Ancient Olympic Games.

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 Picture Dictionary
4
B C D
READER'S BOOK
VOCABULARY

ó n
ci
st NA
bu
behavior • noun
di A
The way in which someone or a character • noun drama queen • noun phrase

ri
group of people acts or conducts A fictitious person that is part of an Someone who tends to see
L
themselves, usually in front of artistic work, as in a play or a story. situations as more serious or
su IL
people or because of tradition. The character in the suspense exciting than they really are.
Japanese people have very story I just read is terrifying! Drama queens are very common
polite behavior. in soap operas.
T
da N

E F
bi A
hi ©S
ro
P

READER'S BOOK VOCABULARY

extinguisher • noun faint • verb
A portable gadget used to put out To loose one’s consciousness for flood • noun
small fires by discharging liquid, gas some seconds or minutes. A large amount of water that
or foam. Darla was going to faint when covers a dry area.
The policeman put out the fire her favorite singer kissed her. Hurricanes can cause severe
with an extinguisher. floods.

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 G M

ó n
ci
st NA
manners • noun (usually in

bu
plural)
garbage • noun
di A main character • noun phrase The ways in which people are

ri
Food or any material (paper, The protagonist or leading character expected to behave in a certain
L
carton, candy wrapper, etc.) wastes. in a play. community.
su IL
Avoid discarding warm ashes in Romeo and Juliet are the main People who live in different
the garbage bin to prevent fire characters in Shakespeare’s countries might have manners
hazards. Romeo and Juliet. that seem strange to us.
T
da N

P
bi A
hi ©S
ro
P

passageway • noun
mime • verb padlock • noun A corridor, hall or other narrow
The fact of acting out a situation A portable device used to protect passage used to exit or enter a
but without using one’s voice. doors, windows or suitcases against place.
To mime expressions you theft, vandalism or unauthorized use. During the fire many people
have to concentrate and use The doors were padlocked and were running and screaming in
creativity. nobody could go out. the passageway.

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 Picture Dictionary
4
READER'S BOOK
VOCABULARY

ó n
ci
st NA
bu
prop • noun
An object used in theater to help
play • noun
di A playwright • noun recreate a character and make

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A presentation that is given in front Author or writer or dramatist. the audience believe the actor or
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of an audience in order to entertain. Shakespeare was the greatest actress on stage is the character the
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I saw a wonderful play at the playwright of the 16th century in playwright had in mind.
Odeon Theater. England. Props are very useful to
characterize a role.
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READER'S BOOK
VOCABULARY
shelter • noun
punctual • adjective sarcastic • adjective A place that covers and/or gives
Being right on time. Saying the opposite of what you protection from bad weather or
This train system is very mean in a way that criticizes danger.
punctual. The trains arrive and something or hurts someone’s Many houses in the USA have
leave at the stated time. feelings. shelters to protect people from
He is a sarcastic young fellow. tornadoes.

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 T

ó n
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bu
READER'S BOOK VOCABULARY
stage • noun
di A towel • noun

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A place where performances or A piece of absorbent cloth using for typhoon • noun
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plays are presented. cleaning and drying. A heavy storm generated by strong,
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Lorena’s favorite singer asked If you are in a place that is on warm winds.
her to get on the stage and sing fire, cover your mouth and nose Hurricanes are also called
with him. with a wet towel. typhoons.
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U W Y
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READER'S BOOK
VOCABULARY

upset • adjective wave • noun yell • verb

To be unhappy, worried or The movement of water in oceans To shout in a very loud way,
disappointed. or seas. especially because of pain, panic,
Lillian was very upset because Tsunami is a Japanese word surprise, or enthusiasm.
her mom wasn’t going to see her that literally means: a huge The theater was on fire and
at the school’s festival. destructive wave. many people were yelling.

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 Picture Dictionary
5
B C

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chaperone • noun
billboard • noun
di A bridge • noun A person who helps to take care

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A large flat surface or board used to A structure carrying a pathway or of the students from a group when
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post outdoor advertisements. roadway across a river, road or any they go out on a field trip.
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Graffiti painters use billboards other obstacle. Our chaperone will be Miss
as canvases. Civil engineers build bridges. Peterson, so we will be well
watched.
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D E F
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READER'S BOOK VOCABULARY

field trip • noun (phrase)
damage • noun embalmer • noun An outing or excursion with a
Harm or injury caused either A person who uses chemicals to learning objective usually associated
consciously or accidentally. preserve dead bodies and prevent with a subject of study at school.
The damage done to the sea their decomposition. We went on a field trip to a
because of garbage is enormous. Embalmers in Egypt made the river and we learned about the
famous mummies we know today. animals that usually live there.

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 G
READER'S BOOK VOCABULARY

ó n
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READER'S BOOK

bu
VOCABULARY

gallery • noun
di A graph • noun glove • noun

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A room or building used to exhibit A diagram that shows a An object used by football players,
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works of art. relationship between numbers. firefighters, construction workers,
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Graffiti painters say that their Debaters can use visual aids motorcyclists to protect their hands.
work will never be shown in a when necessary (such as maps, When I fell from the motorcycle,
gallery. photos or graphs). the gloves protected my hands!
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I J
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immigrant • noun itinerary • noun journal • noun

A person who has to move to A chart that includes the planned A periodical text that includes
another country because of schedule of activities for a trip. information of current events.
problems in his homeland. The itinerary says that we will You can get information about
In the USA there are about 30 visit a Mayan exhibit. controversial topics on journals.
million Mexican immigrants.

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 Picture Dictionary
5
READER'S BOOK
VOCABULARY
M

ó n
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judge • noun
di A mean • verb messaging • verb

ri
A person or people deciding To signify or represent something The act of sending instant messages
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who the winner in a contest or usually said or written. by cell phones or by the Internet.
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competition is. What does that mean exactly? Many teenagers spend hours
The judge decides who wins the messaging or chatting.
debate.
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N R
READER'S BOOK
VOCABULARY
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moderator • noun net • noun recreational facility • noun

A person who manages a public A group of interconnected A place where people go for
discussion (like a debate). computers. enjoyment.
The moderator decides the Some people build a personal It costs a lot of money to clean
speaking turns of each debater. “net” to keep in contact with graffiti off recreational facilities.
others.

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 S
READER'S BOOK VOCABULARY

ó n
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restatement • noun
di A sanctuary • noun schedule • noun

ri
A phrase or sentence that is A place dedicated to preserving A program of previously planned
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reworded usually in order to be nature, animals or people. events.
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better understood. The Michoacan sanctuary is I have to write next week
I had to make a restatement so filled with Monarch butterflies activities in my schedule.
that my students understood me. every winter.
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tattoo • noun
status • noun A mark made with ink in the skin tide pool • noun
Position or rank in a community. to symbolize or signify something. A pool of water surrounded by
Queens usually have a very high The people from the original rocks, usually on the coast.
status in society. tribes in New Zealand used The tide pools in Cancun have a
tattoos to indicate they lot of vegetation and animals.
belonged to higher social classes.

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 Composition

How to Use It
The Composition Section in the Student’s Book is to be used at the end of every unit. These pages can be separated
from the Student’s Book for you to review and mark. Compositions become personal, and are a very helpful
evaluation tool.

Students choose a topic and write a composition, following the writing process they developed in the unit products.
You may want to give students at this level a minimum of 70 words and a maximum of 95,, to keep them focused
on the task.

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The writing process helps students in many aspects of their academic life, as this competency can be transferred
to any of the other subjects. Go with students through the illustration in the Student’s Book and make sure they

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understand that it implies going back and forth through the different steps – that’s why there are two-way arrows.

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ositio

Prewriting Stage Comp

Spellin
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At this stage, students prepare for the writing task.

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Listen atten
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a) Selecting topic and audience - When

b) Brainstorming, sharing ideas

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c) Planning (illustrations, graphic organizers)

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Writing a Draft
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a) Putting ideas on paper
b) Start writing ideas 221

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a) Monitor as many teams as possible, so you can control the length of writing
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b) Make eye contact with the students

c) Don’t tell students what they should write – you provided models already
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d) Resist making judgments about the writing

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Revising
Students share their work with you and other peers
for revision and feedback. Make sure the writing Suggested comment / questions to ask teams:
makes sense and includes an opening, a body and a ‘Who is your audience? Is language appropriate for your audience?
conclusion. ‘What is the title of your writing?
‘Tell me more about this
Editing ‘So you’re trying to say…
This step requires making changes, if necessary. ‘Read it to me again
Students look out for: ‘What’s the most important thing you want to say?
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‘How / Where can you find out more about your topic?
Words / Length / Spelling / Punctuation ‘Is all this information essential? Is there anything you can delete?
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/ Capitalization / Grammar / Visual ‘Does this attract the audience’s attention?

Presentation ‘Are the graphics/illustrations clear for your intended audience?

Publishing
This stage is where students publish and share their work, as in the unit products. However, the compositions should be
shared and published, too.

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 Composition

Composition Composition Composition Composition Composition

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

My worst My favorite
The history of my
experience at the science project What I like about Cell phones at
hometown
hospital music in English school
The most
A sport I would
A horror story that memorable TV The best day of When I am 30
like someone to
gave me goose show I have ever my life years old
create
bumps watched

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Spelling!

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Spelling is the process or activity of writing or naming the letters Comp

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Spellin
g

of a word in their correct sequence. 1

Listen atten
tively to
your teach
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1
tion and
hospital check with
a topic: at the bumps your
Choose st experience goose partner
gave me or group.
- My woror story that

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- A horr

To learn and practice spelling in a fun and easy way, nothing works
better than playing word games. Some suggestions are the following:
a) Crossword Puzzles
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b) Hangman
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c) Scrambled words
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d) Word search 229

PM
1 10:04

e) Spy with my Little Eye something beginning with . . .

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230

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7/28/11
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You can organize these types of games within the group to make it easier for your students to write words
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accurately and for you to evaluate this skill.

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Spelling is not only a skill, but also a real life competency we should develop in students. They will eventually have the
need to spell something out, both in their native language and in the foreign language. English spelling is not easy for
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students, due to the fact that most words in English are not pronounced the way they are written, unlike in Spanish.
Go through the Spelling page in their books, and help them organize spelling games that they find attractive.
Organize Spelling Bees, maybe even once every unit. Use your creativity and knowledge of your group to add
games of your own. Students will appreciate the fun and the learning!

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

1. apologizes 1. cartoons 1. athletic 1. attitude 1. aquarium
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2. appointment 2. cheap 2. board 2. auditorium 2. controversial

3. available 3. cheerfully 3. clothes 3. behavior 3. culture
4. beginning 4. chemistry 4. contests 4. broadcasting 4. discussion
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5. character 5. extinguishers 5. crossword puzzle 5. commitment 5. encyclopedias

6. daughter 6. happiness 6. diving 6. damaged 6. immigrant
7. disappointed 7. language 7. emperor 7. earthquake 7. journals
8. happily 8. mathematics 8. gymnastics 8. felt 8. kangaroo
9. headache 9. newscast 9. ladder 9. laugh 9. museum
10. health 10. physics 10. lottery 10. marriage 10. paintings
11. prescription 11. science 11. mass media 11. playwright 11. persuade
12. science fiction 12. soap opera 12. received 12. potatoes 12. pyramid
13. sergeant 13. sweetheart 13. said 13. ridiculous 13. reliable
14. stomachache 14. thermometer 14. tycoon 14. suddenly 14. signature
15. symptoms 15. thief 15. woven 15. theater 15. tattoo
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 Evidence Files

How to Use It
The Evidence Files Section in the Student’s Book has the purpose of consolidating the processes students followed during the two
products in every unit.

These pages give students extra work, to further practice the organization and carrying out of a project similar in process to the ones
they already made. Here, students will also develop process-writing skills.

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3
File Unit

ence 3
ct Evid

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Produ Produc
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2. Read, a cassette, CD famous and
and use brochure wit inte or USB Americ
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You may wish to revise the steps with students, using the project pages in the Student’s Book, and following the same steps in the
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production of this supplementary work.

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The work can be published and shared with other members of staff, family and friends. You can use it as an open class activity, for
parents to witness how well their children can work in an English-only environment.
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This section also gives you an opportunity to mark different areas: collaboration, participation, research skills, speaking and writing
skills, reading aloud and attitudes towards learning and sharing.
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 The following is the list of products we have included in the Evidence files and which we hope you find useful for students to
expand their knowledge as they have fun and keep on developing skills and strategies to work together with others.

EVIDENCE UNIT 1 - A
a. Design a bulleting board about people’s rights at the hospital.
b. Role-play a conversation about making complaints in a hospital.

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EVIDENCE UNIT 1 - B
a. Write a journal based on the feeling and reactions experienced while reading a fantasy story and read it out loud

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in front of your class.

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b. Write a review of a classic horror story from an English-speaking country and publish it (for example, on the school

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main bulletin board or the Internet).

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EVIDENCE UNIT 2 - A
a. Role-play a conversation in which you show a classmate the steps to carry out a science project.
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b. Write an illustrated guide about how to make handicrafts or a science projects.

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EVIDENCE UNIT 2 - B
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a. Write news reports for a newspaper on an event happening worldwide or in English-speaking countries and publish them.
b. Write a news report for a radio program and record it so it can be heard by an audience.
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EVIDENCE UNIT 3 – A
a. Write narratives based on famous American or English traditions and record them (e.g. on a cassette, CD, or USB
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memory).
b. Read, interpret and tell jokes from English-speaking countries in front of an audience.
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EVIDENCE UNIT 3 - B
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a. Design a comic strip about historical events; write a short report of those events and use them while showing your
comic strip.
b. Create a brochure with information about the history of Mexico and/or an English-speaking country.

EVIDENCE UNIT 4 - A
a. Role-play about an unexpected situation that you or your classmates have experienced.
b. Write a diary where you include the most amazing unexpected experience that you have ever had.

EVIDENCE UNIT 4 - B
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a. Write narratives based on famous American or English classic fantasy stories and record them (e.g. on a cassette,
CD or USB memory).
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b. Read, interpret and tell jokes from English-speaking countries.

EVIDENCE UNIT 5 - A
a. Prepare and perform an interview with a teacher about a controversial topic.
b. Design a bulletin board about controversial topics; do not forget to include pros and cons.

EVIDENCE UNIT 5 – B
a. Write a traditional Mexican recipe and explain how to make the dish to a group of foreigners.
b. Design a first aid instructions manual and show how to carry actions out appropriately.

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 Teaching Tips
How to Use the Teaching Tips
Classroom management and management of discipline are skills that teachers acquire over time. Teachers normally
need some years’ experience before managing a group and applying discipline successfully. Every day, many different
things happen in a classroom. Teachers need background knowledge of classroom management, common sense and
flexibility, consistency, a sense of fairness and courage. Teachers also need to know their groups, the developmental
stage of the age group and the students’ needs and backgrounds. Every student comes from a different background,
even if they all belong to the same community. It is easy to misunderstand body language and certain behaviors. For
example, avoiding eye contact, spitting, swearing, and eating chalk may be caused by a wide variety of factors. Get to
know your students’ backgrounds so that you can understand the silent messages they send.

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A very helpful tool for developing management skills is peer-teacher observation. Invite a more experienced colleague

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to observe your lesson and give you feedback and valuable ideas afterwards. You can record one of your lessons and

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listen to it at home, to identify strengths and areas of opportunity. This will help you notice what works and what

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doesn’t.

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Poor lesson planning contributes to discipline problems. Students, especially adolescents, can see when the teacher
hasn’t fully prepared a lesson, and take advantage of it. Keep your students busy and on task at all times, whether it
di A
is on concentration or ludic activities.

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Set rules from the very beginning of the school year. If you want to negotiate rules, do so. But if you notice students
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are not taking the collaborative making of rules seriously, stop the activity and set the rules yourself. This way, students
know that you are being serious and consistent. Post the rules in the classroom, visible for everybody at all times.
Refer to them when students start misbehaving or challenging your authority. Remember to only include rules you
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are willing and ready to enforce.

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Warn students about every consequence that comes from breaking the rules and stick to them. Consistency is the
best policy, even if it breaks your heart at times!
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Never, under any circumstance, disrespect your students or underestimate their intelligence. They may not know
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English, but they are intelligent and understand what is going on.

Don’t assume they understand something just because it seems simple to you. Simplify language, repeat as necessary,
and rephrase until everything is clear for them.

Praise students’ work, but do not overdo it. Praise when they do something that is beyond your expectations.
Praise the student directly and sincerely, for an extra effort, for an accomplishment, for extraordinary behavior and
collaboration, for a competence or skill well worked with or acquired.
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Make eye contact with all students in the class – address different individuals to give shy students the opportunity
to shine.
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Should you wish to read more on classroom management tips, skills and principles, visit
http://www.adprima.com/managing.htm

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 Using Rubrics to Assess Performance
http://www.rubrics4teachers.com/

What is a rubric?

“A rubric is a scoring guide that seeks to evaluate a student’s performance based on the sum of a full range of criteria
rather than a single numerical score. A rubric is a working guide for students and teachers, usually handed out before
the assignment begins in order to get students to think about the criteria on which their work will be judged.
It is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process.
Students themselves are involved in the assessment process through both peer and self-assessment.”

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(Adapted from Assessment Rubrics, [Online] 8 April 2011. http://edtech.kennesaw.edu/intech/rubrics.htm).

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Advantages of Rubrics

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‘Rubrics improve students’ performance – when students know what is expected of them and
how they will be assessed, they make an extra effort to reach your expectations. They become

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participants in the teaching and learning process.
‘Feedback to students is fairer and more objective than a single numerical score.
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‘Rubrics provide teachers with valuable feedback on students’ strengths and weaknesses.

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‘They provide parents with information that is objective and tells them more than a simple mark.
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Look at a simple example of a rubric, which you can download for free from:
http://www.teach-nology.com/cgi-bin/phonics.cgi
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 Bibliography and Webography

STUDENT’S BOOK

1. Coe, N. et al. (1996). Writing Skills. A Problem-solving Approach. Cambridge: Cambridge University
Press.

2. Fallahi, C. R. et al. (2007). “Using Debate in Helping Students Discuss Controversial Topics,” Journal
of College Teaching & Learning. Central Connecticut State University, Volume 4, Number 10.

3. Murphy, R. (2005). English Grammar in Use. Cambridge: Cambridge University Press.

4. Swan, M. (2003). Practical English Usage. Oxford: Oxford University Press.

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5. The Olympic Museum (2007). The Modern Olympic Games. 2nd edition.

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WEBOGRAPHY

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1. www.aip.org/history/einstein/index.html

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2. www.albertadebate.com/adebate/resources/styles/academic.pdf

ri
L
3. www.bbc.co.uk
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4. www.classicshorts.com/stories/openwin.html

5. www.creative-poems.com/poem.php?id=247370
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6. www.daepScience.pbworks.com/w/page/13723795/INTEGRATED-PHYSICS-and-CHEMISTRY
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7. www.deoxy.org/emperors.htm
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8. www.dictionary.cambridge.org
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9. www.dietfacts.com

10. www.en.wikipedia.org/wiki/Sorry,_Wrong_Number

11. www.gaslight.mtroyal.ca/mnkyspaw.htm

12. www.inventors.about.com/library/inventors/blbicycle.htm

13. www.nobelprize.org/nobel_prizes/physics/laureates/1921/einstein-bio.html
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14. www.oddee.com/item_97090.aspx
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15. www.paralympic.org/Paralympic_Games/

16. www.suite101.com/content/moviereview-the-birds-1963-a24045#ixzz1EpNaksmT

17. www.teens.lovetoknow.com/High_School_Debate_Topics

18. www.washingtonpost.com/wp-dyn/content/gallery/2008/06/23/GA2008062301669.
html?sid=ST2008062201741

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 TEACHER’S BOOK

1. Airasian, P. (2000). Assessment in the Classroom. A Concise Approach. Boston: McGraw-Hill.

2. Carter, R. and D. Nunan (eds.) (2001). The Cambridge Guide to Teaching English to Speakers of
Other Languages. Cambridge: Cambridge University Press.

3. Coe, N., et al. (1996). Writing Skills. A Problem-solving Approach. Cambridge: Cambridge
University Press.

4. Davies, P. and E. Pearse (2000). Success in English Teaching. Oxford: Oxford University Press.

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5. Harmer, J. (2001). The Practice of English Language Teaching. Harlow: Pearson Educational

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Limited.

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6. Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University
Press.

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7. Lee J. y B. Van Patten (1994). Making Communicative Language Happen. New York: McGraw-Hill.

di A
ri
8. Lerner, D. (2001) Leer y escribir en la escuela. México, D. F.: Secretaría de Educación Pública y
L
Fondo de Cultura Económica.
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9. Murphy, R. (2005). English Grammar in Use. Cambridge: Cambridge University Press.

10. Richards, J. and W. Renandya (eds.). Methodology in Language Teaching. Cambridge: Cambridge
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University Press.
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11. Swan, M. (2003). Practical English Usage. Oxford: Oxford University Press.
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12. Ur, P. (1996). A Course in Language Teaching. Cambridge: Cambridge University Press.
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WEBOGRAPHY

1. http://esl.about.com/

2. http://kids.nationalgeographic.com/

3. www.onestopenglish.com/

4. http://teachers.net/
ro

5. http://wordreference.com/
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6. http://www.bbc.co.uk/worldservice/learningenglish/

7. http://www.cambridgeesol.org/

8. http://www.eslcafe.com/

9. http://www.merriam-webster.com

10. http://www.teachingenglish.org.uk/

11. http://www.usatoday.com/

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 n ó
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 Extra Activities

THE WRITING PROCESS

Prewriting Editing
‘purpose and audience ‘conventions
‘brainstorming
‘form

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Revising
‘clarifying

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‘reorganizing
Writing ‘refining

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‘organization ‘using precise language
‘voice

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‘word choice
Publishing/Sharing
‘sentence fluency
‘bulletin board
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‘performance
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‘author´s chair
Responding
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‘teacher/peer conference
‘self/peer evaluation
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The following pages include different extra activities which you can work on with your students as pair work activities,
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small group activities or as a whole group activities. Each extra activity is correlated to the contents and products in
each unit and, therefore, can provide extended practice, when needed.
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You can also find these extra activities useful for evaluation purposes or for those days when your lesson plan needs
a shift.

We sure hope you find them enjoyable and useful in fulfilling those teaching needs that come up unexpectedly.
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 Extra Activities
Unit 5 (For pages 231 - 232 Student’s Book)
Let's Talk About It

1. You will participate in a debate about drugs legalization. Complete the following sentences expressing your
stance about this topic.

Drugs should .

Authorities must .

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It may be useful to .

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Young people can .

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Society ought to .

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2. Imagine that everything you expressed in the previous lines is followed. How would be your society in the

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future? Express it in the following lines.

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 Unit 4 (For pages 233 - 234 Student’s Book)
All of A Sudden...!

1. Read the following paragraph and complete the sentences to specify which instructions were given for the
drill. You may use the words in the box.

should must ought to have to

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I’m in the evacuation brigade for fire and earthquake drills. It is really exciting and interesting. Today we got
organized; before the drill, the safety coordinator told us, “Make sure that you know how to turn the fire alarm

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on and off.” Then the principal added, “Carefully monitor the evacuation of your building along with your

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helpers.” And the sports teacher warned us, “You must use the fire drill report to see what areas should be

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checked during and after the drill.”

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Once we were in the drill, the chief brigadier shouted, “Be sure that no one enters the building during the drill!”.
Everybody did what was supposed to and we did very little time in the evacuation. Our teacher was really
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happy so she told me, “Diana, you were really great today, please teach your classmates everything you learnt”.

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a. The safety coordinator
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b. The principal

c. The sports teacher

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d. The chief brigadier

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e. The teacher
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 Unit 3 (For pages 235 - 236 Student’s Book)
Sports!

1. Read the following advice to start running.

1. Your only investment will be a good pair of running shoes.

2. Walk before you run! For the first four weeks you should have a 5-15 minute warm-up walk before breaking
into a trot, followed by a warm-down stroll and stretch.
3. Make sure you run/walk at least twice a week. You won’t really benefit if you do less than this.

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4. Don’t run two days in a row for the first two months. Give your muscles and tendons a chance to adapt to
running.

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5. Run for time, not distance and avoid drastic increases in time.

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6. Be patient! Don’t be in a hurry to enter races. Wait until you can run at least 30 minutes without resting

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before lining up for that first 5 km fun run.
7. Find a like-minded friend to run with. Some of the greatest friendships have been formed during training

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runs.
8. Enjoy your running! It’s nice to be competitive, but not if the pressures are going to impact on your health
and general life style.
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Write three Wh- questions using the information from the text.
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a.
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b.
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c.
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2. Imagine you have a friend who wants to start running. In the following lines write some advice you can give
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him/her using some of the words from the box.

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 Extra Activities
Unit 2 (For pages 237 - 238 Student’s Book)
Science for Life!

1. Read the following instructions for a Science experiment and write on the lines numbers 1 to 5 to order the
steps correctly. Then, write the purpose of the experiment.

Vibrating Coin

Purpose:

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The coin will start to click up and down. Let it vibrate for a while, then remove your hands. The coin

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goes right on vibrating !

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Dip your finger in water and place a few drops around the edge of the coin to seal the opening.

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This shows the illustration of how air expands when heated. The cold air inside the bottle is

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warmed by the heat from your hands and the expanding air escapes around the rim of the coin
causing it to vibrate.

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Place both your hands around the bottle, holding it firmly for about fifteen seconds.

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Place an empty bottle in a refrigerator to cool it. When the bottle is cold remove it and put a coin
on the opening as shown.
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2. Now write the experiment in order using the words in the box.
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next then finally first after

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 Extra Activities
Unit 1 (For pages 239 - 240 Student’s Book)
Healthy Mind, Healthy Body!

1. Write a sentence for each of the following situations telling how would you feel if it happens
to you.

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 Brilliant! Teens Teacher's Edition
eens
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Teacher's Edition
Liliana del Carmen Plata Quiroz

Prtd Brilliant! Teens 3 Teacher´s

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